Recorded presentationJ3.7A
New Tools, Old Dogs
Steven A. Ackerman, CIMSS/Univ. of Wisconsin, Madison, WI
In the last 10 years there has been a proliferation of technology-enhanced learning environments and digital resources. The interactivity of these activities ranges from a sequential display of content to simulations that yield different answers according to learner choices. The interactive learning activities are well suited towards the target learners and use appropriate multimedia applications. The trend seems towards encouraging knowledge building rather than information gathering by the student. While many of us have demonstrated successes in the application of these new learning models and objects, have we changed anything? I think not. While there has been a shift in emphasis from providing instruction (e.g. teaching) to producing learning our courses are still teacher centric; our courses are about us as individual instructors, and not about students as learners. This old dog model is inefficient, requiring individual instructors to spend time developing the same material in topics that they may lack expertise. Keeping in mind the risks and promises of these instructional tools, I contend there is a better way to collaborate in and support our teaching. One such model is to consider the individual instructor as a head coach with a staff of specialized virtual coaches spread across the country. We'll look at why the old model has become inefficient, efforts that seem to be pointed towards a new model to teaching, and how we might get to a different model without having to shoot the old dogs.
Joint Session 3, Using technology to enhance learning: innovations and evidence (Part 1)
Tuesday, 22 January 2008, 1:30 PM-3:00 PM, 209
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