Learning Management Systems (LMS)

It’s important to clarify a distinction between LMS ( such as ANGEL)and Web 2.0 tools. LMS “use a top-down approach; blogs tend to go in the other direction. LMS offer a great deal of flexibility and the potential for creativity in the construction of the site, yet still feature the ease of use of a template-based system” (Godwin-Jones, 2003). LMS’s encorporate many of the social and collaborative authoring tools of Web 2.0, and while sometimes slower to market and stripped down of features, they offer more security. Lane (2008) clarifies the distinction:
integrated commercial [LMS] systems have a built-in pedagogy, evident in the easiest-to-use, most accessible features. The focus on presentation (written documents to read), complemented by basic "discussion" input from students, is based on traditional lecture, review, and test pedagogy.

Lane clarifies that this differs widely from a learner-centered, constructivist or inquiry based model of instruction, which many instructors believe in. Constructivist pedagogy sees the role of the instructor as one who creates an environment that is rich and conducive to learning. Such an environment might include independent projects, social interaction and\or self-assessment. Web 2.0 applications, or LMS better support such teaching techniques and pedagogy.

An instructor who is already experienced with Web 2.0 applications and "lives on the web" may feel stifled when facing the managerial focus of a commercial CMS and wonder, Why can't I do that? Those who want to offer learning experiences based in audio, visual, or mixed media formats, for example, find these systems clunky if not completely unusable for their purposes (Lane, 2008).

This has been the experience of this researcher and several of those who work in IT support at the schools I’ve worked at.

Works Consulted

Lane, C. and Yamashiro, G. (2008) Assessing learning and scholarly technologies: lessons from an institutional survey. Educause Quarterly. V. 31 no. 3 (July-Sept. 2008)

Lane, L. (2008) Toolbox or Trap? Course Management Systems and Pedagogy. Educause Quarterly V31 No. 2

Godwin-Jones, R. (2003) Emerging technologies: Blogs and wikis. Language Learning & Technology. May v. 7 No. 2 pp. 12-16 Http://llt.msu.edu/vol7no2/emerging/

Why I want to do quantitative research

I'd like my dissertation to look at quantitative data related to student use of online educational network technologies and sucess in writing classes: that is if my committee will agree.

I've heard from a few colleagues - and at least one technology guru - that I should look at actual writing and do pre and post tests of authentic writing. Eventually I will - but that's not the research I need to do first.

Everyone understands that writing today involves technology - in the product and in the process - but I want to recognize in my research that success in writing involves more than coding lexical items in conventional syntax - it also involves crafting educational identities and finding one's voice, it involves negotiating new and fluid cultural rules, it involves making friends with one might have an authentic audience for one's writing, it involves peer feedback, establishing trust, complaining about teachers and having fun.

It has been thoroughly documented how difficult - if possible - it is to control an experiment on live humans for all the different linguistic input between a pre and a post test. In order to perform any meaningful analysis of authentic writing in order to examine the effects of technology - a monumental amount of research needs to be done on the specific context of the population.

Also, meaningful change on core educational skills like reading and writing happens over time. No intervention so far has had drammatic effect in less than a semester or even year, so what conclusions we gather over said intervention's effect is suspect.

One challenge is the bias against quantitative research among English teachers. I agree with an old business teaching colleague / reverend who used to say "statistics are like bikinis. What they reveal is interesting, but what the conceal is vital;" however, that doesn't make swimwear irrelevant or useless. And while skinnydipping may be a more natural and authentic experience, I wouldn't do it in a river or lake without going in first with a suit. I've been in more than my fair share of ponds and rivers, and the first time you go in one should always wear a suit - and I recommend foot coverings as well. It may slow down your swimming, but cutting yourself or slipping on rocks can be worse.

What do do if you can't log in to ANGEL

An ANGEL course shell supports instruction in myriad powerful ways. The email features alone make direct and targeted communication easy and convenient. Some classroom activities and homework are required in ANGEL and using Learning Management Systems for class in this way is the norm throughout higher education.

If you can't log in try going first to the student help desk and reading their material. They college also has great video tutorials that may make things easier if you haven't used such a system before. You can also email the helpdesk directly at helpdesk@jccc.edu.

Accessing ANGEL

ANGEL is our online course management system. It is required for college excellence whether you're taking distance learning courses, hybrid (with reduced seat time) or traditional 'sit and get' courses.

ANGEL tutorials provide detailed video re: how to login and use the system. Check 'em out. To find the site and login go to https://dl.jccc.edu/. Many people prefer to just go, mess around and figure it out on their own. You can't hurt anything. Check it out.