Hey, Christi,
As I go through my mental notes on this semester, I am struck by the fact that while knowledge of how to accomplish the various innovations I am putting into my courses is rewarding and gratifying, TIME seems to be the precious variable. Knowledge leads me to innovate more, which requires more knowledge, which takes more time. What is the point of diminishing returns? I don't know, but I wonder if it will ever be possible to run a really good electronic course without heavy technical support like that you and your crew provide. Should a professor be expected to have both the content and the technical know-how to "to it all?"
Hmm. Back to my lecture recording and posting.
Tim
My response:
I love this train of thought! I have these myself sometimes.
I like to use the phrase, "Just because you have the power doesn't mean you should use it!"
I try to decide how much something will add to student understanding and/or feeling of connection and satisfaction. If I'm just doing it because I can but I can't see any real benefit to the student I don't do it. If I can see some benefit to the student I will weigh the work output with the benefit and if it's something that is amazingly wonderful for the student I will go way overboard. It's all a judgement call on your part!
As for the technical support, that's what we're here for AND as you have been going along you have required less and less support. That is the goal, to help you become proficient so when you want to add something on Saturday night you don't need to have someone online walking you through it. I think of these tools as something that a professor shouldn't have to find and learn on his/her own but something that it is possible to learn enough so they can be used effectively, kinda like an elmo or smart board.
My thoughts!
Christi
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