The Politics of E-Learning Standardization
In this draft paper, Darryl Cressman and I discuss a number of ways of understanding the potential and limitations of standardization in e-learning. We focus particularly on notions of “black boxing,” as it is understood in the context of both learning object approaches to educational content and Actor Network Theory (from science and technology studies). Here’s an overview:
Standards in e-learning contexts, unlike social science disciplines, appear to be generally understood as “neutral artifacts.” In many cases, they are explicitly described as being pedagogically –and otherwise– “agnostic” or “neutral” (e.g. Allert et al 2003; see also Friesen, 2004, Blandin, 2003). It is the intent of this paper to adopt the perspectives of socio-theoretical research in order to explore the “non-neutrality” of standards as social artifacts –and to show that that they are constructions that embody specific interests and agendas. In doing so, this paper will give special emphasis to what is likely the most widely discussed and implemented e-learning standard, the aforementioned Learning Object Metadata standard (also known as IEEE 1484.12.1 or simply, the “LOM”). This paper will undertake this exploration by considering a range of research on standardization, and by exploring the potential one particular framework of understanding the development and implementation of technical standards: that provided by Actor Network Theory.
