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No, this isn't another "where are the women in technology?" post. After all, we all know the answer to that question: here on BlogHer. :) Rather, this is a round-up of what some of my favorite women ed tech bloggers are thinking about these days. Some trends: reflections on their place in the profession and the technosphere, thoughts on the challenges faced by e-learners, and considerations of gaming.
Reflections
Janet Clarey wonders what she should call herself. Learning professional? Training Manager? Certainly there's something less. . .prosaic? We've had the same discussions at my workplace; some folks prefer "academic developer," while others of us simply use "teaching guru." ;)
Clarey also asks why women edubloggers aren't making people's "top edubloggers" lists. (Check out the comments on this post for some good discussion.)
Jen Jones at Injenuity confesses to some insecurities about the field of educational technology. An excerpt:
I’m starting to feel uncomfortable with the field of practice known as “educational technology.” I’m certainly not the first to bring this up and I’ve read some excellent arguments on either side. I’m approaching 10 years in this field and am finally wondering why we, the educational technologists, who are often the last people to access teachers, are the ones expected to influence them in such a way that they fundamentally change their entire concept of teaching and learning. By the time we get to them, it’s often too late. We are tasked with “infusing” technology in teaching that is inherently flawed. A technology bandaid is not the solution. Those of us who have an understanding of teaching and learning should have the first access to future teachers. If the teaching, if we should even use that label ( My new favorite label is “Sherpa!”), is appropriate, there’s no need for educational technologists.
Challenges faced by e-learners
Stephanie Sandifer writes about bridging the gap from e-learning theory to e-learning practice. I particularly enjoyed her reflections on the literacies that e-learning professionals and others need to help students develop:
if we REALLY believe that online learning is a major aspect of the “future of education”, then we better get much more serious about LITERACY education at all levels across all borders. By literacy I mean reading, writing, listening, speaking, and thinking - but especially reading & writing at a highly proficient level that enables the learner to be able to read & write fluently, intelligently, and critically. Those skills will determine the ability of any learner to be successful in a 100% online learning experience.
Jen Jones considers how best to introduce people to personal digital learning. I'm quoting from her blog at length because her assessment is, I think, very insightful:
Maybe I would have a better understanding of the issues if I approach immersion in personal learning as a job. Here’s where I see parallels:
* Building a personal learning network is work.
* Not everyone is qualified to do it.
* Not everyone wants to do it.
* Basic soft skills, such as customer service, communications, and feedback fundamentals, are required.
* There is a learning period before mastery, and this period is a different length for everyone.
* Mentor relationships allow for faster immersion and sustained growth.
* Mastery of tools enables more accurate work, efficiency and better decision-making.
* The physical (digital) environment affects perception and attitude and influences productivity.
* Knowledge sticks when learning is situated.When I look at it as a job, I can see why introducing it to groups en masse doesn’t lead to successful adoption. It’s almost like assigning everyone the same job after graduation. Somehow, the introduction of the PLN must take into account individual and self. This makes me wonder if it’s possible to develop a prior learning assessment that will help identify whether or not people are prepared to participate in personal learning in digital environments. I’m not sure what this would look like, but I think we could start by examining those we know who have either not been successful, despite valiant attempts, or who have rejected the concept upon introduction.
I think we are at the point where we can admit that this is not something that will work for everyone. To
