A Digital Future

The Association of American Publishers’ Professional and Scholarly Publishing Division hosted their annual conference this past week, with discussion centering on digital publishing. Publishers feel more and more that they need to adapt to a rapidly changing textbook market, and that to do so, they must embrace the digital movement.

But while they're busy discussing the role of copyright, open courseware continues to spread with lectures being posted on Academic Earth, and with YouTube allowing free downloads of lectures. And new business models continue to develop, too. Flatworld Knowledge is now up and running, with textbooks available in business and economics courses.

New theories continue to come forward as well, and one recent suggestion does away with the current distribution model:

It's time to shift the text-selling system from one between publishers and students to one between publishers and colleges. A consortium-style agreement between the latter two groups would make it advantageous for all publishers and higher-education institutions to participate. The consortium could charge participating colleges a single price for unlimited access, based on their number of full-time enrollments, or FTE's. Each college could then pass that charge on to students as part of tuition or through a dedicated fee, or even seek private donors to help defray the cost.

This sort of system has been suggested before, but has never taken off. However, a transition period is always the easiest in getting projects off the ground, and a push by a university could make such a project possible as both universities and publishers look increasingly towards a digital future.

Dr. Ewa Dabrowska Wins Teaching Matters! Award

From your Students' Union's News:

Dr. Ewa Dabrowska Wins SU Teaching Award

January 19, 2009

(Edmonton, AB) — University of Alberta instructor, Dr. Ewa Dabrowska, has been selected by the Students' Union to receive the Teaching Matters! Award for Quality as a Contract Staff Member.

The Teaching Matters! Awards were created to recognize and support excellence in teaching at the University and to emphasize the importance of the role of teaching in the undergraduate experience and acknowledge the work instructors do in this area.

Three Teaching Matters! Awards are awarded each term. The Award for Quality as a Contract Staff Member was created in honour of Fair Employment Week and is the second Teaching Matters! Award to be awarded this year. This award recognizes the contributions of sessionals and other contract staff to the learning environment. Whether these instructors has created a positive learning environment, dedicated time outside class to their students or exemplified a mastery of the subject, the winner of this award has demonstrated an overall quality in teaching.

Dr. Dabrowska was nominated for this award by a student in one of her Human Geography courses. This student found Dr. Dabrowska’s focus on “brain-based" learning — through her use of short films, maps, guest speakers and class discussions — to be particularly helpful. Dr. Dabrowska has clearly demonstrated her investment in ensuring that her students receive the best possible education and that they succeed in their academic endeavours.

Winter Term Award Themes

For the 2009 Winter Term, instructors will be eligible for the following Teaching Matters! Awards:

Teaching Matters! Award for Integrated Teaching

Our university is well known for its research, and many instructors work diligently to ensure that teaching is not left behind, often by finding a beneficial relationship between the two. Whether this instructor has effectively introduced the latest research, presented useful research methods, or illustrated relevant theory or practice through their own research, the winner of this award has demonstrated that research can be integrated into teaching in order to pursue greater student engagement.

Teaching Matters! Award for Teaching Beyond the Classroom

Teaching awards and evaluations generally examine an instructor's work in the classroom, often overlooking areas where efforts extend beyond those four walls. Whether this instructor has provided a system for online interaction, facilitated networking through extra study hours, or demonstrated especial helpfulness during office hours, the winner of this award has broadened their teaching to include work beyond the classroom.

Teaching Matters! Award for Adapting to Students

There is no question that instructors need to be well prepared for a course, but many make adjustments according to the specific needs of a particular class. Whether this instructor has asked for feedback on their teaching, provided opportunities for input on course direction, or altered a class plan to meet students' interests, the winner of this award has implemented the needs and interests of their students into their teaching.


To nominate an instructor, simply email me at cicero@su.ualberta.ca with reasons for your nomination. Alternatively, fill out a nomination form available at any InfoLink desk, Faculty Association office, or in 2-900 SUB.

Tweet

More discussions are arising regarding Web 2.0 in the classroom, this time with the popular micro-blogging service, Twitter. A recent Chronicle blog post asks readers if they feel that more instructors should use Twitter for their courses. The replies are mixed.

This is not an unusual response to Twitter, and to Web 2.0 in general, where new users may be wary about the varied sites and services offered, especially when attempting to integrate them into the classroom. And rightly so. Instructors should consider both the short-term (such as costs to students) and long-term (such as university policy) effects of such integration -- but when done right, everyone can benefit from these teaching tools that extend beyond the four walls of the classroom.

This blog outlines a number of uses of Twitter, including "class chatter," and "classroom community," which work not as assignments but as tools for engaging students and for keeping students thinking about a topic outside of class. A couple days ago, another use was demonstrated through NAIT's live microblogging session. And students can follow professionals, just as you can follow me, to keep up to date on the latest happenings in their field, or to get an idea of what a typical day might be.

As with other Web 2.0 features, Twitter offers a range of options that instructors can use to engage their students -- but be sure to consider what works best for the course and for the students.