Recently I have found myself at many meetings and events (e.g., the Open Textbook summit) centered on Open Education. Despite my non-representativeness due to self-selection, I am often called upon at these meetings to represent the “faculty perspective.”
As much as I would love to do this, in my experience, there is no single faculty perspective on open education in general and open textbooks in particular. Some, like myself, are early adopters. Others are willing to go along if their concerns are addressed. Still others remain skeptical and resistant. And there are many views in between, many of which contain a mixture of curiousity, interest, and concern. And this is not a bad thing. Academic freedom is sacred. And, at least in my experience, a faculty members’ teaching philosophy is often intimately connected with their openness to openness.
Most faculty I know consider the cost to students when assigning…
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