Edited by David Alcock, Saturday, 2 Mar 2013, 20:07
Have my own innovations been valued and encouraged, and what evidence have I got?
The answer is probably that some have and some have not. One personal innovation that I am quite proud of is the introduction of a year one module that is structured entirely around the pedagogy of problem based learning. Although this was generally applauded within my department the structure of the module requires less contact time with students than a standard module and not of the usual one hour lecture, one hour seminar pattern. This is severely frowned upon. The institution is currently in the mode of auditing rooms to ensure that tutors are there and have not ‘cancelled’ class for any reason. So we can be innovative, but someone in the centre has apparently got a belief that education has to be delivered and experienced in a very standardised form!
On the other hand each School within the University has recently appointed a technologist to assist staff wanting to be more creative in the virtual learning environment. So we can now get assistance with adding video, running online quizzes, etc. But none of this is supported with any guide about the educational benefits. Rather, it is couched in terms of ‘student experience’. There appears to be an assumption that a more ‘techy’ experience will lead to happier students and better reviews.
At the same time as all of the above, we are being directed to standardise all of our vle sites. Little room for creativity or innovation here, one size fits all is the name of the game. Same structure, same links, same content in a lot of cases apart from the actual content of the module.
My feeling about innovation is that it is being driven by the technology and those capable of deploying the technology rather than by those seeing potential benefits.
Week 2, activity 8
Have my own innovations been valued and encouraged, and what evidence have I got?
The answer is probably that some have and some have not. One personal innovation that I am quite proud of is the introduction of a year one module that is structured entirely around the pedagogy of problem based learning. Although this was generally applauded within my department the structure of the module requires less contact time with students than a standard module and not of the usual one hour lecture, one hour seminar pattern. This is severely frowned upon. The institution is currently in the mode of auditing rooms to ensure that tutors are there and have not ‘cancelled’ class for any reason. So we can be innovative, but someone in the centre has apparently got a belief that education has to be delivered and experienced in a very standardised form!
On the other hand each School within the University has recently appointed a technologist to assist staff wanting to be more creative in the virtual learning environment. So we can now get assistance with adding video, running online quizzes, etc. But none of this is supported with any guide about the educational benefits. Rather, it is couched in terms of ‘student experience’. There appears to be an assumption that a more ‘techy’ experience will lead to happier students and better reviews.
At the same time as all of the above, we are being directed to standardise all of our vle sites. Little room for creativity or innovation here, one size fits all is the name of the game. Same structure, same links, same content in a lot of cases apart from the actual content of the module.
My feeling about innovation is that it is being driven by the technology and those capable of deploying the technology rather than by those seeing potential benefits.