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desillusion

There is one direction I have not followed up so far: social software as well as multimedia in higher education encounter the same problems of integraton in teaching because of the structure of teaching at university. It is not the main objective of people whose interests rely primarily on research. Technology to be integrated in the teaching process at a high level does not have to cause extra costs in terms of time and money. Maybe there are exceptions but they range among the pioneers or early adopters. The only thing which is acceptable in general is to provide information and make it accessible regardless of place and time. This can be done with almost no additional effort. Everything else, moderating online discussions, providing extra learning or training material requires time and certain competencies.
This is of course the case with multimedia content, you need specific knowledge, it is a complex area. And you can not be sure that the effort you invest is worth the case. On the other hand, new technologies that promise easy production work in a specific context which is at first not an educational context. Secondly it is not the case that these technologies are wideley accepted as for instance email. But even email does not play a constitutive part in teaching. There technology is a mere tool, its use happens almost unnoticed. It has become natural.
What about blogging for instance? A blog for every course? Is the teacher going to read all the blog entries? Are the students obligated to blog or is it up to them? It may not be suitable to blog in any case, for instance in a math course or in engineering.

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