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Technology As Pedagogy: The Rhetoric of Learning Management Systems

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The document summarizes Andrea Beaudin's research analyzing the assumptions and implications of course and learning management systems (CMS/LMS) from a rhetorical perspective. It discusses how CMS/LMS are not neutral technologies but can influence pedagogy and shape relationships through their design. The research examines how CMS/LMS may function as tools of "technological hegemony" and control, and implications for concepts like academic freedom. It provides examples of rhetoric used by Blackboard, Moodle, and a writing studio to promote their CMS/LMS.

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The Rhetorics of Course and Learning Management Systems TECHNOLOGY AS PEDAGOGY Andrea L. Beaudin | andrea.beaudin@ttu.edu Texas Tech University
Rationale Interest: Influence of technology, especially mandated technology, on pedagogy and student-instructor interaction Larger issue of academic freedom Research: Part of more extensive study rhetorically analyzing assumptions inherent to specific CMSs / LMSs Analysis of the CMS/LMS and its implications for education (on the micro and macro levels)
Overview Defining Concepts Theories of Technology and Human Interaction CMS/LMS as Rhetoric Applications Reverberations
Defining Concepts
Defining Concepts What are CMSs/LMSs used for? a) transmitting course content b) evaluating students c) evaluating courses and instructors d) creating class discussions e) creating computer-based instruction (Malikowski, Thompson, & Theis, 2007, p.167).
Defining Concepts CMS vs. LMS both manage courses, deliver content to learners, conduct learning activities, and evaluate learning outcomes, but LMSs are designed with the learner in mind and promote a focus on the learner in addition to the content (Roqueta, 2008, p.59).
Technology and Human Interaction
Technology and Human Interaction Dominant views: determinism (technology drives culture) (Ellul; Kurzweil) constructivism (society drives technology) (Pinch and Bijker) Most of these theories hold at their foundations concerns about POWER.
Technology and Human Interaction Andrew Feenberg: technological hegemony: hegemony: "form of domination so deeply rooted in social life that it seems natural" (657) The narrow focus of modern technology meets the needs of a particular hegemony; it is not a metaphysical condition. (663)
CMS/LMS as Rhetoric Are CMS/LMSs tools of technological hegemony?
CMS/LMS as Rhetoric LMS are not pedagogically neutral technologies, but rather, through their very design, they influence and design teaching. As the systems become more incorporated into everyday academic practices, they will work to shape and even define teachers' imaginations, expectations and behaviours. Coates and Baldwin, 2005, 27
CMS/LMS as Rhetoric Any serious advocate of e-learning as a vehicle for pedagogical transformation will need to confront and resolve the inherent conflict between order and creativity, between the checklist-based quality of observable outputs (content) and the qualitative evaluation of teaching and learning quality, and between autonomy and independence on the one hand and regulation and control on the other. Wise and Quealy, 2006, pp. 904-905
Applications
Applications The Blackboard Learn Content Management module is the only academic solution that provides true document management capabilities Users can access files from anywhere, anytime. And theyll be able to collaborate betterwithout involving the technology staff. This module will improve: Efficiency: Save educators time with centralized management of course materials used across multiple courses, sections or departments... Quality and Consistency: Improve curriculum on every level through centralized management and distribution of curriculum resources. Collaboration: Promote user-driven collaboration and sharing within and outside the institution, school or district. Return on Investment: Rely on one easy-to-use, flexible solution that meets academic, general content management, and collaboration needs across your organization. Blackboard, Inc., 2011
Applications Social Constructionist View All of us are potential teachers as well as learners - in a true collaborative environment We learn particularly well from the act of creating or expressing something for others to see We learn a lot by just observing the activity of our peers By understanding the contexts of others, we can teach in a more transformational way (constructivism) A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participants within it. Combining all the above, if you as a learning facilitator want to take advantage of your growing knowledge about your participants, giving them tailored opportunities to share ideas, ask questions and express their knowledge, then you need an environment which is flexible, both in time and space. Moodle, 2011
Applications Integration and Community The Writing Studio provides an interactive, online space that supports writers, writing classes, and writing groups. ≒ To help you as you write... ≒To support writing classes, the Studio offers a course management system that includes most of the tools found in commercial systems -- as well as wikis, ePortfolios, blogs, and other tools that support the learning and teaching of writing. ≒To support writing groups... ≒To help you share your work with others, the Studio offers blogs, wikis, and ePortfolios -- as well as a robust course management system. The blogs, wikis, and ePortfolio tools can be used within courses or on their own, and you can decide whether to share them with others. Depending on your preferences, all of your work can be completely private (or at least as private as anything can be on the Web), shared with only a handful of others, or open to the world. ≒To help you learn to write... Writing Studio, 2012
Reverberations Considerations for further study: Close analysis of specific LMSs and how they construct relationships, interaction, and theories of learning Case studies of instructors evaluating how pedagogy affected by method of course delivery Research into implications for academic freedom Analysis of how CMSs affect conceptualization of education
Presentation PDF available at http://bit.ly/GJ8vsR
References Blackboard, Inc. (2011). Blackboard Learn: Products. Blackboard. Retrieved December 1, 2011, from http://www.blackboard.com/Platforms/Learn/Products/Blackboard- Learn/Teaching-and-Learning/New-to-Learn/Content-Management.aspx Feenberg, A. (2003). Democratic Rationalization: Technology, Power, and Freedom. In R. Scharff & V. Dusek (Eds.), Philosophy of technology (pp. 652- 665). Malden, MA: Blackwell Publishing. Malikowski, S. R., Thompson, M. E., & Theis, J. G. (2007). A Model for Research into Course Management Systems: Bridging Technology and Learning Theory. Journal of Educational Computing Research, 36(2), 149-173. Moodle. (2011, October 21). Pedagogy - MoodleDocs. Moodle. Retrieved December 1, 2011, from http://docs.moodle.org/21/en/Pedagogy Roqueta, M. (2008). Learning management systems. Distance learning, 5(4), 59- 66. Writing@CSU. (2012). About the Writing Studio Project. Writing@CSU. Retrieved March 23, 2012, from http://writing.colostate.edu/about/studio.cfm

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Technology As Pedagogy: The Rhetoric of Learning Management Systems

  • 1. The Rhetorics of Course and Learning Management Systems TECHNOLOGY AS PEDAGOGY Andrea L. Beaudin | andrea.beaudin@ttu.edu Texas Tech University
  • 2. Rationale Interest: Influence of technology, especially mandated technology, on pedagogy and student-instructor interaction Larger issue of academic freedom Research: Part of more extensive study rhetorically analyzing assumptions inherent to specific CMSs / LMSs Analysis of the CMS/LMS and its implications for education (on the micro and macro levels)
  • 3. Overview Defining Concepts Theories of Technology and Human Interaction CMS/LMS as Rhetoric Applications Reverberations
  • 5. Defining Concepts What are CMSs/LMSs used for? a) transmitting course content b) evaluating students c) evaluating courses and instructors d) creating class discussions e) creating computer-based instruction (Malikowski, Thompson, & Theis, 2007, p.167).
  • 6. Defining Concepts CMS vs. LMS both manage courses, deliver content to learners, conduct learning activities, and evaluate learning outcomes, but LMSs are designed with the learner in mind and promote a focus on the learner in addition to the content (Roqueta, 2008, p.59).
  • 7. Technology and Human Interaction
  • 8. Technology and Human Interaction Dominant views: determinism (technology drives culture) (Ellul; Kurzweil) constructivism (society drives technology) (Pinch and Bijker) Most of these theories hold at their foundations concerns about POWER.
  • 9. Technology and Human Interaction Andrew Feenberg: technological hegemony: hegemony: "form of domination so deeply rooted in social life that it seems natural" (657) The narrow focus of modern technology meets the needs of a particular hegemony; it is not a metaphysical condition. (663)
  • 10. CMS/LMS as Rhetoric Are CMS/LMSs tools of technological hegemony?
  • 11. CMS/LMS as Rhetoric LMS are not pedagogically neutral technologies, but rather, through their very design, they influence and design teaching. As the systems become more incorporated into everyday academic practices, they will work to shape and even define teachers' imaginations, expectations and behaviours. Coates and Baldwin, 2005, 27
  • 12. CMS/LMS as Rhetoric Any serious advocate of e-learning as a vehicle for pedagogical transformation will need to confront and resolve the inherent conflict between order and creativity, between the checklist-based quality of observable outputs (content) and the qualitative evaluation of teaching and learning quality, and between autonomy and independence on the one hand and regulation and control on the other. Wise and Quealy, 2006, pp. 904-905
  • 14. Applications The Blackboard Learn Content Management module is the only academic solution that provides true document management capabilities Users can access files from anywhere, anytime. And theyll be able to collaborate betterwithout involving the technology staff. This module will improve: Efficiency: Save educators time with centralized management of course materials used across multiple courses, sections or departments... Quality and Consistency: Improve curriculum on every level through centralized management and distribution of curriculum resources. Collaboration: Promote user-driven collaboration and sharing within and outside the institution, school or district. Return on Investment: Rely on one easy-to-use, flexible solution that meets academic, general content management, and collaboration needs across your organization. Blackboard, Inc., 2011
  • 15. Applications Social Constructionist View All of us are potential teachers as well as learners - in a true collaborative environment We learn particularly well from the act of creating or expressing something for others to see We learn a lot by just observing the activity of our peers By understanding the contexts of others, we can teach in a more transformational way (constructivism) A learning environment needs to be flexible and adaptable, so that it can quickly respond to the needs of the participants within it. Combining all the above, if you as a learning facilitator want to take advantage of your growing knowledge about your participants, giving them tailored opportunities to share ideas, ask questions and express their knowledge, then you need an environment which is flexible, both in time and space. Moodle, 2011
  • 16. Applications Integration and Community The Writing Studio provides an interactive, online space that supports writers, writing classes, and writing groups. ≒ To help you as you write... ≒To support writing classes, the Studio offers a course management system that includes most of the tools found in commercial systems -- as well as wikis, ePortfolios, blogs, and other tools that support the learning and teaching of writing. ≒To support writing groups... ≒To help you share your work with others, the Studio offers blogs, wikis, and ePortfolios -- as well as a robust course management system. The blogs, wikis, and ePortfolio tools can be used within courses or on their own, and you can decide whether to share them with others. Depending on your preferences, all of your work can be completely private (or at least as private as anything can be on the Web), shared with only a handful of others, or open to the world. ≒To help you learn to write... Writing Studio, 2012
  • 17. Reverberations Considerations for further study: Close analysis of specific LMSs and how they construct relationships, interaction, and theories of learning Case studies of instructors evaluating how pedagogy affected by method of course delivery Research into implications for academic freedom Analysis of how CMSs affect conceptualization of education
  • 18. Presentation PDF available at http://bit.ly/GJ8vsR
  • 19. References Blackboard, Inc. (2011). Blackboard Learn: Products. Blackboard. Retrieved December 1, 2011, from http://www.blackboard.com/Platforms/Learn/Products/Blackboard- Learn/Teaching-and-Learning/New-to-Learn/Content-Management.aspx Feenberg, A. (2003). Democratic Rationalization: Technology, Power, and Freedom. In R. Scharff & V. Dusek (Eds.), Philosophy of technology (pp. 652- 665). Malden, MA: Blackwell Publishing. Malikowski, S. R., Thompson, M. E., & Theis, J. G. (2007). A Model for Research into Course Management Systems: Bridging Technology and Learning Theory. Journal of Educational Computing Research, 36(2), 149-173. Moodle. (2011, October 21). Pedagogy - MoodleDocs. Moodle. Retrieved December 1, 2011, from http://docs.moodle.org/21/en/Pedagogy Roqueta, M. (2008). Learning management systems. Distance learning, 5(4), 59- 66. Writing@CSU. (2012). About the Writing Studio Project. Writing@CSU. Retrieved March 23, 2012, from http://writing.colostate.edu/about/studio.cfm
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