I am writing a conference paper and would like to harvest the collective mind of the social web for some constructive comments - this is just a small portion of one page. Don´t want to exceed the 10000 word policy :)
Higher Education and educational policies are under scrutiny as we move forward into the 21st century. The traditional higher educational system, with it universities as the hub of knowledge, is under revision, less from the universities them self’s but more from a rapidly emerging ideology and technologies of the social web 2.0 that utilize the Internet´s connectivity.
Higher educational institutions have adopted electronic teaching/learning technologies in the form of the many
different e-learning applications or systems integrated into current the universities IT platforms. They are primarily indented as support tools for formal learning models, as content delivery tools, electronic storage facilities and for administrative purposes. Within these academic platforms these e-learning systems are referred to as CMS or Content Management System or LMS Learning Management System.
There is great controversy regarding these systems and their functionality or lack thereof in educational context. In many areas of education these systems seem to support more efficiently the administrative part of education than teaching and learning activities. (Mott, 2010). The conclusion of a 2009 report from the U.S. department of Education seems to agree saying that most of the new educational technology has been applied outside the educational process (USDE,2008). Arvan (2009) points out that this use of CMS or LMS reinforces a state of status qua where these systems: ...” serves as an affirming technology of traditional teaching. The instructor doesn’t challenge the LMS very much, and, in turn, the LMS doesn’t challenge the instructor.
The student gets the convenience benefit from electronic distribution of documents (and grades) but little more.
Morgan (2003) concludes that; "Faculty uses the CMS primarily as an administrative tool… rather than as a tool anchored in pedagogy or cognitive science models." Others consider LMS a stagnated technology only usable for content delivery to students and management of student groups (Milligan, 2006). Sclater (2008) concluded that LMSs have in many cases developed into glorified "storage facilities for lecture notes and PowerPoint presentations."
When looking at current higher education institution curricula and the traditional teaching methods it should not be surprising how these traditions have filtered into the use of technology, the traditional way of teaching seems to be untouched despite CMS and LMS technologies and through their use teachers maintain their traditional teaching practices (Cuban, 2001).