I have been teaching university-level classes since 1985, and by all rights, I should fall into the "old dog" camp that cannot learn new tricks. However, I am in the MET program because I am completely convinced that within the next decade, most learning at the adult level will be computer-enabled. I want to be part of that trend rather than in the small camp of resistors. As a student, I do my best to take advantage of technology as much as possible, including the use of digital books that allow me to look up terms, take and collate notes in my readings, and even follow hyperlinks as I encounter them, rather than waiting until later to check them out. Digital content is also much more portable. Most of what I need can be accessed through a 7" tablet that is smaller than most textbooks, or I can access material online from virtually any computer at any time. I like the ability to interact with classmates on a variety of topics, as well as the option to get help from the instructor with relative ease. I also like the flexibility that online learning offers--I can take breaks when I need to, and be "in class" as often as I want to, schedule permitting.
However, as much as I have read about alternative technologies that are available as learning tools, I have not been expected to use very many of these tools during my studies in the MET program. One class that I enjoyed very much was offered through Google Hangouts, and we were required to use a variety of different technologies as part of the learning process, but the bulk of the classes have done the same kinds of reading, discussions and written assignments that are the digital equivalent of lectures, class time and homework. Most classes have even required dead-tree books, with no digital option at all.
This is an observation more than a criticism, but I think it is worth considering. Many instructors who fail to use digital technology tools as an integral part of the course content follow the path of least resistance because they do not have the time or other resources required to do otherwise, not because they don't want to learn new tools. With all the reading I have had to do in the classes I have already completed for the MET, I have never seen a study that shows the instructor side of the equation--everything is focused on how well these tools work for students and for learning, not on how to use the tools effectively from the instructor point of view.
As an instructor, I know that it takes time to incorporate a new learning tool into the classroom repertoire. First, it takes time to learn the technology well enough to feel comfortable adopting it and presenting it to students. Second, it takes time to invent activities that can take full advantage of that technology, Third, it takes time to teach the students how to use the technology to meet the educational objectives. Fourth, it takes time to determine how to evaluate student work and provide appropriate feedback to the student.
Much of this time can be seen as an investment, but it does mean having to give up something else in a schedule that may already be completely full. While we know that adult students often have to handle family responsibilities and a full-time job in addition to their coursework, it is usually the case that the instructor is doing the same thing, and without much more free time than their students have.
I would like to see educators sharing content on a wider basis. Too often, an instructor will invest time in creating content for their own class, but the content is never shared at all, even with colleagues who might be able to re-use the content in their own classes. I know that there are repositories of content available online, through sites like Merlot and the OER Commons, but much of that content is either too focused to be of use outside of the class it was created for, or of such poor quality that it is virtually useless. In addition, it often takes as much time to find an appropriate learning module or video as it does to create one from scratch.
An idea that did inspire me came from a book entitled Conquering the Content: A Step-by-Step Guide to Online, by Robin Smith (2008). This book is addressed to an instructor who is building an online course for the first time, and it addresses many of the topics we are covering in this class. In Chapter 3, Smith discusses a situation where students asked for a video that would help them understand specific concepts. Instead of creating the video himself, he suggested that the students make videos that he could then incorporate into future iterations of the course. However, the next time he offered the course, the new students had heard about this video assignment and wanted to do it themselves. Instead of including an instructional video created by someone else, he simply added this as an assignment for the students.
As a result, I developed group projects for one of my classes where students were asked to create a presentation or video on specific topics during the semester. At the end of the semester, they were asked to watch and critique their classmates' presentations. This led to several favorable outcomes. One was that the students were engaged in active learning, and they most likely retained more of the information than if I had created a video or given a lecture on the same content. It also allowed them to see the information from several different perspectives--not just mine and their own. Finally, because the presentations were on core topics covered in the class, the requirement that they review the presentations created a natural review exercise at the end of the semester. While it did take time for me to develop a rubric and assess both the original presentations and the critiques, it was a better learning experience for the students.
References
Finger, G., Sun, P., & Jamieson-Proctor, R. (2010). Emerging frontiers of learning online: Digital ecosystems, blended learning and implications for adult learning. In T. Kidd, & J. Keengwe (Eds.) Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes (pp. 1-12). Hershey, PA: . doi:10.4018/978-1-60566-828-4.ch001
Hsu, Y., & Ching, Y. (2012). Mobile microblogging: Using Twitter and mobile devices in an online course to promote learning in authentic contexts. The International Review Of Research In Open And Distance Learning, 13(4), 211-227. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1222/2313
Ko, S. & Rossen, S. (2010) Teaching online: A practical guide. Retrieved from http://www.amazon.com/gp/product/B003AU7E8S/ref=oh_aui_d_detailpage_o04_?ie=UTF8&psc=1
Smith, R. (2008) Conquering the content: A step-by-step guide to online course design. Retrieved from http://www.amazon.com/Conquering-Content-Step-Step-Jossey-Bass-ebook/dp/B0015DYIUO
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