Hopefully by the time you read this, we will have completed our first thirtyish minutes-long episode!
Please click below to watch and/or stream… as per your preference!
Show Notes
The goal for today was to replicate the successful demo from three weeks ago… so, there was initially little variation of the tech set-up…
Matt used Techsmith Camtasia to create video and audio files… this time no mucking around with free trials!
The only improvements Matt can see on this is… when his divorce $$ comes through, he’s going to buy a desktop computer similar to that which he enjoyed when he was… employed… and upgrade his Internet service to the fastest possible for his area…
With great (computing) power (and Internet speed)… Comes great responsibility…
Spiderman, probably
Matt also created these show notes largely BEFORE the episode… cause why wait longer than necessary to publish the thing?
But… he got off on a tangent with his physical set-up… and he’s not convinced it’s better…
As always, Doug chose the topic… and picked the day for the meeting… Doug has also suggested that perhaps we “get a few episodes in the can”…. so we will likely be getting more episodes out more frequently going forward…
Slowness and lagging in video and/or audio is likely due to slowness of Matt’s home internet connection… which will be upgraded before the next episode…
Music courtesy of Pixabay* // Image via Unsplash** as well as a snapshot from Matt…
*Specific tracks:
- Happy Ukulele and Bells by Playsound
- Fighter [No Vocals] – punk rock by ohhgeeeznotagain
**Photo credit: Serhii Tyaglovsky on Unsplash
Doug found this awesome meme which totally addresses some of our points today… Matt regrets that placing this image in the post causes the WP theme to render the post unaesthetically…
Doug also wore his special ECU alumni sweater for only the 5th time ever… specifically for this episode…
Matt wore his Alkaline Trio t-shirt cause he is a fan of that band and feels like they deserve more attention… not that they need any help from him…
And… we also got into Maslow’s Hierarchy of Needs… which makes this the most legit academic conversation Matt has had in quite some time….
Doug also prepared some notes in preparation for this episode speaking to the notion of the digital divide which was referenced in the episode… and which underpinned his thinking when deciding on the topic…
Doug’s notes
Good teaching and high expectations make the difference, and technology is icing on the cake.
Ben Johnson, Edutopia (2014)
New work demands in higher education. A study of the relationship between excessive workload, coping strategies and subsequent health among academic staff*
*Marika Melin, Wanja Astvik & Claudia Bernhard-Oettel (2014) New work demands in higher education. A study of the relationship between excessive workload, coping strategies and subsequent health among academic staff, Quality in Higher Education, 20:3, 290-308, DOI: 10.1080/13538322.2014.979547
The most commonly cited barriers are:
- lack of time;
- lack of access;
- lack of resources;
- lack of expertise and
- lack of support.*
*Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35.
Motivated academic staff is the key resources in building a national and international reputation for themselves and their university. However, many of the academic staff are not working to their fullest because of excessive work pressure. The purpose of the article is to make aware of a significant aspect that the work pressure on academic staff reduces their work spirit; hence, they produce less output than that of their usual performance. In a nutshell, views of this article indicate an organizational focus on academic staff to keep them motivated and getting the best out of their potential resources can upsurge the standard of the university.*
*Bhagat, V., Haque, M., & Jaalam, K. (2018). Excessive work pressure in University often hampers motivation of academic staffs to work at their optimal level. Journal of Datta Meghe Institute of Medical Sciences University, 13(4), 220.
“Digital divide,” has been applied to the gap that exists in most countries between those with ready access to the tools of information and communication technologies and the knowledge that they provide access to, and those without such access or skills. This gap may be because of socio-economic, geographical, educational, attitudinal, or generational factors, or it may be through physical disabilities. A further gap between the developed and underdeveloped world in the uptake of technology is evident within the global community and may be of even greater significance.*
*Cullen, R. (2001). Addressing the digital divide. Online information review.
The digital divide concept addresses four successive types of access: motivational, physical, skills and usage. A shift of attention from physical access to skills and usage is observed. In terms of physical access the divide seems to be closing in the most developed countries; concerning digital skills and the use of applications the divide persists or widens. Among the shortcomings of digital divide research are its lack of theory, conceptual definition, interdisciplinary approach, qualitative research and longitudinal research.*
*Van Dijk, J. A. (2006). Digital divide research, achievements and shortcomings. Poetics, 34(4-5), 221-235.
- Lack of elementary digital experience caused by lack of interest, computer anxiety, and unattractiveness of the new technology (“mental access”).
- No possession of computers and network connections (“material access”).
- Lack of digital skills caused by insufficient userfriendliness and inadequate education or social support (“skills access”).
- Lack of significant usage opportunities (“usage access”).*
*Van Dijk, J., & Hacker, K. (2003). The digital divide as a complex and dynamic phenomenon. The information society, 19(4), 315-326.
Technology can also be seen as a crutch to deal with workload…*
*Gregory, M. S. J., & Lodge, J. M. (2015). Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education. Distance education, 36(2), 210-230.
Until Next Time
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Thank you as always for taking the time to join us! We hope to see you again sooner than later!
Dr’s Matt & Doug
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