Thread:Insidious pedagogy (3)

Lane raises one of the major criticisms of the CMS. I think there are three:


 * First is the criticism that they influence pedagogy by presenting default formats that channel learning activities into an instructivist, teacher-centred approach (Lane, 2009; Coopman, 2009; Coates et. al, 2005; Ansorge & Bendus, 2004).


 * Second is the criticism that most instructors use the CMS for document delivery, ignoring the communication and collaboration tools. (Malikowski, 2008; Harrington et. al., 2004; Morgan, 2003)


 * Third is the criticism that CMSs represent a barren, closed environment when contrasted with the wealth of social networking, blogging, collaboration, file sharing, and other online tools that students are using for informal learning (Sclater, 2008; Kennedy 2009; Siemens, 2004).

But as Lane rightly points out these flaws are not wholly a factor of the CMS but rather the way they are used. For the most part the CMS was decided on for administrative reasons and imposed on teaching staff, training is pretty much limited to 'how' and not 'why', and support is thin on the ground. And as Nathan's example show many of us are restricted by administrative policies.