Managing technology in academe

Part 3

beginning these four in a series of write-ups on managing technology in academe, our presentation showed that

- nology. The web distinguishes hard from soft technology as “tangible components that can be purchased and assembled into assistive-technology systems. They include everything from simple mouth sticks to computers and software. Soft technologies “include the human areas of decision- making, strategy development, training, and concept formation.”

Hence, teaching and learning in and outside the classroom as well as the communication mode among ourselves is soft technology. It is important therefore that we academics whether we are in administration or in teaching, manage and maximize using these evolving gadgets to help us pursue our goals. Earlier we dwelt on how evolving

- proaches, methods and techniques. Time has not obliterated the popular lecture method which comes in different formats. As students then of various professors, we would remember their different lecturing styles. There are those with “to prompt them while lecturing. I remember a professor who kept walking around the classroom as he lectured. We students had 15 or more students in a class, there will hardly be enough time, for discussion or comments. While those students presenting earlier in the class session are able to discuss the topic in more detail, those towards the end of the session would usually be short of time. Added to this, is “the lack of connections of topics since these are assigned separately to students.”

Based same source suggests that professors “take an active role in organizing and managing seminar discussion,” “have clear goals for the session” and “bring a discussion back to the task at hand if it veers too far off course.” To keep students to the goals, professors Graduate Seminar,” analyzed the four basic provide “students with guidelines for models for graduate seminars,< their readings, drawing their atten which are tion to key points or areas on which either professor- or student–led. One is the to focus.” Also, professors begin the

- session with “a short summary of the sible for disseminating the material conreadings, raising potential issues for cerning the assigned topics for a particular discussion, and reminding students session. The professor explains in phases of the relevant issues in the text.” the material, while students listen and take For a successful seminar format, the down notes. No activity if at all provides professor provides clear statements interaction between students and the proon the intended learning goals and fessor nor among students themselves as to an outline of learnings. This makes the rationality and application to real life easier a summary of the discussions of concepts or of judgments. Two, is the connecting one concept to another

where “the protowards the end of a session. To fessor raises provocative questions about “create a meaningful discussion,” the readings and manages the ensuing in“build it from the ground up” with terchanges.” Students are to “discuss ideas and develop reactions to the readings.” To on the learning levels laid out in be effective, the professor is to “plan an Bloom’s Taxonomy.” agenda of questions to reach explicit goals for the discussion”; also that “questions . . . be focused enough to lead to meaningful and constructive discussion.” In ending a session, the professor is advised to provide a “meaningful conclusion or reiteration of the main points of the discussion.”< following which side of the classroom he was. If he was at the back of our class, we students had no choice but to sit up straight. Yes, our seats were arranged the more common way then, in neat rows spanning both sides of the classroom. Studies have shown that the lecture method is “ineffective for graduate-level learning. It doesn’t foster deep understanding of the material, or include them (students) in the academic discourse.” (Steen, Bader, & Kubrin). There are several formats of the lecture method. (For more, visit Ryerson University’s The closer look at each format. “Steen, Bader, & Kubrin (1999),

The professor “assigns students to lead class sessions,” involves students “in bringing prepared questions to class”; manages the discussion and provides “an overview before allowing the student to take over, or the student leading the discussion itself with the ( professor) taking a passive role.” Like the professor- led discussion, this format does not assure a vigorous intellectual interaction. Students may not be able to “determine the pivotal points in the material and connect them together into a meaningful framework.” It does not ensure class discussion to cover “the main points of the material”; also placing “the material within an academic context.” Much involvement and guidance of the professor is needed for this format to be a “medium for academic discourse.” Four, is the in which the professor has least intervention and merely “provides a list of articles. Students select individual articles to read and give a brief, in-class presentation summarizing the content.” Our source, Steen, Bader & Kubrin “consider this method to

Effective seminar- formats.