The university in transition: Reconsidering faculty roles and expertise in a web 2.0 world

Laurie Craig Phipps, Alyssa Friend Wise, Cheryl Amundsen

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Discussion of changing notions of faculty expertise and the role of technology within the educational enterprise is nothing new. However, the current demand for change in teaching and learning practices is particularly strong, in part due to the pressures arising from emerging technologies and the shifting nature of faculty expertise. Web 2.0 technologies enable social connectivity, academic interactivity, and content co-creation. Thus, they change the ways of interacting with information and can support collaborative and constructivist approaches in higher education. This both inspires and requires a corresponding expansion in faculty's role: from imparter of knowledge to orchestrator of learning experiences. Within the general metaphor of orchestration, other specific roles and functions will also be required; for example, scripting, translating, introducing, and co-exploring. As educators attempt to reimagine an educational paradigm in this context, the integration of new technologies must be grounded in how they can support educational experiences and outcomes that are focused on learning.

Original languageEnglish (US)
Title of host publicationSocial Software and the Evolution of User Expertise
Subtitle of host publicationFuture Trends in Knowledge Creation and Dissemination
PublisherIGI Global
Pages93-111
Number of pages19
ISBN (Print)9781466621787
DOIs
StatePublished - 2012

ASJC Scopus subject areas

  • Social Sciences(all)

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    Phipps, L. C., Wise, A. F., & Amundsen, C. (2012). The university in transition: Reconsidering faculty roles and expertise in a web 2.0 world. In Social Software and the Evolution of User Expertise: Future Trends in Knowledge Creation and Dissemination (pp. 93-111). IGI Global. https://doi.org/10.4018/978-1-4666-2178-7.ch006