Resistance to using Audio and Video
How can universities overcome instructor resistance to using audio and video applications?
You have raised a good point. As I cannot speak for the community, I am responding with my personal view. In my personal opinion, this can only be done by leading by example. It is often the fear of technology, the extra effort, the lack of facility that can handle these things, but I have seen it many times, once somebody takes the initiative and it works, others will want to follow.
I appreciate your personal response. I wish my colleagues were here to read it.
This is something most University Lecturers are struggling with. We call it "technophobia". It is often seen as being too complicated and complex and many universities operate in very traditional ways, thereby preventing themselves from making it easier on themselves. The skill base is also often not there. I personally think that it will eventually change and often through people who act as agents of change and lead by example, but that's just my personal view. Why don't you post this question on WikiEducator in a context where it fits. Cheers, Patricia
Patricia said: Why don't you post this question on WikiEducator in a context where it fits.
Patricia, I may not be new to html and other codes, but I am new to this space and how it functions. Can you direct me on the big picture of how to maneuver on Wikieducator? I think I need some guidance.
Maybe by somehow making it easier and more effective than what they are doing now... and - in a way that doesn't take away from them being the center of attraction :) Let's face it, many lecturers probably get a kick out of 300 or so people coming to see them perform a lecture.. especially those that think or know they give good lectures. Recording their work threatens to take away from that. Its a bit like live musicians would have thought when the first record hit the market. Some would have resisted making recordings, and maintained their faith in the live performance.. education has always been slow to catch up with social changes, so perhaps the answer to your question lays in the history books of the music industry.
This is the only answer I can find, because clearly it is effective and helpful to students to have access to audio recordings. Since mini cassette technology - or portable audio recording, students have been recording lectures.. but its rare to find a faculty doing it for them..
Individual blogging and podcasting can be used in such a way to make a lecturer a super star.. in a lecturery kind of super star way (what ever that might be.. I shudder to wonder)..
BTW.. the link to your audio required me to sign in to listen.. that was an unnecessary barrier that stopped me listening to it..try using services that don't require such a think.. suggestion? Blip.tv
If I may extend the conversation to technology in general, I can provide one example that is working. At Saint Michael's College in Vermont we have a gifted information technology (IT) staff. Because the faculty respond rapidly to other faculty, the IT department patiently recruits mentors from among the faculty. I say patiently because the IT staff know the information better than the faculty. However, seeing a faculty member master a new technology gives hope and inspiration to others. So each summer when our students are off campus we have a week long workshop for around ten faculty members. The workshop is run by a small team of IT professionals, two faculty mentors, and some guest speakers. It works; it fills each year; there are now faculty mentors from a range of departments around our campus and the effect on the classroom use of technology is dramatic.Dmccabe 02:09, 4 May 2008 (UTC)