Group items tagged

article by Daniel de Vise, Washington Post, February 15, 2015, on how colleges are eliminating or reducing or redesigning lectures in class to make them available online outside of class hours, mixing them with interactive questions and discussion, and making them shorter.

article by Daniel de Vise, Washington Post, February 15, 2015, on how colleges are eliminating or reducing or redesigning lectures in class to make them available online outside of class hours, mixing them with interactive questions and discussion, and making them shorter. 

article by Abigail Walthausen on value of lectures such as Ted Talks that enable independent, deeper thought especially for introverted types than being thrust into a group discussion; The Atlantic, November 21, 2013 

study results presented in ScienceInsider, Aleszu Bajak, May 12, 2014 on traditional stand and deliver lectures 1.5 times more likely to fail with undergraduate students than in classes that use more active engagement methods.

Alan Price adapts chapter nine of Human Resource Development: Strategy and Tactics on Lectures. Has amusing description of why lectures are awful for learning.

Alan Price adapts chapter nine of Human Resource Development: Strategy and Tactics on Lectures. Has amusing description of why lectures are awful for learning. 

Ron Barnett, 2000 on status of lectures-hilarious paragraph on worst aspects of lectures

Ron Barnett, 2000 on status of lectures-hilarious paragraph on worst aspects of lectures

Professor at Robert Gordon University in Aberdeen asserts that lectures for information transfer are not as effective by itself and needs small group discussion

Professor at Robert Gordon University in Aberdeen asserts that lectures for information transfer are not as effective by itself and needs small group discussion

"students in medical and dental school explain why they find lectures of value. from McGill University researchers, Medical Science Educator "

"students in medical and dental school explain why they find lectures of value. from McGill University researchers, Medical Science Educator "

article from Online Learning Insights on video lectures, April 28, 2014

article from Online Learning Insights on video lectures, April 28, 2014

article by Molly Worthen on value of lectures if done well, October 17, 2015, NYT

Ron Barnett's quote in context on why lecturing creates a predictable environment that does not engage the students.

Ron Barnett's quote in context on why lecturing creates a predictable environment that does not engage the students.  

lectures on Freakonomics Radio

"Enrolling in MOOCs has a lot to do with what drives me, and what I think drives most adult learners: the desire to understand, to know and to increase personal competency." Organic learning communities are replacing formal lectures. Self-discovery coupled with peer-to-peer interaction, sharing and co-learning is transforming the learning landscape

Blog site named "e-Literate" catchy, no? (Wish I had thought of it! But maybe we can use e-literacy for the foundations course?) This blog post written by Michael Feldstein, one of multiple bloggers on this site, quotes extensively from a New Republic article written by Kevin Carey. What I think is interesting for us is how we must add value (coaching, badging, mentoring, etc.) as private providers of learning to what most people could do on a DIY basis if they had all the skills--technological, contextual, and others--to proceed on their own. Excerpt: "Other providers might take advantage of the fast-growing body of open educational resources-free online courses, videos, lectures, and syllabi-and add value primarily through mentoring, designing course sequences, and assessing learning."

I like this term "free-range learning" and believe it might be part of the Studio language. "Ms. Morgan borrows the phrase "free-range learning" to describe students' behavior, and she finds that they generally shop around for content in places educators would endorse. Students seem most favorably inclined to materials from other universities. They mention lecture videos from Stanford and the Massachusetts Institute of Technology far more than the widely publicized Khan Academy, she says. If they're on a pre-med or health-science track, they prefer recognized "brands" like the Mayo Clinic. Students often seek this outside content due to dissatisfaction with their own professors, Ms. Morgan says." Also this comment: I don't think academe has really come to grips with the very large role peer-to-peer sharing plays in the way students learn. We proved this interesting phenomenon this year in a very large online course that we were in the process of redesigning. One section of the course piloted the redesign, which had dropped the former textbook in favor of all online content, cut out 1/3 of the subject areas covered in the old version of the course and changed the assignment instructions and interaction modalities radically. Despite the fact that all students in the pilot section were fully informed that they were in a different and new course, and were required to go though an extensive introductory module covering all aspects of the new version of the course, including the syllabus, and were required to pass a test covering the course requirements and structure, we still had something like 5% of the students turn in work that was based on the old course assignments and old course structure. Some of them had apparently not read any of the assignment instructions from their own section, and were relying entirely on peers in other sections for information on how to complete assignments.

article by Steven Mintz for the Chronicle of HE, July 22, 2013 Excerpt: "But the most important challenge involves a shift in the way students consume higher education. Instead of attending a single institution, students receive credit in multiple ways, including from early-college/dual-degree programs, community colleges, online providers, and multiple universities. Students are voting with their feet, embracing online courses and undermining core curricula, which served as a cash cow, by turning to alternate providers, and pursuing fewer majors that require study of a foreign language." Fifteen innovations: 1. e-advising 2. evidence-based pedagogy 3. decline of lone eagle teaching 4. optimized class time 5. earlier educational transitions 6. fewer large lecture classes 7. new frontiers for e-learning 8. personalized adaptive learning 9. increased competency based and prior learning results; 10. data driven instructions 11. aggressive pursuit of new revenue 12. online and low-residency degrees at flagships 13. more certificates and badges 14. free and open textbooks 15. public-private partnerships

nice blog post on how Twitter does encourage learning and how it should be introduced into class along with other requirements students should consider before enrolling in the class, Kelli Marshall, lecturer at DePaul University, June 2015, Chronicle HE

Presentation by Stephen Downes to the London School of Economics, pretty ironic for Stephen to give a lecture on how learning is different now, August 2014. "People are looking for learning that isn't so much the repetition of their professors' ideas, but learning that they can apply, that is a part of their life, whether it's part of their life in work, part of their life in their hobbies or their avocations, or part of their life just in what interests them. They expect universities to be flexible."

article by Jeffrey S. Solochek, Tampa Bay Times, 2/22/2015 flipped classrooms, using small videos, quizzes, engagement with ideas outside of group session for learners to try out, then reinforce, explore in face-to-face (or live synchronous online) sessions.