Wednesday, 30 April 2008

the forgotten generation?

Amidst all of the heat and light about the learners' experiences of technology, and the almost semi-divine regard for the student voice, I wonder whether the voices of academics are being lost. Even worse, are they being ignored?. I'm not sure that I have evidence that this is the case. However, I just get a sense that we are so very focused on the Google generation and its experiences of Web 2.0 world, that we are in danger of forgetting that their education experiences are mediated by teams of academics. What is more, those academic teams are now having to deal with fragmented and diversifying institutions that work beyond any notional Google generation, to engage differentially in a variety of contexts, for example with SMEs, in providing flexible and work-based learning and foundation degrees, through UCPDs and knowledge incubation. Providing our academic teams with access to networks of people and data with whom they can associate, in order to develop their pedagogic practice, is critical.


Suki said...
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Suki said...

It does make you wonder if we are all driving on the same track (the student vehicle (barrel of expectations and skills), technology and the 'teacher' (academic - barrel of expectations/knowledge and skills). I do think technology has the driving seat but we need to ensure that we are steering the wheel so that we (students/teacher) are 'talking' the same language or running at the same speed. In this field 'one size does not fit all' and this is reflective of obvious different teaching styles and delivery. Therefore academic input is critical, to the lowest common denominator. Introducing any new tool in teaching may not show obvious benefits overnight. What makes it difficult is that 'a song and dance' may be made about a new 'e -tool' however not all of these tools may have stood for long term use and bare obvious benefits from the outset as previously said. Analysis and evaulation, piloting is required. Hopefully we can then examine if such a tool provides a long shelf life, reuseability, etc. I guess what concerns others is 'new' ways of doing and looking at 'things' are being introduced all the time and we feel as were constantly catching up - we all can't be expected to be experts on all such things. I think we have a good pace here at DMU and that is evident in the interest and uptake of using technology in teaching.