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A passionate and eloquent plea from a university lecturer, attesting to the continued relevance of the lecture as a learning tool. I value her point that a lecture promotes active listening, but I disagree with the notion that a technology that has worked for thousands of years should see continued use simply because it has worked in the past.[1] Given the multitudes of other means of delivery of information today (remember, the lecture was developed when the only other means to spread information was handwriting), the lecture as transmission of information is a tool, not THE tool. She also equates books to lectures, and says that if we abandon one we move toward abandoning the other. A bit of tenuous logic, if you ask me. Still, perhaps worth a read.  [1] See also: http://en.wikipedia.org/wiki/Scriptorium#Trithemius.27_Praise_of_Scribes

"Students and Professors Sound Off on the State of the College Lecture" Lots of personal examples, not a lot of theory. But useful to hear both sides of the experience.

The key sentence for me is in the second paragraph:"And the plan envisions a fundamental change in the role of teachers, making them less a lecturer at the front of the room and more of a guide helping students through lessons delivered on computers" - I see that as not just related to technology but to the new strucyure for how classrooms should be organized. To make technology the scapegoat for this new organization is deflecting from the bigger issue of how to teach effectively, through lecture or through inquiry-based, project based, and constructivist methodologies.

Lodge McCammon's technique for flipped teaching, involving hand-drawn boards and personal lectures. Interesting and potentially powerful, but remember that this is just one perspective on how to accomplish flipped teaching. There are others out there.

Not phenomenal editing, but gets his point across: based on evidence, Mazur was convinced that lecturing alone wasn't as effective a tool as engaging his students in active learning.

"Search, links, media sharing, social media, Wikipedia, games, open source etc. are ground breaking shifts in the way we learn, says Donald Clark. Unfortunately, they're not matched by the way we teach. The growing gap between teaching practice and learning practice is acute and growing. Institutional teaching, especially in Universities is hanging on to the pedagogic fossil that is the lecture. The true driver for positive, pedagogic change is the internet."