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Scholarly Communication in the AT plan

Page history last edited by PBworks 15 years, 4 months ago

From Mike: One of the issues with attempting to move a campus towards net-enabled/net-mediated learning is that professors do not always have professional experience with using network technologies in their own professional development.


Putting a commitment to assisting professors with using these technologies (and rewarding them for their use) would seem to have the the dual benefit of raising the profile of the university in terms of scholarship and recognition, as well as giving professors a professional base from which to understand the power of these techonologies (thereby helping them to explain that to students).


I see myself as an example of this -- I spent almost 10 years in academic technology and elearning, working for some very prominent companies, but I see the year and a half I've spent political blogging (that is using the tech in pursuit of very defined goals) to have been almost as instructive to me, because it has really shown me what this process looks like to someone trying to accomplish something with it.


I'm interested if other universties have made this core to their plan.


[Not sure if we should use comments on this page to discuss this or add to the main body here....I'm such a blogger at heart ;)]



Draft of Statement on Scholarly Communication in the AT Plan:



Put Draft Here.




I guess I'm a blogger at heart, too, because comments seems more appropriate. This is a topic that's near and dear to my heart. I would suggest that the commitment to assisting professors should happen within a context of connecting faculty to other faculty practitioners. Ultimately, I think the way to make technology matter to anyone is to demonstrate how it can deeply transform their connections to things that matter to them. And other people who share those connections are the best bearers of these messages. I can talk to faculty in economics about the power of technology, but Steve Greenlaw can make them understand it within the context of their own discipline. Establishing communities of practice, then, becomes vital. Faculty need to be empowered to share their stories. They need to be rewarded for leadership, and, ultimately, we should hope to foster a cycle/wheel of leadership that continues to sweep others along in its path.

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