Course managment systems each contain their own inherent pedagogy, and for most systems these pedagogies are traditional in nature. As with all technologies, the design of the product is a result of its perceived use. Today’s enterprise–scale systems were created to manage traditional teaching tasks as if they were business processes. They were originally designed to focus on instructor efficiency for administrative functions such as grade posting, test creation, and enrollment management. Pedagogical considerations were thus either not considered, or were considered to be embodied in such managerial tasks.
Interesting article re. PLE/VLE debate
Course management systems, like any other technology, have an inherent purpose implied in their design, and therefore a built–in pedagogy. Although these pedagogies are based on instructivist principles, today’s large CMSs have many features suitable for applying more constructivist pedagogies. Yet few faculty use these features, or even adapt their CMS very much, despite the several customization options. This is because most college instructors do not work or play much on the Web, and thus utilize Web–based systems primarily at their basic level. The defaults of the CMS therefore tend to determine the way Web–novice faculty teach online, encouraging methods based on posting of material and engendering usage that focuses on administrative tasks. A solution to this underutilization of the CMS is to focus on pedagogy for Web–novice faculty and allow a choice of CMS.
Impact of VLEs etc on pedagogy
How default settings in Blackboard can influence how newbies teach online
She argues that Content management Systems (CMSs) "are not pedagogically neutral shells for course content." Indeed, "a CMS may not only influence, but control, instructional approaches." And "Few instructors are consciously aware that CMS design is influencing their pedagogy." This is a good paper, well-argued, and I agree with the conclusion.
LMS and learning