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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& #39;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 & #39;pushing the car up the hill.& #39; 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)
