Search Results for: hybrid
Scenario A: A university professor addresses change
Overheard in a coffee shop near campus: Hey, Frank, you don’t look too happy. Yeah, I’m mad as hell. Our Dean called a meeting yesterday of all faculty to discuss the university’s new academic plan, and what it means for all the academic departments in the Faculty. I knew there had been meetings earlier in Read more »
13.7 Building the future
13.7.1 The rationale for change This book really sets out the case for increased training in teaching methods, or more accurately a different approach to training, for teachers, instructors and faculty, if students are to be fully prepared for life in a digital age. The argument goes like this: 1. There is increasing pressure from employers, the Read more »
13.4 Conditions of employment
There are currently some major changes in conditions of employment that will influence the ability of individual teachers and instructors to deliver the kind of teaching needed in a digital age. 13.4.1 Class size The most obvious is class size. Although some economies of scale are definitely achievable through the use of technology for teaching (see Read more »
13.3 Learning technology support
13.3.1 The need for learning technology support systems There have been many references in this book to the need for teachers and instructors to work, wherever possible, with instructional designers and media producers when teaching in a digital age. The reasons for this are fairly obvious: no teacher can be an expert on everything; working Read more »
13.2 The development and training of teachers and instructors in a digital age
13.2.1 The need By mid-August in most countries in the northern hemisphere, teachers’ pro-d and faculty development workshops and conferences have ended, and everyone has headed off for a well earned vacation. Many thousands will have learned how to use a learning management or lecture capture system for the first time, and hundreds of others will have Read more »
Chapter 13: Supporting teachers and instructors in a digital age
The purpose of the chapter When you have read this chapter, you should be able to: recognise the need for professional development and training in teaching and define your own needs; recognise the role and importance of learning technology support systems; be able to design a team approach to teaching large classes; understand the need for an Read more »
12.9 Step seven: design course structure and learning activities
The importance of providing students with a structure for learning and setting appropriate learning activities is probably the most important of all the steps towards quality teaching and learning, and yet the least discussed in the literature on quality assurance. 12.9.1 Some general observations about structure in teaching First a definition, since this is a topic Read more »
12.7 Step five: master the technology
Taking the time to be properly trained in how to use standard learning technologies will in the long run save you a good deal of time and will enable you to achieve a much wider range of educational goals than you would otherwise have imagined. 12.7.1 The exponential growth in learning technologies There are now Read more »
12.2 Nine steps to quality teaching in a digital age
In the previous section, I pointed out that there are lots of excellent quality assurance standards, organizations and research available online, and I’m not going to duplicate these. Instead, I’m going to suggest a series of practical steps towards implementing such standards. 12.2.1 An alternative to using the ADDIE model to assure quality I am Read more »
12.1 What do we mean by quality when teaching in a digital age?
If you have followed the journey through all the previous chapters of this book, you will have been subject to a great deal of information: philosophical, empirical, technological, and administrative, set within a framework of issues related to the needs of learners in a digital age. It is now time to pull all this together into Read more »