Teaching is a highly complex occupation,
which needs to adapt to a great deal of variety in context, subject matter and
learners. It does not lend itself to broad generalizations. Nevertheless, it is
possible to provide guidelines or principles based on best practices, theory
and research, that must then be adapted or modified to local conditions.
Our underlying beliefs and values, usually
shared by other experts in a subject domain, shape our approach to teaching.
These underlying beliefs and values are often implicit and are often not
directly shared with our students, even though they are seen as essential
components of becoming an ‘expert’ in a particular subject domain.
No single method is likely to meet all the
requirements teachers face in the digital age.
Nevertheless, some forms of teaching fit
better with the development of the skills needed in a digital age. In
particular, methods that focus on conceptual development, such as dialogue and
discussion, knowledge management (rather than information transmission), and
experiential learning in real-world contexts, are all methods more likely to
develop the high-level conceptual skills required in a digital age.
Traditional classroom teaching, and
especially transmissive lectures, were designed for another age. Although
lectures have served us well, we are now in a different age that requires
different methods.
The key shift is towards greater emphasis
on skills, particularly knowledge management, and less on memorizing content.
We need teaching methods for teaching and learning that lead to the development
of the skills needed in a digital age.
