Faculty members clash over teaching methods. How do you navigate the stormy seas of conflicting ideologies?

To navigate conflicting ideologies among faculty members over teaching methods, it's important to foster open communication, encourage respectful dialogue, seek common ground, focus on shared goals like student success, and consider evidence-based practices to inform decisions. Collaboration, compromise, and a focus on the best interests of students can help navigate these challenges effectively.

Diverse teaching methods can enrich the education environment by infusing creativity and innovation, provided these are aptly utilised. To navigate the stormy seas of conflicting ideologies, foster inclusive and conducive work place, where diverse perspectives are respected. Encourage faculty members to exchange ideas openly and candidly, without any hesitation. This can help them understand myriad teaching strategies and incorporate the changes to tailor their own teaching methodology.

This is a typical academic issue. We all have our favourite ways of doing things! However, what worked in the past may not work in the future. Even Volkswagen, the world's largest car company, is having to rethink all that it does for the future. A tsunami of internal and external forces means every sector needs to change, and higher education is not exempt. So, it makes sense to run some vertically sliced stakeholder workshops to determine which ideologies best fit the programme's value proposition. Instead of having an internal debate, reach out and ask the end user questions, too. I have found that favourite ideologies may have a place at the module level if the module has established design principles.

????♂? This topic frustrates me. Feelings about teaching methods shouldn't matter. Here's what does.. 1. The ability to demonstrate learning 2. For learning to be applicable It doesn't matter if instruction is virtual, live, or hybrid. Either way... a) We need better tools and consensus on how to measure learning. This should end the debate about which methods are best. b) We need to accept that some students prefer and perform better in different modalities (it's not OR, it's AND) c) We must tighten the gap between learning & "applicable" learning. Is what we are teaching: ? Valuable/helpful (if so, by what standard) ? Does it create enduring skills (to DO what) ? Does it help them succeed (if so, how) Let DATA decide, Not feelings.

There are dozens of pedagogical approaches and teaching methods - the most important thing to remember is that they should be used to “build learning”. It doesn't matter whether it's a ludic method or one of extreme scientific rigor: it must be appropriate for the student. The language, approach, content and tools must be tailored to the student's level of understanding so that they are the “protagonists” in the building of learning. If the student is not given the opportunity - through the diversity of teaching methods - to establish this individual path, knowledge will be wasted.

Teachers used to getting attention and possessing knowledge. For this reason they can be seen as “superior”, or possessing a “ huge ego”. Convincing a teacher about a teaching method, or adopting new technologies, or the need to get closer to their students (through neuroeducation), can be a difficult task. Many of them don't worry about the contemporary phenomena that are part of students' lives, such as full-time connection, full-time stimuli, dispersed attention and lack of hyperfocus. Open conversations between teachers, keeping an open mind about the cultural moment we are living in, the tools available and methodological approaches that recover the student's attention and curiosity can be extremely valuable for educational processes.

Um die Kluft zwischen unterschiedlichen Lehrideologien zu überbrücken, kann das Experimentieren mit hybriden Modellen helfen. Pilotprogramme oder gemeinsame Kurse erm?glichen es Fakult?tsmitgliedern, ihre Methoden zu kombinieren und die Ergebnisse gemeinsam zu bewerten. Dieser Ansatz erlaubt den direkten Vergleich verschiedener Techniken und f?rdert gleichzeitig Teamarbeit und ein gemeinsames Zielbewusstsein. Die gewonnenen Erkenntnisse k?nnen als Katalysator für Ver?nderungen und Innovationen in der Lehre dienen. Tipp: Starten Sie kleine Pilotprojekte, um die Akzeptanz zu erh?hen und die Vorteile hybrider Modelle sichtbar zu machen.

One of the best ways to think about learning processes can be inspired by technological development: nothing is definitive, everything is a testing phase (beta). I spent five years in “beta” with undergraduate students, perfecting a gamified model of discipline, which involved narrative, character evolution, checkpoints and rewards. Each semester, the model was improved to bring surprise elements and playfulness to learning. I shared this model with dozens of teachers and published articles about the experience. Participating in other teachers' classes, allowing them to experiment with yours, exchanging ideas and sharing the results can be a starting point for pedagogical innovation. Teachers must be open and allow themselves to change.

Acredito que qualquer abordagem que gere conflitos deve ser iniciada com a busca por edificar sobre cren?as comuns. Isso significa que necessariamente deve haver um condutor, e este deve come?ar o debate colocando "na mesa" os pontos de vista comuns a todos (gerando assim empatia e confian?a) e depois expor as divergência e, em um debate sério e profissional, deve haver uma concordancia com aquilo que mais se adapte aos preceitos institucionais, com o condutor aparando as arestas.