Page 16 - Campus Technology, March/April 2018

EDUCATION TRENDS david raths
Bringing a Sense of Purpose to Academic Technology
A “Slow Ed Tech” proponent explains how slowing the pace of education technology work makes projects more sustainable, gives people a chance to connect, allows for more meaningful conversations and helps prevent burnout.
WHEN Educause named Ohio State University’s Liv Gjestvang a winner of its “Rising Star” award for 2017, it noted her involvement with the OSU Digital Storytelling program, which teaches faculty to share their stories and increase the visibility of their academic work, as well as Ohio State’s Digital First initiative, which develops digital content to transform teaching and learning.
That breadth of work is key in the field of ed tech, according to Gjestvang, who serves as OSU’s associate VP of learning technology. In a recent Future Trends Forum video chat with futurist Bryan Alexander, she spoke about expanding the definition of what academic technology leaders address. “When I think about it, we would be only halfway successful if we created a great learning experience in the classroom,” she said. “When the students are so digitally connected, the other half involves developing models for engagement and resilience that allow people to live lives that are meaningful, effective and healthy. That is the other half of our work, the deeper piece. All of those things need to be part of the equation.”
Alexander began the conversation by asking Gjestvang about the concept of a “Slow Ed Tech Movement” and what that term means to her.
She responded by admitting that the pace of her team’s work is growing faster every day, and that it is exciting that there are so many opportunities to address
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CAMPUS TECHNOLOGY | March/April 2018
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