Is it acceptable for a student of the Social Sciences to progress through his/her study without once citing a source found outside of the Library? If the education we provide is with the goal to create knowledge workers who can engage in a career in the current landscape of information and communication technologies, then I would conclude it is unacceptable.
I’ve been working with videolectures for four and a half years now, so maybe a bit of reflection is a good thing! Below is a list of the good, the bad and the ugly regarding speakers on screen.
Last Wednesday I was at a seminar on social media in education, organized by the Social Media Club Amsterdam (SMCadam). Wolter Mooi, a Professor of Pathology at the VUMC, shared his experience with applying social media in his Bachelor class. In 2010 he created a facebook profile and he now has 1004 ‘friends’.
He uses his facebook profile to decrease the distance between him and his students. He does this in a balanced fashion, no flooding of the status stream with inconsequentials but once in a while a witty reflection on his personal life, a response to a BBC documentary on labor clinics in Sierra Leone and sharing interesting readings relevant to the course. By doing so he
I spent my 7th of February hanging out with my brothers in arms in the weblecture scene. The day started with Werner Degger giving a general overview of the state of weblectures at the University of Amsterdam. He stated that the main reasons for using weblectures are to make studying easier and to raise the image of the university. Weblecture policy focuses on three workmodes: “Do it yourself”, “Do it together” and “we do it for you”. For each of these approaches to facilitating weblectures, the university aims to have the necessary infrastructure to support the staff and the teachers.
Somewhat off topic for educational technology, although if the context for teaching and learning is not right, then there is a lot of distraction from the core business. And we are experiencing a lot of distraction.