When I first started teaching for ITLP the landscape for resources was quite different for students. Yes, most things could be found on the web and how-to sites existed but a lot more research – and luck – was involved in getting to a trusted answer quickly. In the area’s we taught, and especially away from mainstream applications, we knew as teachers that we had to author and curate resources in an environment unlikely to have alternative resources easily identifiable and accessible to our users.
The landscape now is very different. MOOCs, YouTube channels and dedicated online learning-resource enterprises mean that the need for authorship of resources is contextualised by a busy, immediate, and complex array of existing choices for learners. Oxford will soon have free access to Lynda.com, perhaps the most complete set of learning resources currently available. As teachers, our role in preparing learning support for our users has changed. One specific way we can add value to Lynda.com is to provide pathways through the resource, using our subject knowledge to collate learning experiences that support the class and what we perceive our users need. In a wider context, trusted web-based resources will bring a wide hinterland of knowledge to our teaching and give our users the best possible selection of support materials currently available. The days of solely authoring resources with perhaps a little curating are well and truly over. This shift to guiding is exciting and challenging for all of us dedicated to learning and teaching. Subject boundaries are even less easy to discern and a sense of adventure ever more highly required – hopefully helped with some perceptive guidance!
Have a look at Lynda.com – it’s an amazing resource to have at our disposal and I look forward to using it for teaching and personal development over the coming years.