Last week week there was a great article in The Age about university's rethinking the role of their teachers. This is not just something universities grapple with but in recent times schools have began assessing the role descriptions they have in place too as schools move strategically to meet demand and to differentiate themselves in a very competitive market place.
Anyone, who has studied at university can tell you nightmare stories about the lecturers who, couldn't teach, just couldn't impart or share their knowledge, never provided feedback, never responded to discussion boards and couldn't use the learning management systems the university had invested in.
I always suspected, and perhaps hoped, they were employed because they continually produced high quality research that brought research funding to the institute instead. I always felt that the personality types of a researcher vs a teacher would sit at polar opposites of the spectrum so that it would be near impossible to find one that excelled in both areas. I have heard of one, in fact, who received a standing ovation at the end of a Microbiology lecture, no mean feat, and he received tenure at the tender age of 42. I don't believe I've been taught by a teacher or lecturer I'd offer a standing ovation too...a keynote speaker on occasion, but that is a very different circumstance.
So whilst we can't expect lecturers/teachers to be experts in EVERYTHING the is a solution and the same article suggested that:
So whilst we can't expect lecturers/teachers to be experts in EVERYTHING the is a solution and the same article suggested that:
“Traditional so-called academic "content
experts" now work with learning/educational
designers, e-learning
specialists, curriculum consultants, language and academic skills experts, library staff,
work-integrated learning experts, careers and employment staff, information
technology staff, learning-space designers and others to create and deliver
university curriculum and learning environments and experiences.”
Read more: http://www.theage.com.au/national/education/the-chair-rethinking-the-role-of-university-teacher-20130912-2tm8k.html#ixzz2f1rxCXHA
Having moved from Higher Education to the K-12 sector I always thought that Higher Ed led in the area of staffing models, and in regards to eLearning I know they did. However reflecting on this statement this is definitely more like a K-12 model, as our teachers work in teams and are supported by an I.T. team, an eLearning team, a Director of Curriculum, a Pathways Planning team, a Library team, a H.R. team, a Careers Officer and we've recently introduced roles to support those wanting to facilitate online programs. So perhaps it's time universities followed our lead and whilst we work towards models that do away with traditional and siloed departments/faculties perhaps some cross-sectoral observations wouldn't go astray.
Having moved from Higher Education to the K-12 sector I always thought that Higher Ed led in the area of staffing models, and in regards to eLearning I know they did. However reflecting on this statement this is definitely more like a K-12 model, as our teachers work in teams and are supported by an I.T. team, an eLearning team, a Director of Curriculum, a Pathways Planning team, a Library team, a H.R. team, a Careers Officer and we've recently introduced roles to support those wanting to facilitate online programs. So perhaps it's time universities followed our lead and whilst we work towards models that do away with traditional and siloed departments/faculties perhaps some cross-sectoral observations wouldn't go astray.
The article quoted the recently released report: "Taking Teaching Seriously" by the Grattan Institute: http://grattan.edu.au/static/files/assets/aa7940a6/191_Taking-Teaching-Seriously.pdf
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