I continued reading Weller\u2019s (2020) book on Ed Tech history for Part II. The Video and Learning Management System (LMS) chapters were particularly riveting. When Weller stated, \u201cWe are all broadcasters now,\u201d I cringed slightly at this idea while reading the video chapter (2020, p. 90). I instantly reflected upon the first video that I created at RRU. In my MALAT intro video, I recall the attempt at recording the video was painstaking. I had no confidence as a videographer and felt shy and awkward in the recording.<\/p>\n\n\n\n
Even with this personal trepidation, I cannot negate the immediate relevance of video for educational purposes. The YouTube statistics that Weller shared have Millennials preferring YouTube over TV (2020, p. 85)\u2014In the companion podcast hosted by Laura Pasquini (2021), her guest, Lee Skallerup Bessette, shared that her children preferred watching videos over TV. I also acknowledge that my Gen Z family members like watching and learning from videos. These two generational cohorts encompass most of the student population at my college. Therefore, my colleagues definitely consider videos’ learning impact on the student experience.<\/p>\n\n\n\n
In addition, this chapter focuses on “flipped learning,” which involves watching instructional videos at home and using class time to participate in activities based on the video content (Weller, 2020, p. 88). I can relate to the outcome of the results being mixed when trying this model in my previous teaching. Moreover, the approach that resonated the most in terms of relevancy in my work was discussed in the podcast by Pasquini (2021) on her experience in developing video tutorials. I am fortunate to have a team of educational technologists who assist in creating video tutorials with faculty, so nobody feels like they need to have the expertise of a broadcaster and videographer. These tutorial videos reside in the LMS for safekeeping, which leads to another chapter topic.<\/p>\n\n\n\n
The 2002 LMS chapter takeaway for me was about finding balance in a system that may prioritize administrative functions over pedagogical considerations. After listening to another companion podcast with Laura Pasquini (2020) and her guest panel, I felt conflicted and initially defensive when the downside of the LMS was discussed. This critical analysis conflicts with my organization\u2019s current practice regarding the LMS, as the system is often considered golden. I could relate as Weller (2020) described the academic scene, \u201cFor many ed techs, the LMS is seen at the centre of their work\u201d (p. 67). Weller is right in this statement. A team of experts specializes in the administration and education of using the LMS. Many questions arose while listening to the panel: What would my previous global corporate training employer do without an LMS? How could my current college have blended learning programs without an LMS? How would I study at RRU without Moodle?<\/p>\n\n\n\n
After listening to the panel, I pondered more about the LMS and the learnings from these experts\u2014apprehension set in regarding vendor data collection, which is now top of mind (Pasquini, 2020). There also is the factor of my LMS being a \u2018closed\u2019 system. Part I of this blog mentioned sharing the essentials for blended learning from my previous academic experiences. For example, incorporating social learning is crucial for an engaging and satisfying online or blended educational experience for me. I am now pondering how incorporating social learning activities may provide a less authentic learning experience when using a closed LMS. Also, after learning more about e-portfolios from Weller (2020), I want to consider them for documenting skills learned in my college\u2019s apprenticeship trades programs. However, the complicatedness of the e-portfolio residing in a closed system needs to be researched before contemplating moving forward.<\/p>\n\n\n\n
As a result of these lesson takeaways, I have opened my eyes and will be optimistically cautious regarding the LMS. I now have more questions than answers that I need to explore. I must recognize at this point that I joined the MALAT program to learn what lies ahead in Learning and Technology beyond an LMS. In closing, though, I do agree with Weller (2020) when he stated, \u201c \u2026 we should probably give the LMS a little respect, and a little love\u201d (p. 67).<\/p>\n\n\n\n
References<\/strong><\/p>\n\n\n\n Pasquini, L. (Host). (2020, November) Between the Chapters #9 resistance & care for the LMS with @OnlineCrsLady, @brennacgray & @carolak [Audio podcast episode]. 25 Years of Ed Tech<\/em>. Between the Chapters: The LMS \u2013 25 Years of Ed Tech: The Serialized Audio Version (opened.ca)<\/a><\/p>\n\n\n\n Pasquini, L. (Host). (2021, January). Between the Chapters #12 talking videos with @readywriting [Audio podcast episode]. 25 Years of Ed Tech. <\/em>Between The Chapters: Video \u2013 25 Years of Ed Tech: The Serialized Audio Version (opened.ca)<\/a><\/p>\n\n\n\n