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This conundrum leaves higher education with what appears to be an unsatisfying either-or choice that requires significant tradeoffs whichever path we choose. Potential security and reliability concerns abound. The PLE is not without its weaknesses, however.
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Where the LMS is vertically integrated and institutionally centralized, the PLE is the educational manifestation of the web’s "small pieces loosely joined," a "world of pure connection, free of the arbitrary constraints of matter, distance, and time." 5 Proponents assert that the PLE’s greater flexibility, portability, adaptability, and openness make it far superior to the LMS as a teaching and learning platform. Some educators even argue that the next requirement is a Personal Learning Environment (PLE) that interoperates with an LMS. Hence, there is continual pressure for the LMS to utilize and integrate with many of the Web 2.0 tools that students already use freely on the Internet and that they expect to find in this kind of system.
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The dilemma thus created is succinctly summarized in the "Top-10" report:Īlthough the LMS needs to continue serving as an enterprise CMS, it also needs to be a student-centered application that gives students greater control over content and learning. Blogs, wikis, social networking sites, microblogging tools, and other web-based applications are supplanting the teaching and learning tools previously found only inside the LMS. Many students, teachers, instructional technologists, and administrators consider the LMS too inflexible and are turning to the web for tools that support their everyday communication, productivity, and collaboration needs. While the LMS has become central to the business of colleges and universities, it has also become a symbol of the higher learning status quo.