Addressing the New Cost-Effectiveness
Every 10 years or so, the arrival of some new technology appears to capture
and reproduce “lectures” at just the same time that college finances
are suffering from new pressures to reduce costs while maintaining “quality.”
A few years later, most recognize that new technology, while helpful in many
ways, d'es not replace traditional course activities the way pocket calculators
replaced slide rules. Instead, through rapid adoption of new tools, widespread
but modest experimentation, “low threshold” instructional applications
are gradually and incrementally accepted. They really help more people teach
more people to learn better!
Of course, “productivity” and “cost-effectiveness” are
extremely difficult to define, achieve, or prove in higher education. Here are
a few programs that appear, on their face, to be more obviously “cost-effective”
than other approaches.
1. There are now several different successful programs that train students,
provide technical support, and help faculty through the use of students to train
other students and to develop students as supervisors and managers. These programs
are often perceived by students as good educational experiences, opportunities
to work more collegially with faculty and professional staff, and terrific career
boosters. The dollar value of professional supervisory time and pay to student
workers is dwarfed by the value of the technical support services provided.
2. Faculty members and professional staff can learn simple approaches to develop
studies and to collect useful data about ways to use information technology
to improve teaching and learning. New accreditation guidelines and standards,
as well as external political forces, are increasing the need for coherent assessment
and evaluation programs. Why not satisfy them and collect information at the
same time that actually can help make things better?
3. There may never be widespread agreement in higher education for the best
definition of “information literacy.” However, recent work by the
Association of College and Research Libraries provides an invaluable starting
place. It is time to spread the skills necessary to take better advantage of
the proliferating, complex, and messy information resource environment of the
Web. Many librarians and many libraries are already transforming in ways that
can help.
4. What are the functions a college or university should provide through its
own staff and facilities? Even in these still-recessionary times, professionals
in information technology-related fields can be difficult to afford, hire and
retain. But established companies are offering new services to higher education,
and new companies are springing up to fill this demand.
5. Educational resources and activities can now be more fully accessible to
those with disabilities than ever before. Information technology can be part
of the solution, instead of making problems worse. New levels of commitment
to this kind of accessibility are now technological possible, ethically desirable,
educationally valuable, and legally necessary.
About the Author
Steven Gilbert is President of the TLT Group and moderates the Internet listserv TLT-SWG.