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When I was on staff in higher ed (before I became a freelancer), I had a near-infallible method for determining if faculty would make effective partners in implementing new instructional technology or pedagogy. When the professor came to me, I would ask... (1/6)
..."so what happens in your course?" And if the instructor said, "well, I do this, and I do that, and I do the other," I knew that was not going to make for a good partnership for pedagogical innovation: the instructor saw himself as the center of the educational process. (2/6)
But if the instructor said, "well, the STUDENTS do this, and the STUDENTS do that, and the STUDENTS do the other," I knew we would be successful--because the instructor saw the STUDENTS as the center of the educational process. (3/6)
It's the difference between a teacher-centered model of learning and a student-centered model of learning. Some teachers who see themselves as doing all the work are WONDERFUL people and work very hard and get good results. (4/6)
But these very caring, hard-working instructors are still doing what I call 'pushing the car up the hill.' They feel responsible for the learning and make every effort to help the student. But the students need to drive THEMSELVES up the hill. You guide & direct & cheer. (5/6)
It is MUCH easier to move teaching online when the instructor does NOT think "I must make videos & meet students on Zoom for 3 hours" because the professor KNOWS SHE IS NOT THE CENTER OF THE PROCESS. When students are the center, the center can be anywhere. (6/6)
