day 3: you’ve got to be kidding!

16 08 2009

That’s the name of the final ‘keynote’ or featured presentation. Very funny, extremely useful and thought-provoking –  as expected.

Recognition, reward and tenure: you’ve got to be kidding!

Carl Berger, U of Michigan, Emeritus

carlberger

Presenting scholarly work: have you heard of faculty not using new media as it would decrease chances of tenure? what is the dominant form of media for presenting scholarship in your discipline? have you seen changes in how scholarship is presented? what other ways could scholarship be presented that would be more effective? if it uses more of those techniques and delivering them.

More questions: have you helped faculty present or publish? have you co-authored with faculty or searched for new venues? have you helped with new tools for presenting/publishing? how many have influenced our administration to use new publishing to be used for R,R&T.

Carnac the Magnificent or Jeopardy:

  • Easy for classroom writing or how do I get this damn thing to work? the answer is: Blackboard.
  • interesting last comment or if I lose this I’m dead! answer: Endnote.
  • a new greek restaurant or help for resources on the web. Answer is: Zotero

He encourages everyone to created Zotero because it saves the bibliography for you and you cannot lose it.

Instructor tools in the past: blackboard, chalk, resuse, syllabus, technology etc. And student tools: books, notebooks, pencil, pens, highlighter etc.

Now: blackboard, cd with books, clickers, Twitter … etc. So now we have a different kind of student: it is the digital student. There is also the millenial student. What is the difference between the two? the first was born into it, and the second is the one who has grown into it. Now there is also the Millenial faculty member. What is your expertise? we asked students, the Millenial instructors and faculty on education, research and personal and whether they are novice or expert. The Millenials have confidence that they are expert in technology and in changing students.

Barriers to using technology: instructors don’t know how, extra work, little connection, takes too much time, students don’t know how, too complicated, don’t have tech support, don’t have the skills. The Millenials and the students believed that the faculty themselves did not know how to use the technology – and faculty also believe the same thing about themselves. Faculty say there is extra work and little connection and faculty are the first to proclaim that it takes too much time. Students said they are a mile wide but one inch deep: they can use the Excel program but have no idea what to do with it. There is no depth. That is why now there is the Millenial instructor.

Faculty spend a tremendous amount on research, some time on service and little time for teaching. The Millenial instructor can do more service and more teaching and less research time.

Reward: recognition, travel, share, join, lead, fame, hopefully the right kind of fame.

Tenure: base qualification, ready for evaluating, presentaiton of work, review by pees, citation by peers, presentation of views.Technology crept in this area even in the  traditional way of acquiring tenure.

Publishing venues: a range from close to traditional to way-out. Supported by a wide variety of sources. traditionally there is expensive subscription to traditional journals, organization in house, page fees. Whereas online it can begin by getting a grant which is of course time consuming. Organization is in house or in the future we may see that even research is supported by advertisements and number of page hits [think of the Boston Globe and others].

One excellent journal to know is the Journal of Online Learning and Teaching [JOLT]. It is like old wine in new bottles. They took publishing and put it in a new venue so that it is easier to publish and review – and it makes reviews taking years, but it can be done in a month because of JOLT. Stats: 42ooo hits, 96000 pages read, 162 countries, 58 articles. This demonstrates how well it meets a need.

There is also the Virtual Center for Online Learning and Research. The Journal of Visualized Experiments [JOVE] think about presenting that to your promotional community. You can actually see the research in action but they may ask you for printouts rather than go online. There is also PLOS [Public Library of Science]. There is also IJLM [ijlm.net]. Vectors at USC http://www.vectorsjournal.org/.

How do we guide such folk? get out of their way? meet special needs? recognize and reward? The upsides: if it fits your research; it does that which we could not do before; integration of multiple disciplines – academic intersections. The downsides: finding that appropriate place that is accepting and critical and gives positive review; yet another format and rules; acceptance by peers – if it’s fun they think it’s play but it is not; the bottom line is the quality and veracity.

Using multimedia in peer reviewed publications: how can we help? help them find places to publish; help them enter their work; help administration find reputable reviewers and that is a tough one. In our own institutions we rarely have someone who handles these intersections together. At Merlot, they do that. Provide local reward: get that local reward out within maybe the provost office; encourage presenting with your colleagues; show how it might look and how it is done.

rep129 provided the podcast link on Twitter: click here.

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16 08 2009
day 3: you’ve got to be kidding! | Digital Pens

[…] Read the original:  day 3: you’ve got to be kidding! […]

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