Transcript

R. Sebastian| presents.

G. Gerhard| chimes in with smartphones, Sebastian pushes back with the high cost. Gerhard says any device, wireless connectivity, will work. Sebastian asks does it have to be device specific?

G. Gerhard| Alamo Community College website, one hour pre-course for online classes shows you how to sign up, students who do it are having a 20% higher rate of success, or staying in class. Rather than blindly signing up, it gets people ready.

D. Mathias| not every professor is proficient. Not just getting the tools, but who is building the front end.

J. Miller| says yes, faculty are incredibly diverse, constituting a range of digital natives and immigrants.

R. Sebastian| it’s not just immigrants, it’s digital resistors.

D. Mathias| right, they may not want to incorporate technology into what they’re teaching or they’ll just take what they’ve been doing for years and just push it online.

L. Shedd| Even digital natives is misleading, students may be able to take a smartphone and do stuff so fast on their screen that you can’t even see what they’re doing, but that’s all that they can use it for, it doesn’t mean they can do anything else. Despite being a digital native, they don’t know it intuitively, and they might be resistant to learn new, I’ll have someone do technology-related practices, I’ll just watch and have someone else do it for me. It’s a misnomer.

R. Sebastian| it [digital native/immigrant] has been shown to be a bit of a canard, rather narrow understandings of technology that can’t be applied elsewhere.

P. Schuetz| that brings us to the engagement/motivation literature, for goal definition to be the driver rather than competence. With goal definition, students understand why they’re struggling with it or doing it in the first place. That might work for students who first come to campus and don’t know which courses to take. There could be an incorporated course development across curricula, but if you build it around something else that they need, like they’re major, or what career they’re seeking, then they can see how the skills will fit around those goals,

J. Miller| rather than getting hung up in thinking about the technology, thinking about how we imbue the technology throughout the curriculum as a means to other ends

R. Sebastian| Virginia Education Wizard, course planner, interest assessments, costs, outlook for jobs, pretty comprehensive

P. Schuetz| if they have the skills

R. Sebastian| right, if they have the skills, and if faculty know about it and clue them in. Because, this is typical, here’s the educational content, and over here is the technology, let’s go get some technology and do it, rather than thinking about how you can bring it in and integrate it into your coursework, and then how can you connect your content with some goal.

20:20 [more to come]

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