The challenges of learning and teaching in online environments are ones that all educators face today – or at least should! So in this context, I was pleased to see the latest @JISC report for the university context:- Enhancing the Student Digital Experience: a strategic report.
The report seeks to provide answers to key questions:
- How are you responding to the changing digital needs and expectations of your students and staff?
- Do the experiences and the digital environment you offer to your students adequately prepare them to flourish in a society that relies heavily on digital technologies?
- What are you doing to engage students in dialogue about digital issues and to work collaboratively with them to enhance their digital learning experience?
- How well is the digital vision for your establishment embedded in institutional policies and strategies?
A must read and addition to your professional collection.
However, from my experience in Higher Education what we do is probably far more complex and less likely to come to a happy resolution than in schools. This is not because we are any less competent, but rather that many in tertiary see ‘teaching’ as of secondary importance to everything else, whether that is research, writing or administration – because of the pressures put on them.
This ‘dilemma’ leaves me somewhat unhappy with the trajectory and resolution of competing interests in my own small ‘realm’, particularly when as Courses/Program Director part of my brief is to nurture good quality learning opportunities for students. It puzzles me when I see a messages come into my mail about “strategies for assessment design that reduces marking time”, or “designing subject content and/or assessment to increase alignment with your research interests and why this is justifiable.” Both could (in my mind) run counter to overall course design, and/or quality engagement with students if taken in the wrong way. .
So the real problem of course is not commitment of lecturers, but the priorities, that often make teaching the thing that you have to do rather than the thing you want to do. I would love to know how many folks in HE love their teaching, and work tirelessly with students to achieve the best outcome possible. I’ll leave it to you (from your personal experiences) to think of an answer.
Conversely, of course, students come in many shapes, and dispositions, so the overall learning experience is still a dual experience. We can’t always meet everyone’s needs in online learning environments – after all, the learners themselves have to take a lead role/responsibility in the process.
I’ve kickstarted another great year in my favourite education degree http://www.csu.edu.au/digital where we encourage students (amongst other things) to share their experiences in the Twitter back-channel. You have to have fun with learning too! Two subjects that I am involved with are underway #INF530 Concepts and Practices for a Digital Age, and #INF541 Game Based Learning. I encourage students to joke around about the challenges, as that helps to lighten to pressure on us all. (Of course, if they are using the back channel already, they are usually doing very well! Good on you Amanda and Simon!)
Amanda is feeling overwhelmed by technology.#inf530 pic.twitter.com/h0GGzkhHet
— Amanda Brown (@AmandaBrowna) March 22, 2015
Intel report for #Ingress Portal Leveson Street Art. #inf541 play. 🙂 pic.twitter.com/IM5dNyIaxR
— Simon Keily (@aus_teach) March 18, 2015
Ok @heyjudeonline@hunch_box A comic start to our games in #INF541#gbl The hashtag to watch over the next few months pic.twitter.com/QhAk3oBplN
— Simon Keily (@aus_teach) March 1, 2015
Image: creative commons licensed ( BY-NC-SA ) flickr photo shared by giulia.forsythe