— Eli's inane rambling (@Eli_App_D) March 23, 2017
I try to spend my lunch break practicing my photography skills I am learning on my MOOC course, today I was taking photos of a lecture theatre at work which was empty (it was lunch time after all) and it made me consider the impact of digital education and the question of…
Is digital education an enhancement to current practices or is it the realisation of the MOOC hyperbole of 2012?
This came to mind as I know that there is an imbalance between some of the student body and some of the faculty of UoE, where students are asking that lectures are recorded to be used as study aids, and some faculty are reluctant to do this, with one reason being a fear that it would lead to a drop in numbers in the actual lecture.
I understand these worries, after all, if your lecture is consistently half empty, it could be mistakenly thought that your class is not popular. However is this not a similar chain of thought to the one saying that students aren’t attending the lecture if they are not in the lecture hall as deliver the lecture? Instead, could we say that recorded lectures, in fact extend that lecture period, that the learning can now be happening way past the close of the live lecture and into time perods where the student can be more productive? That maybe students may actually be more present in a lecture and making better use of it if they can participate at times when they know they will take the most on board?
Digital education is such a varied and huge topic, but I also believe it’s more than an enhancement of current methods, I believe it’s a philosophy of encompassing the whole. A chance to experiment and learn, to change for the better or discard that which doesn’t work, a chance to make use of new tools and technologies where appropriate and more importantly an opportunity to raise the bar rather than follow a path.