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

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Presentation by Sarah Guri-Rosenblit at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.

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

  1. 1. EE--Teaching: CTeaching: Currenturrent ProblemsProblemsand Future Prospectsand Future ProspectsSarah Guri-RosenbliteLearn CenterUniversitat Oberta de Catalunya7th June, 2013The Open University of Israel
  2. 2. Structure of PresentationStructure of Presentation• Problematic assumptions• Centrality of teachers• Reluctance of academic faculty to utilizethe digital technologies• How can we encourage the efficient andeffective use of the digital technologies inlearning/teaching systems?
  3. 3. Problematic assumptionsProblematic assumptions• Digital natives know how to studythrough the digital media (?)• Digital natives want to study throughthe digital media (?)• Most students are able to navigatetheir studies autonomously (?)
  4. 4. ETS (Educational Testing ServiceETS (Educational Testing Service((Your students can text message and downloadmusic files, but can they problem solve and thinkcritically in a digital environment?Today’s students are a part of a technology-savvygeneration, but they are often still at loss when itcomes to using their critical thinking and problemsolving skills in a digital environment, a skillidentified as Information and CommunicationTechnology Literacy.
  5. 5. Problematic assumptionsProblematic assumptions• Students should be in the center ofthe learning/teaching process (?)• The role of teachers in the digital ageis to be mainly guides on the side (?)• It is important to transfer all (or most)of the learning activities to an onlineenvironment (?)
  6. 6. Centrality of TeachersCentrality of Teachers• There is a huge difference betweenaccess to information and knowledgeconstruction• Knowledge construction is alwaysguided by teachers/experts/tutors• Most learners are unable to conducttheir studies autonomously
  7. 7. Centrality of TeachersCentrality of Teachers(cont(cont…(…(• Online teaching differs meaningfullyfrom traditional teaching• The computer literacy of mostteachers is basic and lacking• The roles and goals of technologies inteaching/learning processes is vaguelydefined
  8. 8. Reluctance of academicReluctance of academicfaculty to use ITfaculty to use IT• Distributed teaching responsibility• Need to adjust to team work (othercolleagues, professional and technicalstaff)• Work overload• Lack of ongoing support systems• Lack of appropriate compensation
  9. 9. Future Prospects: How toFuture Prospects: How toenhance the IT efficientenhance the IT efficientuse?use?• Computer literacy training forteachers/professors• Computer literacy training forstudents• Developing study materials byprofessional and expert centers
  10. 10. Future Prospects: How toFuture Prospects: How toenhance the IT efficient use?enhance the IT efficient use?(cont…)(cont…)• Establishing ongoing support systems• Utilizing OER and MOOCs (after QAscreening)• Redefining teaching workload• Clear definition of subjects/skills thatshould be taught in an online setting
  11. 11. Major ImplicationsMajor Implications• e-Teaching is an essential coequal ofe-Learning• Technological literacy is currentlylacking, both by students and teachers• In order for technology to provideefficient and effective answers – clearquestions (for its use) and rolesshould be defined
  12. 12. Thanks for your attention!Thanks for your attention!

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