Picture taken from here
Can we separate the way we teach from the technological systems in which we work? This question was posed by Maha Bali and Jim Groom in a thought-provoking post critically examining the ethos of educational technologies. Maha and Jim argue that the choices we make in educational technology say something about our values and pedagogical visions–they are inseparable from how we go about teaching and learning.
Couldn’t agree more. When I was teaching online classes in Learning Technologies at the University of Minnesota most faculty and graduate instructors were using Ning as an alternative to Moodle (institutionally supported) because its design better aligned with the values of the program. In Aaron Doering’s words, the goal in LT courses was “for students to discover and create knowledge as a group, with the instructor acting as a guide through the assigned materials” and Ning was a great platform to achieve that. A lot of what we were doing in Ning was driven by pedagogy but we were also guided by the possibilities and limitations of the platform itself. On the plus side learners could easily get a sense of others’ presence in the course through features like member pages, blogs, discussions, chat and photos and videos. There were small design touches we liked a lot, like how each forum post appeared with a member thumbnail picture. (In a class I’ve taken as graduate student all students had administrative access to Ning so we could even change the design of the platform if we wanted to.) On the other hand, I had to grade students’ work and Ning didn’t have a gradebook, I couldn’t set up assignments or create a sophisticated system to archive course resources. After all Ning wasn’t originally designed as a Learning Management System (LMS) and the way it worked was so different than Moodle, which is specifically designed for that purpose. I’m not saying that Ning is better than Moodle, it’s just for our purposes Ning seemed to work best.
Now I’m going to diverge a bit because it is really interesting to think about the multiple layers of values and visions embedded in educational technology. Especially when we think about technologies that are designed specifically for the purpose of education, like a course management system.
Let’s consider Moodle, for example. I find the misalignment between the ethos of the Moodle developer community and the end product quite puzzling. Let me explain:
Moodle as a design project: is community driven, globally supported, open-source.
Moodle as an LMS (how the end-product is typically used in higher education institutions): is institutionally driven, locally supported, closed. Also supports the use of copyrighted materials because it’s institutional (this is one point I deviate from Maha and Jim because they argue that LMS are copyright havens).
I believe there is a strong mismatch between Moodle as a design project and Moodle as an LMS because there’s a disconnect between the field of computer science and education in general. A recent TaLIC lunchtime conversation where two computer scientists presented their work also made me realize the big gap between the two fields.
Solution? More partnership, more conversation between computer science and education and less bias toward our own assumptions and the paradigms of each field. Result: (potentially) innovative products to use in education. What do you think?