Category Archives: Productivity in Higher Education

Sobering Lessons Learned When Shadowing Students

In a recent article posted by Grant Wiggins (A veteran teacher turned coach shadows 2 students for 2 days – a sobering lesson learned), he posts the experiences of a former high school teacher who has entered a new role as a high school teaching coach. The article is a reflection piece that explores the experiences of the teaching coach shadowing 2 students for 2 days. What the teaching coach is exposed to, is an eye opening experience.

The post has a fully detailed explanation of the two day shadowing event, and although the experiences being talked about are in the context of a high school experience, many of the key learning experiences from the teaching coach are relevant to any level of teaching. Below is a summary of the key learning experiences the teaching coach identifies in the article, as well as some exemplars of how instructors here at the University of Lethbridge are trying to provide a more enjoyable and engaging classroom experience to our students.

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Technology Based Educational Productivity. The Need for a Theory.

In an article last year from his blog, Tony Bates talks about productivity in education. Bates explains that productivity in industry does not always align with the definition of productivity in education.

As an example Bates refers to a definition of productivity growth from the Industry Canada website. The definition on this site focuses on two factors: becoming more capital intensive and using technology to become more productive. If that example is transferred to the business of higher education, you can see how it breaks down. Although educational technology can enhance a good quality education, the use of educational technology alone does not in itself make higher education more productive.

Bates goes on to explain in his blog post Technology, teaching and productivity: the need for a theory, that in order for productivity to increase in higher education we need to stop focusing on costs alone, and look at teaching methods and learning outcomes in conjunction with costs.

Check out the full article here to see the ideas that Tony brainstorms for a theory regarding productivity: