Difference between revisions of "2009 Day 2 11:00 - 12:00 Discussion: Engaging faculty in higher level use of LMS�s (lead by Linda Murphy-Boyer and Aldo Caputo)"
(New page: *EDUCASE published an article on TL challenges 09 (link) '''Question # 1:''' What is experience and culture of your institutions? Do your instructors use technology effectively? How to en...) |
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| − | *EDUCASE published an article on TL challenges 09 | + | *EDUCASE published an article on TL challenges 09 |
'''Question # 1:''' What is experience and culture of your institutions? Do your instructors use technology effectively? How to engage faculty to use tools that are more advanced? | '''Question # 1:''' What is experience and culture of your institutions? Do your instructors use technology effectively? How to engage faculty to use tools that are more advanced? | ||
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Teaching with technology day – it seems successful strategy | Teaching with technology day – it seems successful strategy | ||
*Aldo Caputo: The Distance education program at Waterloo is a positive force that contributes to adoption of technology because courses are completely online | *Aldo Caputo: The Distance education program at Waterloo is a positive force that contributes to adoption of technology because courses are completely online | ||
| − | *Patrick Lyons: One reason why many instructors are not the advanced users is | + | *Patrick Lyons: One reason why many instructors are not the 'advanced' users is we and instructors should consider different teaching strategies and approaches. |
*Cheryl Dickie: if instructors use LMs mainly to post course material, it does not always mean that they are poor users; maybe they this way can use class time for more face-to-face interaction with students; in a true blended environment you can move everything online and use class time for more interesting issues | *Cheryl Dickie: if instructors use LMs mainly to post course material, it does not always mean that they are poor users; maybe they this way can use class time for more face-to-face interaction with students; in a true blended environment you can move everything online and use class time for more interesting issues | ||
*Linda Murphy-Boyer: At the U of Toronto there is a problem because instructors come to introductory workshops, but they do not come or express interest in using advanced tools. How to encourage them? | *Linda Murphy-Boyer: At the U of Toronto there is a problem because instructors come to introductory workshops, but they do not come or express interest in using advanced tools. How to encourage them? | ||
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*Technology needs to be easy to use and it has to be beneficial | *Technology needs to be easy to use and it has to be beneficial | ||
*Wendy Hardman: we need to be realistic and look into different approaches for different type of users | *Wendy Hardman: we need to be realistic and look into different approaches for different type of users | ||
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| + | [[Category:Summer Institute 2009]] | ||
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Latest revision as of 11:35, 25 September 2024
- EDUCASE published an article on TL challenges 09
Question # 1: What is experience and culture of your institutions? Do your instructors use technology effectively? How to engage faculty to use tools that are more advanced?
- Richard Pinet: For power users LMS is not enough; at Ottawa U his team touch a fraction of faculty; they are trying to come up with strategies to encourage faculty to come to the Centre
Teaching with technology day – it seems successful strategy
- Aldo Caputo: The Distance education program at Waterloo is a positive force that contributes to adoption of technology because courses are completely online
- Patrick Lyons: One reason why many instructors are not the 'advanced' users is we and instructors should consider different teaching strategies and approaches.
- Cheryl Dickie: if instructors use LMs mainly to post course material, it does not always mean that they are poor users; maybe they this way can use class time for more face-to-face interaction with students; in a true blended environment you can move everything online and use class time for more interesting issues
- Linda Murphy-Boyer: At the U of Toronto there is a problem because instructors come to introductory workshops, but they do not come or express interest in using advanced tools. How to encourage them?
- There are a few possibilities:
a) approach for a particular instructor
b) explain instructors that this will save time and effort
c) once you start a dialogue – it provides an opportunity for other questions
- Karen Maki: Faculty have invested a large amount of time in PowerPoint and now they only place slides inside LMS
- Brian Campbell: Every time when something new comes, the underlying issue is that professors see themselves as content specialists and this is difficult to change
- Changes cannot be quick
- You need to have a dialogue about what education is
- Faculty members also do not want to waste their time on new tools
- Jeanne Drouillard: At the U of Windsor they moved to Sakai; the group is growing; IT steering committee posted a capture of good courses at LMS site
- Giulia Forsythe: At Brock teaching is not rewarded enough; most innovative people – intersection between teaching and research
- Technology needs to be easy to use and it has to be beneficial
- Wendy Hardman: we need to be realistic and look into different approaches for different type of users
