Activity #3<\/p>\n\n\n\n
After reading 25 Years of Ed Tech<\/em> (Weller, 2020), the chapters that most resonated with me were chapters 9 and 12. Chapter 9 comprised of the learning management system (LMS) in 2002. Weller (2020) describes the role of the LMS in education technology as both \u201cthe centre of their work, and it can often be an unglamorous role ensuring that a system works effectively for thousands of students, and the LMS doesn\u2019t get the credit it deserves in ed tech circles\u201d (Weller, 2020). This statement is very true and relevant to my current line of work. The LMS (Blackboard) is a crucial system that hosts assessments, courses materials, and various applications such as Zoom and YouTube. As Weller stated it is the centre of our work. The students rely on the LMS to supply their work and access their graded assessments. The faculty members rely on the LMS to host and ensure the classroom runs smoothly.<\/p>\n<\/div><\/div>\n\n\n\n In chapter 12 we were introduced to the interesting discussion of video in 2005. Through platforms such as the LMS educators are able to post videos from sources such as YouTube or Zoom for the students to assist and supplement with their learning and studies. Students have few issues accessing the videos that are provided; however, once a student is asked to create a video for assessment purposes this poses an issue. One that is not commonly discussed. Weller (2020) stated that \u201cmany students will go through their education without being required to produce a video as a form of assessment, and we have not fully developed critical strictures for this medium that are as commonly accepted as they are for text\u201d (Weller, 2020). This piece I found to be quite interesting as the conflict posed is quite true. Quite a few of the of the courses at my current work are incorporating more video assessments. I have had quite a few instances where students of all ages have come to me as they are unfamiliar as to how to create a video. The ask for the video in the assessment is not for it to be the best quality; the only requirements are that it is a video and that it captures the requirement of the assessment. Some struggle with this and instead provide presentations without the video component. This challenge I believe as Weller (2020) implies is that the students are not always trained to complete this task \u2013 however the assumption is that they know how to do it.<\/p>\n\n\n\n Reference: <\/p>\n\n\n\n Weller, M. (2020). 25 years of ed tech<\/em>. Athabasca University Press. https:\/\/doi.org\/10.15215\/aupress\/9781771993050.01<\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" Activity #3 After reading 25 Years of Ed Tech (Weller, 2020), the chapters that most resonated with me were chapters 9 and 12. Chapter 9 comprised of the learning management system (LMS) in 2002. Weller (2020) describes the role of the LMS in education technology as both \u201cthe centre of their work, and it can … <\/p>\n