Learning Ecosystems

The 3 instructional shifts that will redefine the college professor — from edsurge.com by Ryan Craig

Excerpts:

As faculty at colleges and universities are all too aware, it’s hard to do two jobs at the same time. Since the advent of the modern research university over a century ago, faculty have effectively held down two jobs: conducting (and publishing) research and teaching students.

Arguments for the dual-role professor seem logical. Knowledge production should make one a better instructor. Students should benefit from teachers producing the latest knowledge. But there’s precious little data to support that adding the research job to the instruction job improves student outcomes.

The downside is that both jobs require significant expertise and commitment to do well.
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There is an emerging consensus as to what works best for onground instruction. It’s called the Dynamic Classroom, and it looks like this:

• Flip classroom so “transfer of information” occurs ahead of class
• Incorporate technology in the classroom (handheld clickers or smartphone apps) to quickly ascertain whether students have understood key concepts
• Integrate active learning techniques to improve understanding of key concepts, including peer learning, group problem solving, project-based learning and experiential learning via studios and workshops
• Include “perspective transformation” exercises wherein students change their frames of reference by critically reflecting on their assumptions

From DSC:
First of all, I second the idea of splitting up the responsibilities of researching and teaching. Both roles are full-time jobs and require different skillsets. With students paying ever higher tuition bills, students deserve to take their courses from professors who know how to teach (not an easy job by the way!). 

But the unbundling doesn’t — and shouldn’t — stop with the splitting up of the teaching and research roles.

Let’s look at another of the instructional shifts that Ryan considers — and that is the move towards the use of smartphones and apps:

In this environment, we can imagine one app for Economics 101 and another for Psychology 110. They are also the ideal platform for simulations and gamified learning and can tailor the user experience further by incorporating real-world inputs (e.g., location of the student) into the material. But, like the dynamic classroom, apps require an unparalleled level of development and instructional expertise—a full-time job for faculty who will be teaching online.

I think there’s some serious potential with this approach, especially given the trend towards more mobile computing and the affordances that come with using mobile technologies.

However, when we start delivering teaching and learning experiences that involve the digital/virtual realm like this, we’re instantly catapulted into a world that requires additional skills. As such, I highly doubt that the majority of faculty members have the time, interests, passions, or the abilities/gifts to code such apps.  They would have to simultaneously be (or become) a programmer/developer, an instructional designer, a graphic designer, a copyright expert, an expert in accessibility, instantly knowledgeable in user interface and user experience design, as well as continue to serve as the Subject Matter Expert (SME) — and I could list other roles as well. That is why we need TEAMS of specialists. If the trends towards moving more of our teaching and learning experiences online and/or into such digital realms continue, then our current models simply won’t cut it anymore, at least in the majority of cases.

I appreciate Ryan’s article and second the main idea of splitting up the teaching and researching responsibilities. But again, when we’re talking developing apps, we had better be talking employing the use of teams — or the students will likely not be better off.

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A related quote from “In Sign of the Times for Teaching, More Colleges Set Up Video-Recording Studios” — from The Chronicle

At some colleges, media teams sit down with professors ahead of time and lay out long-term strategies to determine how video may enhance the learning experience of students in their courses.
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The media team offers instructors a number of planning worksheets to encourage them to think more about the purpose of videos in their courses.

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