I’m busy reading and note-taking for the Innovative Essay for inf537 – which is on digital scholarship. I am also in conversation with other peers about this topic in various forums. here’s one thought I posted recently-
I was very intrigued by Weller’s (2011) explanation of the pedagogy of abundance. Very cool. A more participatory, socially constructed and above all ‘open’ view of knowledge and therefore of teaching and learning. I particularly noted Weller’s citation of Ryan (2000) in which he outlines resource based learning (RBL):
“In a world of abundance, the emphasis is less on the development of specific learning materials, than on the selection, aggregation and interpretation of existing materials” (Ryan 2000).
Personally, I am very unimpressed by the lack of openess, collaboration and sharing occurring in my own workplace and would be very happy to see an awareness of this fundamental need to shift from acting in protected, individual and isolated ways, towards a more open, discourse-based approach to teaching and material development. We also signally fail to make use of both our own students creativity and knowledge and the materials openly available on the internet.
I would also very much like to see the seeds being sown of openly available learning materials placed on the web with the ‘economy of abundance’ perspective being applied. I can see our face-to-face student numbers shrinking – it should be our very deliberate goal to put ourselves as an English Language learning ‘experts’ out there on the net and attract students by sharing and demonstrating what we know and what we can do. To maintain a place in the emerging economy – our profession needs to look at how we can leverage small amounts of capital from larger numbers of students – rather than hiding behind our ivory towers and expecting small numbers of students to continue to want to pay through the nose.
Ryan, S.(2000). The virtual university. The Internet and resource-based learning.London: Routledge
Weller, M. (2011). The digital scholar: How technology is transforming scholarly practice. A&C Black.
On a side note, I very much enjoyed blog post by Steve Wheeler (2016) – which i read on a tip from prolific sharer Simon Keily- thanks Simon- which discuss what a ‘innovative teacher’ is:
Innovative teachers are instinctive about student challenges such as lack of understanding, loss of focus, low engagement or demotivation. They strive to find new ways to keep students on task, motivate them to do their best, and encourage them to succeed. Innovative teaching is where good teachers are inventive and creative – where they continue to discover and devise new methods and content to ensure that students always get the best learning experiences. But consider that invention and innovation are not the same. Invention requires a creative individual, whereas innovation requires a courageous community (see for example Rogers’ Diffusion of Innovation Theory, 2003). Therefore, innovative teachers also need courage to embed their new methods and content, especially if it runs counter to the culture they work within. (Wheeler, 2016)
Wheeler, S. (2016). What is innovative teaching [Blog post]. Retrieved http://www.steve-wheeler.co.uk/2016/10/what-is-innovative-teaching.html