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Managing? Teaching? Learning!
5/16/2005
If you are a working with an enterprise system that will not be changing anytime soon, there exist many options for shifting from management to designs for learning. Researchers have pointed out that the demands of faculty for new CMS functions are not driven by the reality of the new learner who is already engaged in digital collaborative environments using phones, PDAs, and even pocket-sized ultralight hard-drive based devices such as the iPod. Providing access to course content through multiple media, one example being a “Podcast,” gives the learner truly ubiquitous learning opportunities. If institutions continue to pay exorbitant amounts for CMS to be used as a syllabus repository or to replicate what is probably more effective pedagogy in a traditional classroom, then we are doing our clients (students and faculty) a disservice.If you are in the process of selecting a CMS, make sure you are including criteria for learning, not just interoperability and standardization. Include students and faculty members as a part of your evaluation team and look to your teaching and learning center and institutional mission to inform what your priorities in a system should be. Your campus culture must be articulated and used to identify a system that can best support the population you serve--be they innovators or laggards--it is not difficult to identify platforms by the stages of technology adoption that functionality defines. When developing your evaluation tool, be sure to address the following functions: access controls; assessment; cognitive and metacognitive supports; organizational tools; collaboration/communication tools; user interface and navigation; content creation and delivery; instructional/ learning design supports; connective functions; cross-functional capabilities, and standards and specifications that insure interoperability. When higher education unites to raise expectations of CMS that support deeper learning, we will see shifts in the products made available to us.
McGee is Assistant Professor, Instructional Technology, College of Education and Human Development, The University of Texas at San Antonio.
Patricia.mcgee@utsa.edu. Bennett is Web Instructional Technology Specialist, Innovative Technology Center, The University of Tennessee kbennett@itc.utk.edu.
Patricia McGee, Ph.D. and Kathy Bennett will be presenting on this topic at the July 2005 Syllabus Conference in Los Angeles. http://www.educause.edu/AMapoftheLearningSpace/2619
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