” Nearly two-thirds of faculty members in U.S. higher education are generally unaware of open educational resources (OER)…”
“… interestingly, overall respondents’ OER awareness did not necessarily match up with their OER usage. According to the report, ‘While only about one-third of faculty members claim to be aware of open educational resources, nearly one-half report that they use OER….’ ”
Summary Campus Technology article: http://campustechnology.com/articles/2014/10/29/two-thirds-of-faculty-unaware-of-open-education-resources.aspx
and the survey link itself: http://www.onlinelearningsurvey.com/oer.html
One notable finding – “43% of the school districts indicated that none of their schools can meet the goal of 100Mbps of internet access per 1,000 students today.”
“57% of districts do not believe their school’s wireless networks currently have the capacity to handle a 1:1 deployment.”
Tim Unwin takes a good swipe at the concept of digital natives (http://unwin.wordpress.com/2014/08/10/the-damaging-mythology-of-digital-natives/) following the publication of Ofcom’s latest Communications Market Report.
It is well worth a read – for example he suggests that “These differences [between natives and immigrants] are in large part structurally determined, rather than merely a factor of age.”
Couple of interesting back to back pieces in the chronicle this week:
Can Universities Use Data to Fix What Ails the Lecture?
By Steve Kolowich
“In a culture of accountability, universities call on technology to collect information about student participation in the classroom.”
Is lecture really the thing that needs fixing?
By Robert Talbert
“Based on the headline and framing of the article, you might be tempted to think that the problem is that lecture is ineffective and that data might be able to fix it. But that’s not really it.”
Talbert is (fortunately) unwilling to give those faculty who claim to be too busy a pass on obtaining and honing the skills they need to become better teachers.
And of course the comments fly back and forth, and a majority of them seem, IMHO, to miss the point. The point being what it takes to make someone a better teacher. Educator is probably a better word.
Many traditionally minded instructors appear to want to put every sort of course and content into one neat little box. While this is certainly expedient, it doesn’t address the nuances of the varied content OR students.
The whole discussion strikes me as similar to thinking about how we seek medical care. How a physician approaches a sore throat is somewhat different than how they might approach a kidney stone, both in terms of the diagnostics, the treatment, and the follow through. And they have to take into account the condition of the patient almost above all else.
Education is not terribly different. Teaching math is arguably different than teaching philosophy, and students come at them from wildly different experiences and contexts. So why should we treat them the same?
A few resources via the TeachThought blog and YouTube:
“6 Ways To Support Students Without Internet Access At Home”:
…and Shannon Holden’s YourTube videos “Flip Without Internet” parts one and two, which includes resources for capturing web-based videos into standalone files that students can use anywhere.
If you are new to the thinking around flipped (better termed “active learning”) classrooms, this is worth a read:
From the staff at the TeachThought blog.
The folks who brought you TED have created a site that facilitates your repurposing any YouTube video as a lesson.
Plenty of examples, and you can click on the “Take the TED-Ed tour” button underneath the big graphic for a brief rundown: