Sarah Guri-Rosenblit. E-Teaching: Current Problems and Future Prospects

EE--Teaching: CTeaching: Currenturrent Problems Problems and Future Prospects and Future Prospects

EE--Teaching: CTeaching: Currenturrent Problems Problems and Future Prospects and Future Prospects

Sarah Guri-Rosenblit

eLearn Center Universitat Oberta de Catalunya

7th June, 2013

The Open University of Israel

Structure of PresentationStructure of Presentation• Problematic assumptions• Centrality of teachers• Reluctance of academic faculty to utilize

the digital technologies• How can we encourage the efficient and

effective use of the digital technologies in learning/teaching systems?

Problematic assumptionsProblematic assumptions

• Digital natives know how to study through the digital media (?)

• Digital natives want to study through the digital media (?)

• Most students are able to navigate their studies autonomously (?)

ETS (Educational Testing Service)ETS (Educational Testing Service)

Your students can text message and download music files, but can they problem solve and think critically in a digital environment?Today’s students are a part of a technology-savvy generation, but they are often still at loss when it comes to using their critical thinking and problem solving skills in a digital environment, a skill identified as Information and Communication Technology Literacy.

Problematic assumptionsProblematic assumptions

• Students should be in the center of the learning/teaching process (?)

• The role of teachers in the digital age is to be mainly guides on the side (?)

• It is important to transfer all (or most) of the learning activities to an online environment (?)

Centrality of TeachersCentrality of Teachers

• There is a huge difference between access to information and knowledge construction

• Knowledge construction is always guided by teachers/experts/tutors

• Most learners are unable to conduct their studies autonomously

Centrality of Teachers Centrality of Teachers (cont…)(cont…)

• Online teaching differs meaningfully from traditional teaching

• The computer literacy of most teachers is basic and lacking

• The roles and goals of technologies in teaching/learning processes is vaguely defined

Reluctance of academic Reluctance of academic faculty to use ITfaculty to use IT

• Distributed teaching responsibility• Need to adjust to team work (other

colleagues, professional and technical staff)

• Work overload• Lack of ongoing support systems• Lack of appropriate compensation

Future Prospects: How to Future Prospects: How to enhance the IT efficient enhance the IT efficient

use?use?• Computer literacy training for teachers/professors

• Computer literacy training for students

• Developing study materials by professional and expert centers

Future Prospects: How to Future Prospects: How to enhance the IT efficient use? enhance the IT efficient use?

(cont…)(cont…)• Establishing ongoing support systems• Utilizing OER and MOOCs (after QA

screening)• Redefining teaching workload• Clear definition of subjects/skills that

should be taught in an online setting

Major ImplicationsMajor Implications

• e-Teaching is an essential coequal of e-Learning

• Technological literacy is currently lacking, both by students and teachers

• In order for technology to provide efficient and effective answers – clear questions (for its use) and roles should be defined

Thanks for your attention!Thanks for your attention!