He vist aquestes dies dos interessants articles sobre les fncions d’un professor-investigador universitari a la Universitat. En primer lloc, al blog OnlineUniversities.com hi he vist Crafting an Academic Screencasting Persona, on s’esmenta com en el nou paper actiu d’un professor al món audiovisual cal tenir en compte diverses coses, des de com posar-s’hi fins a saber realment què es pretèn (com sempre!). Per a això, es proporcionen dos exemples, un en què el protagonista és el que s’explica (Khan Academy), i un altre en què el protagonista és qui ho explica, el professor.
Preguntes que cal fer-se:
- Quin és l’objectiu del video?
- A qui es vol arribar?
- Protagonista: l’autor o el contingut?
- Seriós o divertit?
- Practicar! Assajar
- Mirar el que hi ha darrere nostre
- El silenci és or (compte amb la fressa!)
- Il.luminar bé l’escena
- Gravar un video de prova
The results of this suppression of creativity are not limited to the world of grant-funded research. The same leadership that fosters the status quo in research also affects the classroom. A university education is supposed to teach students how to think critically. However, that goal has been set aside in many of our classrooms, being traded for the less ambitious goal of memorizing facts. Curiously, when the rote memorization is emphasized, creative students are often penalized. Multiple-choice exams are the standard for testing a student’s ability to memorize facts, and creative students are usually not adept at guessing what a test writer is thinking. They are much better at solving problems, generating hypotheses, designing protocols, and developing a deep understanding of their discipline—all key aspects of good critical thinkers and professionals in science. By rewarding those students who accept the current facts as gospel, rather than skills that are likely to lead to the creation of knew knowledge, universities are stifling the next generation of scientists.
University governing bodies need to assemble leadership teams comprised of people who actually work in their laboratories and understand the challenges of today’s research environment. Ambitious and creative minds have revolutionized our world, and our perceptions of our universe, in a very short period of time. If our universities fail in their primary mission to create new knowledge, our progress toward creating a better world for everyone will be seriously compromised.