I have just read Lisa Lane’s article in First Monday entitled “Insidious pedagogy: How course management systems impact teaching”. I really liked her paper, not least because it raised some issues that I hadn’t considered before regarding default settings in an LMS and the idea of opt in and opt out learning management systems. It also described the way many academics use (or don’t use) the web in their work or play and how this effects their ability to use some of the more ‘advanced’ features of an LMS that go beyond an instructivist model of delivery. Perhaps most importantly of all it discusses the importance of emphasising pedagogy before ‘features and tools’ when working with web novices.
David Jones has provided an interesting response to Lane’s article on his blog and I agree with some of his thoughts regarding the ‘start with pedagogy’ approach. It is indeed difficult to get many academic staff to consider pedagogy in their course delivery let alone the increasing number of part time sessional staff being employed to deliver courses.
I won’t go into that aspect of Lane’s article in detail here. Instead I will make the observation that it seems to me that very little thought is given in LMS evaluations to the pedagogical approaches that particular LMS selections may lead you down. It would be nice to see some of the implications of Lane’s article be considered in LMS evaluations.