Some issues regarding the Web as a protagonist in higher education: A
summary of Godwin-Jones' (2012) article
The use of the World Wide Web in higher education is commonplace
nowadays in Occidental countries, yet it has its advantages and
disadvantages. In the article “Emerging technologies. Challenging
hegemonies in online learning”, Godwin-Jones (2012) explores the
use of these tools, analyses the cultural dimensions involved, and
discusses their future.
The author begins by
exploring Language Management Systems, or LMS, and the pedagogy that
is implicit in them. The design of these learning systems dates from the 1990s and has not been altered since. According to Godwin-Jones (2012),
“the essential model is a closed, self-contained system using
cognitive-behavioral learning, with emphasis on information
presentation and measurable performance assessment.” (para. 3)
Instructors access the “control panel” and select activities and
tasks that the student then carries out. Godwin-Jones (2012)
highlights that, although there are many tools available for
instructors, in most cases they merely choose the most basic ones.
However, in the early 2000s, another system, Moodle was created. This
LMS presents some advantages: it is open source, it is free of
charge, and the learning model it is based on is social
constructivist. Besides, it offers many different activities and
resources, although the author points out again that their use still
depends on the instructor.
Nevertheless, there are disadvantages to the use of LMS. According to
Godwin-Jones (2012),
The spoon-fed content delivery and closed environment of the LMS is far removed from the vibrant, ever-changing online world
in which our students are fully engaged. Many of today’s students are likely heavy users of social
networking sites, multi-player gaming, and media mashups. The static and controlled environment of an LMS
is unlikely to either attract or
stimulate
such students. (para. 7)
Furthermore, the author considers that the fact that most LMS have a
similar design or layout represents another drawback, as learners
could be exposed to diverse approaches and designs, which would
encourage them to choose the most useful tools for them and increase
their autonomy and independence.
As for the cultural dimension of LMS, the author states that most of
the first LMS were created in the Anglophone world, and that this
culture is present in it: there is a sense of “individualism,
emphasizing the centrality of linear, rationalist reasoning, and
open, frank communication.” (Godwin-Jones, 2012, para. 9) However,
nowadays there is a tendency to more open and versatile systems, and
the objective is to achieve a universal design for LMS. Moodle, for
instance, is used in 215 countries and the variety of activities
available may account for this.
Godwin-Jones (2012) notes that there have been many advances in LMS
recently. To begin with, although initially they were installed
locally, nowadays there is a tendency towards using a cloud service,
which means that they will be run from a server belonging to the
company. Furthermore, open source systems will be more popular that
commercial ones, since, for instance, the former may be adopted by
teachers who are not satisfied with the platform that their school
has chosen and paid for. However, a negative trend that can be
observed is that these free services may, in the future, require
users to pay a fee.
In conclusion, even though
they may have their drawbacks, LMS provide a variety of tools to
enrich lessons, and it is up to instructors to profit from them.
Moreover, considering the recent tendency to a universal design and
the use of free, open-source systems, we have seen a change in the
previous hegemony of LMS and a development in these learning systems.
References
Godwin Jones, R. (2012).
Emerging techonologies. Challenging hegemonies in online learning.
Teaching &
Technology, Volume 16, number 2.
Retrieved October 2012 from
http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=20168
