Matthew Allen (@netcrit) posted and interesting piece about Moodle plug-ins and their comparison with web2.0 tools that can be easily integrated into the classroom. With the proliferation of embeddable content, will plug-ins and modules be replaced and allow for teachers to “off-shore” standard LMS functionality to other web services?  It’s an interesting proposition, and one that would mean a simpler approach to creating core functions of learning management systems (not to mention Moodle).  Here’s a link to the post:

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As a long-time participant in the online learning field, Matt ponders,

a constructivist approach probably comes from the teacher’s design of the study program and not the technology itself.

Meaning the integration and use of bits and pieces (plug-ins and embedded content) have less bearing on outcomes than the teacher’s design overall, which I think is being more seriously explored by Tomaz Lasic and the Moodletown Water! project.  Plug-ins provide a major boost to flexibility and capability for Moodle, and compared to other LMSs can justify adoption or abandonment.

His conclusion is that web2.0 can provide a greater flexibility and perhaps more success in learning outcomes because the services (unlike many Moodle plug-ins) continue to be used as students move to the job force and are maintained by dedicated developers.  This is compared to the situation with plug-ins which need continuous development in order to be used in conjunction with new releases or custom systems.

So…are there plug-ins that you can’t replace with web2.0 services or vice versa?  What are they?

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