Universities worldwide are seeking to integrate ICT into the curriculum by introducing easy-to-use, general-purpose web-based learning management systems (LMS's), such as WebCT, Blackboard, Learning Space, etc. Although not specifically designed for language teaching and language learning, such systems can be used in this context too -- but with certain limitations. Potential benefits are in facilitating core elements of the language learning process, such as communication and collaboration, and opening up large resources for language learning on the internet. Potential weaknesses may arise from restricted exercise formats and limited multi-media capability (in realistic settings).
This paper will first present the use of these systems from the perspective of organisations introducing them. This involves paying attention to strategic aspects, such as raising ICT literacy and increasing staff acceptance of ICT in the classroom. Next, I will discuss LMS's from the perspective of the language teacher and learner. Drawing on recent insights from the literature on web-based language learning, this part of the paper will go into pedagogic and didactic aspects associated with introducing this new technology for language learning. The two perspectives together will form the basis for the discussion whether learning management systems are helpful for language teaching and learning. The paper will conclude by presenting some directions for future language learning on the web.
The discussion will be presented against the backdrop of the Nestor project in the University of Groningen, which aims to introduce Blackboard as the standard learning environment for the entire university in the next few years. It will report on the findings after using Blackboard for one and a half years in a number of academic language departments.
Sake Jager
University of Groningen