It is the fact that tertiary education is in a
transition stage in the world. The development of shifting from the traditional
to modern and innovative education varies from region to region. Learners’
expectations are quite high as they are becoming more practice oriented and
wish to emphasize the application of education in day to life.
In such a scenario, the role of an educator is
challenging and dynamic. He is required to gain new skills throughout his life.
He must be able to work as team member which is required for research and as
well as making learning successful.“Researchers in tertiary institutions,
particularly universities but also polytechnics and wänanga, undertake a
significant proportion of research in New Zealand. They cooperate with other
research organizations, firms, communities to develop and apply new ideas.
International research partnerships allow New Zealand institutions to tap into
a wider pool of knowledge and build our capability.”(Ministry of Education,
2010, p. 9).
Tertiary educator
must be supportive to learners and facilitate learners to bring out their
hidden talents. He should equip the students with such tools and skills that
enable them to adept with employment opportunity available in the market or
suitable for higher studies.
“Learning with these educators is challenging,
exciting, supportive, and purposeful and, by no means least, fun. Above all, it
is focused on developing each learner’s capabilities to maximize their own
potential and future opportunities.That learners achieve success on their
programmes of study is a fundamental goal for these educators, but it is not
the only one: ensuring their learners are best equipped for the next steps in
work or further study is, ultimately, more important.” (Peter Coolbear, 2012.)
Self reflection of his learning process and
application of digital tools in learning create a context which brings a real
sense to the learning process. Reflection allows an educator to think and
eventually modify for betterment. Digital tools can create interest of
learners. They are most important in the modern scenario as education is not
confined to boundaries of institutes. It is the trend of blended learning which
makes digital tools important for a tertiary educator.
“The use of modern technology has just begun to
revolutionize the way teaching and learning occurs. The concurrent use of
multimedia and computers permits the development of pedagogical approaches
involving active and interactive learning. Frontal teaching can be replaced by
asynchronous teaching through scheduled or self-paced online classes. In
Australia, the University of Newcastle has been a pioneer in the use of a
problem-learning approach in medical school.”(Salmi, 2001.)
If I look into my teaching and learning, I feel
myself in a transition stage. I always welcome new techniques of learning and
aim at developing skills. I do not have all the characteristics. In my view
change is very important in life and it improves our performance at every
level. So I would like to say that these new trends in tertiary education are
quite helpful and important for growth.
As I have explained
that I am on the transition stage. If I
recall my previous experience of teaching , I worked in team and as a team member I
worked with other members in collaboration to figure out solutions to problems
that the school was facing from time to time. For example: the method of
formative assessment , how many test can be taken in day , the rules to
maintain discipline in the school and organizing sports and cultural activities etc. I did not take
part in any major research activities but I always try to find alternative
method of teaching that can be applied to bring a variety in the classroom and
result into maximum engagement. I used audio visual resources in teaching to a
certain extent but I was not digitally expert at that time.
References:-
·
Jamil Salmi. (2001). Tertiary Education Reform in the Twenty First
Century: Challenges and Opportunities, 67-70. Retrieved from http://www.norrag.org/fr/publications/norrag-news/online-version/knowledge-research-international-co-operation/detail/tertiary-education-reform-in-the-twenty-first-century-challenges-and-opportunities.html
·
Ministry of Education. (2010).Tertiary
education strategy 2010-15 (p.9.). Retrieved from http://www.minedu.govt.nz/theMinistry/PolicyAndStrategy/~/media/MinEdu/Files/TheMinistry/TertiaryEducationStrategy2010/TES2010to2015.pdf
·
Peter Coolbear. (2012). Professional
development for Tertiary Educators. Retrieved from http://www.educationreview.co.nz/leadership-and-pd/june-2012/professional-development-for-tertiary-educators-what-are-we-trying-to-achieve/#.UbPEzucwelx
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