Some issues regarding the Web as a protagonist in higher education: A summary of Godwin-Jones' (2012) article

 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