Hi again Tim,
Interesting appreciations, however; as a pedagogue my position on this regard is a bit different. I believe that Pedagogy is a science that has developed over the years, and we have learned our lessons, but most educators today agree on fundamental principles that research has shown are more suitable to promote effective learning.
Granted, the new paradigms have produced multiple possibilities in terms of teaching approaches, among which online/blended classes is only one of them. Nevertheless, the idea of a pedagogy-les “Learning” Management System sounds a bit contradictory to me, as the main intention of an LMS is to facilitate learning. In my view, any LMS should be supported by a sound pedagogical model and didactical guidelines that will help teachers and students understand how to promote better teaching practices and learning outcomes with them. Lacking this framework, we are only left with a bunch of scattered tools that can be used for any conceivable purpose.
I was interested in your assertion that “ Moodle provides the best online testing, despite and even in defiance of, its pedagogical slant”…are you suggesting by this that social constructionism bans testing as one of its assessment strategies? I also could not understand why you say that Moodle itself is not social constructivist…Can a learning environment be social constructivist by itself? In my view, the platform can merely provide some tools to promote social construction of learning; as Moodle in part does, the rest depends on the actors involved in the learning experience.
As for socio-constructivism, I think all learning theories and instructional models have its limitations. Not one of them is guaranteed to be successful anytime with all kinds of students, that is the reason why teachers are always advised to introduce a variety of strategies in their classes.
Thanks a lot for your comments, reflecting about them was a very enlightening experience.