The Missing Link: Ed in Higher Ed

For the last year or so, I've been thinking about the plight of higher ed instructors.  They spend years studying in their field.  They are good learners, good researchers and experts in their discipline, meaning they've become so familiar with their content of focus that the knowledge is internalized.  In most disciplines, that knowledge needs to be nurtured because each day that passes brings new meaning and discovery to that body of knowledge.  A body of knowledge is dynamic, being influenced by its environment.  As events happen each day, the body of knowledge is certainly impacted by that.  Political events, scientific discoveries, changing culture, innovation, physical elements, and on and on, all alter how we, as a human race, need to interpret our particular bodies of knowledge.  Experts need diligence in bringing meaning to the dynamic bodies of knowledge to the world.

Now enter higher education.  Higher education promises learners an indulgence in bodies of knowledge from experts.  Higher education promises that learners will gain a foundational knowledge that can then benefit the learner in whatever path the learner seeks to forge.  In order to deliver to learners what higher education promises, higher educational institutions hire intelligent experts, usually called Subject Matter Experts (SMEs), to impart their understanding of the body of knowledge onto learners.  Higher educational institutions and learners both want SMEs to lead learners.  There is no question about that.

Of upmost importance is that experts continue to refine their understanding of their body of knowledge, keeping up with the dynamic nature of that body of knowledge in order to bring meaning to it in the present day, to learners.  They need to spend time engaged actively maintaining their SME status.

THE PROBLEM IS that SMEs are never trained in how exactly to best impart a body of knowledge to learners.  There is a whole field of study of Education.  In the field of Education, learners learn how people learn.  This is a whole separate field of study for a reason.  It is a discipline because the elements of cognitive science, cognitive psychology, learning theories, neuroscience, etc. are deep, complex elements that nurtures its own set of SMEs.

So, why not get the two sets of SMEs together at every single higher educational institution?  Why expect higher eduction instructors to continue refining their own body of knowledge without any training on how to impart that knowledge?  If only a small portion of their body of knowledge is imparted onto learners only because the SMEs aren't versed in the field of Education, then why bother hiring SMEs at all?  SMEs must also feel the frustration with this cycle.  SMEs are generally pretty passionate about their field of study and very interesting in inspiring learners in that field.

So, why not just add the one element that is missing in connecting the SMEs body of knowledge to the learner?  The instructors will benefit, perhaps in finding personal gratification in student engagement.  The student will benefit, perhaps by feeling the personal gratification in immersing themselves in the body of knowledge that already excites them.  And the higher educational institution will benefit, perhaps by maintaining a reputation for excellence in student experience, satisfaction and preparedness for future endeavors.

I think having a place for instructors to go, within their own institutions, where they are guided, supported and educated on the process of education will benefit all parties involved.  I think it is the missing link.

As many people have read in mainstream media as well as scholarly articles, there is talk about the future of higher educational institutions not serving learners unless there is a great amount of change.  The regiment of the traditional higher educational model doesn't serve modern learners as much as it served learners in the past.  Modern learners thrive in a flexible learning environment.  And, the disconnect between instructors and learners does not serve modern learners.  Modern learners thrive in an environment of intimacy between instructor and learner.

THE BOTTOM LINE is that modern learners, whether "traditional" or "non-traditional", long to feel a connection to their teachers and their institution while living regular life.  If higher educational institutions don't respond to that, they may not survive.

An Education department that serves instructors, serves the whole higher educational community.  Bringing the Education back to the the Higher Educational Institution will maintain the higher education's important role in our modern society.  Flexibility and change can accomplished without a complete renovation of the current education model.

I'm very motivated to do that!!

Blowing off the dust...

Hello Blogger!  

You must feel that I've abandoned you.  

Actually, I have.  

It must seem to you like I've left you sitting here gathering internet dust.  Whatever harm you think I've done to you, I've really only done to myself.  You've served as a venue for me to bring all my random thoughts together so that I can make sense out of them, which allows me to explain them better to others.

Here are some current thoughts.  

I think we've come a great distance with education and technology in the past few years.  At least the idea of using technology in responsible ways to achieve the highest levels of learning is now commonplace...in theory.  Even if educators aren't using technology, most educators aren't afraid of it as much as they used to be.  That is a huge step forward.

However, I continue to see in some educators the idea that digital or online education is inferior to classroom contact.  From my experience, I think the student experience of a class has more to do with the individual educator than the content delivery itself.

In the 21st century, what seems to impact students most, is engagement with an educator, or engagement directed by an educator.  Hands down, an engaged educator wins every time.  An engaged educator beats easy to use, stimulating, seamless, fancy technology every single time.  This on the surface seems almost counter-intuitive, especially with adaptive and intelligent technologies.  But, even a MOOC isn't good if there isn't an involved educator promoting thoughtful consideration of the topic to the participants.

I've always felt that the most difficult dimension of educational technology is to change the culture...to change the minds...to move from an old, solid, framework to a more flexible, interpretive design of an educational system.  But, it is difficult for people to even see our educational system as a "framework" because nobody thinks beyond it.  "It just is"..."every child is entitled to it"..."we all deserve to be educated."  Often the thoughts end there.

My big fat revolutionary plan of action is to continue to design high quality, engaging content that draws students to the material and taps into every person's innate desire to gain knowledge and improve...for now.  There is surely more to come.

Hang in there, Blogger.  I'll be back.  :)