Reflecting on recent interactions and design experiences, as well as the thoughtful posts on personalized learning byand has prompted me to think in depth about a possible shift occurring in Higher Education. We could be headed to a world that is more about practice than product. What does that portend for content providers -- institutions, publishers, and tech vendors? That's the topic of this three-part series. First up is a discussion about higher education publishing and what the future could look like for them in a world where content is not longer the primary product hub.
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- CURATION: this is a word I have totally embraced now as a teacher and it is how I see my relationship to content, and slowly slowly slowly I hope that I can get my students to start to think about this also (choosing, reflecting, sharing)... but here's the thing: it took me a long time to get into a really good content curation groove of my own. Curation is different from traditional content mastery or expertise, and it is something that really thrives on the Internet, while the superabundance of digital information also makes curation challenging in new ways (it is exactly because I really struggled with this that I can appreciate how much better I have felt about it in the past couple of years). My guess is that like with so many things until instructors are superconfident in their own content curation strategies, they are going to have a hard time getting students to do curation. Plus, like Stacy said, there is this wistful nostalgia for the "good old days" when content was king... a strange nostalgia that even our students might share, longing for the passive role that they played in an age when it was all about the professor's expertise and mastery which they were meant to absorb by some kind of invisible osmosis.
For some very overblown sentimentality about the good old days when we could just shove content into student brains, see this article, which is spot-on in some criticisms but way off in terms of its nostalgia for good old content: https://plus.google.com/+LauraGibbs/posts/DmuGZRLTqx4 here is a quote from the article: Though there are likely several reasons for this decline (increases in the number of graduates, demographic shifts in markets, precarious labour), one in particular matches perfectly with the type of change I’ve observed on my watch: the eradication of content from the classroom.Mar 18, 2016
- Ahhhh.... the good old days. When we didn't really know about learning science, when we didn't have access to dynamic content and networked dialogue, when we were simply content to pass along static doses of information with minimal effort. Sigh.Mar 19, 2016
- Good article. You're right: it's the student experience that matters.
I do some of the things mentioned. Wrote software to help me create textbook-like-things that give students the experiences that learning science research shows are effective. E.g., hands on, many exercises, with formative feedback. Classes are flipped. Class sessions are one-on-one tutorials.
Tech helps me run high-touch classes.
The instructor experience is important, too. E.g., making a heavy grading load feasible.
The author experience matters as well. E.g., making it easy to continually improve the textbook-like-things.
The code is crappy, and not worth sharing. However, I plan on rewriting it this year.
I'd welcome suggestions on what the s/w should do. If anyone is willing to, e.g., help specify the features of a good formative feedback system, please let me know.Mar 19, 2016
- I think you and have met up before through our chats, right? I know he is really interested in feedback systems, and that is something that, so far anyway, the NextThought software has lacked. I'm sure you all could brainstorm some great ideas!Mar 19, 2016
- you bring up something I had not thought about - can authors be given tools or structures/approaches that allow them to do more than write a static book....it seems we assume the same from authors as we do from teachers that they will just dump information out for us to do something with...can the paradigm change enough to free authors as well as teachers?Mar 19, 2016
- In a couple of months, I'll ask people to help me specify the next gen of textbook-like-thing authoring tools. What the tools should do, what the screens should look like. Then I'll try to build it.Mar 20, 2016