Editorial volume 3 - issue 3: The future of the Learning Management System
We can predict that many teachers in higher education will think of Web 2.0 as the latest add-on to the burden of change that faces most teachers in higher education today. We can also predict that academics will adjust to these challenges as employees in most other organizations do: some will be innovators, some early adopters etc. The thing about Web 2.0 is that it is not possible to talk about a particular artefact, or a software or similar things. Some speak of web 2.0 as an “attitude”. One of the most practical solutions I have read has been suggested by David Brown, director of educational technology services at Dartmouth College. He acknowledges that those features commonly attributed to Web 2.0 technology correspond with present learning theories. Web 2.0 offers constructive creativity on the web in a new transparency that the present LMSs need to face: ”In short, the Web 2.0 models the very active engagement that is central to the learning paradigm.» Hence, the LMS need to develop into LMS 2.0.
In the present issue we offer two articles that indirectly suggests that the current LMS have much to offer and that critical and creative users might push the limits of for what is possible. Laurence Habib and Monica Johannesen from Oslo University College, using Actor-Network theory in understanding the organisational and pedagogical effects of using the LMS, they offer us a dynamic interpretation on how the various actors shape and shake assumptions and limits of its use. Anne Karin Larsen, Grete Oline Hole and Martin Fahlvik from Bergen University College presents a tale about how they produced educational material with the goal of presenting it dynamically with the LMS, using the concept of a “Virtual Book”. The article discusses how the learning material contributes to students’ learning and how audio-visual learning material can contribute to good learning in e-learning courses. These articles correspond well to the journal’s aim to understand “ the promotion of participation and reflexivity in the social construction of the development of educational technology”. Larsen, Hole and Fahlvik demonstrate how this is a dynamic developmental process. The last paper has a different topic, but relates to the first article in the sense that if the technology is the same, different users approach it differently. The authors: Neil Anderson, Carolyn Timms and Lyn Courtney of James Cook University address the rural/urban distinction in a complex project, investigated in several aspects. If the difference is systematic and in conflict with educational and political aims, the alarm goes off. In this case the troubling news are that students in rural areas are less interested in adopting new technologies.
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