Technology does not transform learning -- people developing and using technology to transform learning does that. Does one blame the technology, its design, or the uses to which it's been put?
these disruptions are likely to come from educational technologists and leaders exploring new tools and new approaches to learning.
or, what would be even better from a pedagogical perspective, change could come from innovative faculty, as they use new tools to achieve their teaching goals
should also be taken as critiques of the predominant pedagogical model in higher education
Because there is some confidential and proprietary data in the CMS, we have traditionally locked all course data behind a login screen, viewable only by an instructor and the officially enrolled members of his or her class
An excellent point! This can be solved with selective use of CMS elements, and entering as little as possible into the LMS. Linking out is significant as a practice and a philosophy. I try to teach faculty to do that regardless of which CMS they are using.
the vast majority of instructors who adopted the CMS largely ignored Bloom's challenge to make an "educational contribution of the greatest magnitude," instead focusing on increasing the administrative efficiency of their jobs
In practice, the vast majority of instructors who adopted the CMS largely ignored Bloom's challenge to make an "educational contribution of the greatest magnitude," instead focusing on increasing the administrative efficiency of their jobs.
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