Here are some things people quote as reasons NOT to get engaged with TEL. How real do YOU think they are? This may form part of further research…<\/p>\n
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Issue<\/strong><\/td>\n| Real?<\/strong><\/td>\n | Do what about it<\/strong><\/td>\n<\/tr>\n | There\u2019s no way that (my subject) can be taught online<\/td>\n | N<\/td>\n | \u00a0<\/td>\n<\/tr>\n | Online assessment won\u2019t work \u2013 we need discussion each time<\/td>\n | N<\/td>\n | \u00a0<\/td>\n<\/tr>\n | I need to see it in their faces<\/td>\n | N<\/td>\n | Improve the confidence of the teacher<\/td>\n<\/tr>\n | I haven\u2019t got time<\/td>\n | Y<\/td>\n | People need time to prepare. So give them preparation leave. Also consider \u2018wizards\u2019 which allow content to be prepared easily.<\/td>\n<\/tr>\n | I need to know my students<\/td>\n | N<\/td>\n | This can in fact be better online, with a different but richer set of contacts<\/td>\n<\/tr>\n | Students may SAY they want blended learning, but it\u2019s not really of value<\/td>\n | N<\/td>\n | \u00a0<\/td>\n<\/tr>\n | The software tools I can access aren\u2019t good enough to develop quality content<\/td>\n | ?<\/td>\n | This could either be a training issue (perhaps the tools are fine) or it could be real<\/td>\n<\/tr>\n | The benefits are not clear to me<\/td>\n | N<\/td>\n | \u00a0<\/td>\n<\/tr>\n | I\u2019ve just got used to the old version of the software, and now you\u2019ve damn well changed it all!<\/td>\n | Y<\/td>\n | Lots of communication, carefully planned releases, high-touch, walk-around training.<\/td>\n<\/tr>\n | I am a research professor. I\u2019m not interested in online learning.<\/td>\n | ?<\/td>\n | Perhaps leave this person in their lab? Or, in the future, an online persona may be part of a senior academic\u2019s prestige or reputation. So encourage them to build one. The Prof can be the persona of the course, without having to do the heavy lifting!<\/td>\n<\/tr>\n | I am interested, but my tech skills are low<\/td>\n | Y<\/td>\n | Use student digital mentors\/student technology assistants or some other sort of digital literacy programme. Remember that turning a luddite into an enthusiast can be a real bonus. Also use champions \u2013 exemplars of excellent practice (National Teaching Fellows?)<\/td>\n<\/tr>\n | I don\u2019t really know who is doing what<\/td>\n | Y<\/td>\n | Spread the word about successful case studies. Encourage academics to engage directly with software suppliers.<\/td>\n<\/tr>\n | I want to use product X but the IT department say to use product Y<\/td>\n | Y<\/td>\n | This is tricky. Academics will do what they want \u2013 this needs careful liaison and discussions.<\/td>\n<\/tr>\n | \u00a0<\/td>\n | \u00a0<\/td>\n | \u00a0<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n | <\/p>\n","protected":false},"excerpt":{"rendered":" Here are some things people quote as reasons NOT to get engaged with TEL. How real do YOU think they are? This may form part of further research… Issue Real? Do what about it There\u2019s no way that (my … Continue reading |