Subject matter experts as a learning problem

Copenhagen. I chat with two “learning consultants”, whose job it is in their respective universities to help faculty improve how they teach.

Much to my dismay, I understand that their role is perceived as being about the adoption of new tools (“Should I use Adobe Connect or Zoom?”). Yet they are a case in point that learning technologists provide a rare opportunity for university faculty to think through how they teach.

In such institutions of teaching and learning, guess who is paid more?

Cue Felder’s infamous quote: “College teaching may be the only skilled profession for which systematic training is neither required nor provided – pizza delivery jobs come with more instruction.”

Subject matter experts are a problem.

They are expensive. If they are good, they tend to be too busy to contribute.

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