lunes, 2 de abril de 2012

Moodlerooms... A post LMS ... #Blackboard #Moodle


Como continuación a nuestro post del  viernes 30 de marzo de 2012, titulado #Blackboard acquires #Moodle partners ... Felicidad, izquierda, huelga general #29M, #15M , caos y “bloquear la sociedad-empresa” ... en la que hablábamos de la adquisición de Moodlerooms por Blackboard ... y hoy os traemos información sobre Moodlerooms ...que se vende así:

When it comes to a learning management system, one size does not fit all. That's why Moodlerooms takes a consultative approach to ensure you only pay for what your institution, school or organization needs to achieve its e-learning goals.
We wrap enterprise services and extended features around an open-source Moodle core to provide you with a learning management solution that is affordable and provides freedom from exorbitant proprietary licensing fees and the need to purchase and maintain costly hardware. The result? You incur the lowest total cost of ownership. See how Moodlerooms can help you:
Which Solution Is Right For You?
Power™ delivers a managed Moodle environment that provides organizations with the fundamental services, functionality and e-Learning capabilities they need to focus on the success of their learning program. We provide a limited number of enhancements as well as hosting, maintenance and support for organizations wanting to run their Moodlerooms platform on a more basic level. Learn More
joule™ is suited for enterprise clients who would like to get the most out of their e-Learning program. joule users gain access to additional Moodlerooms developments, add-on modules (including social, mobile and synchronous), third-party plugins and access to our full suite of service offerings. Organizations can pick and choose the features and services they need to run their e-Learning program the way they want. Learn More


 También os traemos un artículo Article In Focus: EDUCAUSE Review: A Post LMS World by Lou Pugliese, Chairman and CEO of Moodlerooms (pdf, 33pp), que comienza así: 

Department Editor’s Note: As the editor of the New Horizons department for 2012, I will be inviting authors to explore and discern emerging trends from a standpoint that straddles the visionary and the practical, enhancing our understanding so that we can shape our present-day decisions to build more effectively for the future. As the year progresses, we will explore trends in teaching and learning, assessment, and the enterprise. There is no better place to start than by looking at the future of the LMS, which has been dramatically successful in becoming our core learning technology even as it simultaneously shows symptoms of impending obsolescence. At EDUCAUSE 2011 in Philadelphia, Gardner Campbell suggested that we change our moniker for—and thus our conception of—this technology from learning management system to understanding augmentation network. Similar sentiments are being expressed by others. What forces are at work? What opportunities should we seize? —Ethan Benatan The learning management system (LMS), which facilitates the rapidly expanding e-learning/blended-learning industry, has been one of the fastest-growing technology-adoption phenomena in the 400-year history of higher education. As with industry, education is still in the process of developing a true understanding of how best to maximize the capabilities of the LMS to teach and train efficiently. But a solid fifteen years of experience with institutionalized learning management platforms have provided us a fair degree of insight into the real challenges and potential of effectively executed online instruction. And what we see is a unique opportunity for the kind of true innovation that can transform higher education. The exponential growth of open source, a new age of interoperable systems, and the increasing demand for e- learning solutions have converged to make the time right for a new kind of LMS. According to Babson Survey Research Group, 65 percent of all reporting higher education institutions said that online learning was a critical part of their long-term strategy, and over 6.1 million students took at least one online course during the fall 2010 term—an increase of 560,000 students over the previous year.1 With such significant organic growth, it is no surprise that administration, faculty, and students are calling for deep changes, including... "(leer más...)

 Fuente: [moodlerooms]

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