James Clay wrote a thought-provoking post last week. Called Show me the Evidence, James talks about how: “when demonstrating the potential of TEL and learning technologies to academics, the issue of evidence of impact often arises. You will have a conversation which focuses on the technology and then the academic or teacher asks for evidence of the impact of that technology.”
James cites fear as a key reason behind this, suggesting that many lecturers don’t have the capabilities to use IT, so lack the basic confidence to use learning technologies. To save face, and because it would be mortifying to have to confess to a lack of skills, they ask for the “evidence”. This then enables them to delay things.
Weirdly, I can’t think of a single occasion when an academic has asked me for empirical evidence or to cite the research framed around my work. I tend to go about things the other way-heading the academics off at the pass because I am the one who is afraid to look like a dunce in front of them.
I delivered a lunchtime session to academics looking at the flipped classroom model last week. The conversation turned to the (still) widely-held belief that anyone under 25 is a techy-wizard, while the rest of us can barely use our smartphones. (A different kind of stalling technique, perhaps? It’s always academics who bring this up.) I offered some ramblings about Marc Prensky’s ‘Digital Natives‘ theory being a load of old cock-and-bull, and that Dave White’s ‘Visitors and Residents‘ model was more realistic and less ‘pigeon-holey’. The group liked this as it appealed to their academic mindsets, so I was then able to sneakily show them some tools while they were feeling more at home.
Another thing I sometimes do is suggest that the academic in question might want to try out the method / tool that is being suggested, and then write a paper about the experience. Again, this appeals because it’s more in tune with how academics tend to work. I think a lot of the fear that James mentions comes from an assumption that learning technologists and academics speak two totally different, and incompatible languages. We don’t, but it can certainly be hard to prove it!