Development of the Educator: Allergic to the new . . .

"I just CAN'T keep up!", "They're not paying me for the time it takes to GET this stuff!", "By the time I figure this out, I could have done it MY WAY!"

I've heard this from colleagues in P12 as well as higher ed regarding the demands to use the latest and greatest software, hardware or procedures made available to the schools. This past week I overheard someone grieving the loss of their mind and time over failed efforts to use an online course management tool. I've heard this kind of talk before and all too often tech-grievers progress to the next step . . . AVOIDANCE.

Suddenly the educator becomes almost "allergic" to attempting the new; be it procedural changes in course delivery or technical updates and upgrades. We start to have physical and emotional symptoms that eventually warp our productivity, sense of control and overall satisfaction with the workplace.

Will design instructors REALLY break out in hives if the school updates to CS4 before they get a chance to learn it themselves?

Will the 4th grade teacher REALLY hyperventilate at the sight of yet another type of projector; only this time it is mounted in the ceiling and she has to depend on use of the remote?(Oh no! what if the batteries run out!?).

Will I suffer from a brain aneurism the next time that DARN NEW PRINTER beeps at me to signal that I need to press yet another button that I CANNOT find?

What should leaders do?

One thing that stands at the top of my mind would be that leaders should ALWAYS consider the intensity and reasonability of their demands.

Leaders should experience the new for themselves or observe their faculty interacting with the new, then set reachable goals. For example, they could allow faculty to play around with the online course management system one or two terms before it is implemented as if it were real, only not posted for students to see or access. All kinks and misunderstandings can be smoothed out without the DEMAND of having grades and attendance in by noon when they haven't figured out how it works or haven't had proper training on what to do if they've taken correct steps but it still doesn't work).

There are many options available to prevent outbreaks among educators experiencing the new. Most leaders would see a great return on their technical and procedural investments if they themselves invest a bit of TLC and NOT just a bunch of cheap band-aids (like "read the manual").

Institutional Competion in Distance Education

I had a discussion with a friend the other day who mentioned that traditional schools will soon HAVE to transition to offering more online courses to compete with not only each other but with these full-online schools, such as Capella University.

I began to think about competition. Honestly, HOW can traditional schools compete? Traditional schools that offer online programs carry with them the requirements to enroll. These requirements are often more demanding than the online for-profit schools that DON'T REQUIRE SAT AND GRE SCORES (I know from experience, Capella did not require GRE scores when I applied over a year ago).

If I were a BA graduate, already working but seeking an advanced degree to increase my pay, I would naturally look for a program that offers flexibility for my busy life; an online program would be great for me to pursue a masters.

If I'm busy, the last thing I want to do is jump through hoops to sign up for the program.

Opting for a traditional school would mean that I need to take time to study for the GRE or GMAT, prep samples of work to submit, transcripts, references, etc -Then if I'm awful at taking tests, I'd fail the mathematics portion!.

Opting for one of the for-profit online schools, all I have to do is write a few paragraphs about my intentions, send references, a transcript and a check. It may cost me more, but at least I'm in and I get the degree.

Questions: What can leaders in Distance Education do to remedy this situation? What can be done differently? Does the difference in application process affect quality of the program?

Technically Speaking . . .

It seems that the new generation of teens and early-twenty somethings are so very fixated to their screens-that is, their computer screens, cell phone screens, mp3 player screens, PSP screens . . .

Technically speaking, they should have no problem navigating and adjusting to the many GUI's available through different Learner Managements Systems, CMS's, VLE's, etc.

I would suspect that they would need less time to adapt to their eLearning environments. I am however curious as to how this generation of -"immediate gratification", "wikipedia resource searching", "copy and paste paper-making", "visually stimulated"- young learners will be able to manage a TRUE college educaion, and REAL, professional, up-to-Higher Ed-standards, course delivery online. Any research findings out there?
Tanacha Brown, MS

eLearning

I have spent the past year delving into the concept of Higher Education and online learning. What will become of us instructional and visual designers in the age of a technology that constantly reshapes itself in what seems like every 3-12 months?

Well, to infinity and beyond . . . right?

What teachers know . . . NOT!

So here's the deal,

I was just at an HOA meeting for my community and a candidate for the Educatoin Board spoke to us and educated us about changes that need to take place in the school system.

The speaker provided a scenario in which she visited a school and noticed that the teachers were provided with new technological equipment and resources to assist in their instruction or the learning of students but had made limited attempts to use all of the resources. When she questioned an administrator, he/she replied that their "older" teachers are a bit resistant and uncomfortable using the new resources so the school just "waits" for them to try it or eventually leave and they get new teachers with more skills.

The speaker made the point that in the regular job force, you either catch up with the work force or get fired and replaced. The point being that the teachers need to be proactive and start using the equipment and follow new standards as they arise.

My issue with that is, like our "roll out" of Edline, NO LEVEL OF TRAINING WAS PROVIDED (either formal or informal). And I'm finding this is usually the case.

Administrators with the forethought to move along with current advances and add new systems and technology to schools need to work out a deal with the sellers or vendors of these resources so that they can train the users.

This is not new, its common protocol for responsible leaders.

Edline Continued

Well,

So far, it as been quicker to simply instruct the few individuals in my department hands-on via a demo and I sit with them as they set up their grade books. I have offered to work with the contact for Edline and want to possibly set up a workshop and demo.

I have an interest in diffusion and adoption of this program and will analyze it further. I have seen no real change management occur thus far.

Edline - Who Knows?

I am currently working in Edline and am finding it hard to get support for small glitches or access issues. Is this common? Does anyone really know Edline? I was able to get help (visual instruction) from a co-worker who toyed with it as I did but "got it".

FORESEABLE BREAKDOWN IN COMMUNICATION
We are fortunate to have an assigned "contact" amongst our faculty for Edline assistance. Unfortunately, this person has just about the same schedule as the rest of us; causing me to assume any assistance will be on her spare time- responses will not be timely and physical/ hands-on attention will not be available (its just not possible).

INITIATIVE FOR THE GREATER GOOD
I have resigned to assign myself as the liason for my particular departement. We currently have 7 faculty in my department. I plan to read the manual front to back, develop the Edline gradebook for my class and demonstrate it as a model for my co-workers individually. In turn, we will meet our requirements of actually USING Edline and be better versed should our students need help navigating the software or faculty from other departments need assistance. The spread of knowledge is sure to follow. If anything I will volunteer to aid the assigned "contact" for Edline and provide technical demonstrations and larger meetings with all faculty.