{"id":352,"date":"2022-09-10T17:46:49","date_gmt":"2022-09-11T00:46:49","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/?p=352"},"modified":"2022-09-12T21:54:55","modified_gmt":"2022-09-13T04:54:55","slug":"reflecting-on-25-years-of-ed-tech-2002-2011","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/reflecting-on-25-years-of-ed-tech-2002-2011\/","title":{"rendered":"Reflecting on 25 Years of Ed Tech (2002 – 2011)"},"content":{"rendered":"\n
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Photo by eLearning Industry<\/figcaption><\/figure>\n\n\n\n

After reading the second 1\/3 of Weller\u2019s book, one lesson that I see as having immediate relevance is the Learning Management System (LMS) 2002 in chapter 9. Weller (2020) stated that the LMS provided an enterprise solution for e-learning for universities and stands as the central e-learning technology (p. 63). My organization has also adopted the LMS as an e-learning enterprise solution with multiple operating systems such as Quality Learning Management System (QLMS), UDUTU LMS (a platform for e-learning), etc. in the early 2000\u2019s. Conole, de Laat, Dillon, and Darby noted in the chapter that the LMS was often used as a place to dump notes\u2026rather than engage in the more experimental pedagogies in constructivism (p. 64). For example, the LMS in my company seems to be a \u2018good enough\u2019 (p. 64) in-house system which allows their employees and contractors to sign up for training courses as needed (some conduct and safety courses would be mandatory). It also supports training completion tracking and recording for each individual. However, it does not make effective use of asynchronous communication to enhance employee and\/ or contractor interaction and collaborative learning in this case.\u00a0<\/p>\n\n\n\n\n\n\n\n

In the \u201cbetween the chapters\u201d discussion, the panel argued that LMS provides a space for asynchronous classes and learning that Zoom does not allow (Pasquini, 2021). I find this most relevant to my project during the pandemic. Although many employees were resistant to using LMS initially, the ease of accessibility and convenience of the LMS offered a viable alternative for online learning.\u00a0\u00a0Employees are convinced that they can learn at any time and any place. The flexibility was what the employees prioritized during that time, and I can see this trend continuing going forward.<\/p>\n\n\n\n

According to Weller in chapter 18, Personal Learning Environments (PLE) can be viewed as a reaction against LMS (p.123) or an extension of LMS (p. 125). PLE were seen as a means of allowing greater learner control and personalization, in keeping with the learner-centred approaches to education (p. 124). Despite dissatisfaction of LMS from the employees, my organization does not broadly promote PLE for academic learning possibly because of the high overhead cost. Since LMS has always been under the control of the organization, employees may not see the opportunities in creating and managing a learning environment they wish to have.<\/p>\n\n\n\n

References<\/strong><\/p>\n\n\n\n

Pasquini, L. (Host). (2021, January 7). Between the chapters: The LMS (No. 10) [Audio podcast episode]. In 25 Years of Ed Tech<\/em>. Transistor. https:\/\/25years.opened.ca\/2021\/01\/07\/between-the-chapters-the-lms\/<\/a><\/p>\n\n\n\n

Weller, M. (2020).\u00a025 years of ed tech<\/em>. Athabasca University Press.\u00a0https:\/\/doi.org\/10.15215\/aupress\/9781771993050.01<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

After reading the second 1\/3 of Weller\u2019s book, one lesson that I see as having immediate relevance is the Learning Management System (LMS) 2002 in chapter 9. Weller (2020) stated that the LMS provided an enterprise solution for e-learning for universities and stands as the central e-learning technology (p. 63). My organization has also adopted … Continue reading “Reflecting on 25 Years of Ed Tech (2002 – 2011)”<\/span><\/a><\/p>\n","protected":false},"author":279,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":true,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[],"class_list":["post-352","post","type-post","status-publish","format-standard","hentry","category-lrnt523"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/posts\/352","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/users\/279"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/comments?post=352"}],"version-history":[{"count":2,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/posts\/352\/revisions"}],"predecessor-version":[{"id":357,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/posts\/352\/revisions\/357"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/media?parent=352"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/categories?post=352"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/tags?post=352"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}