Contents contributed and discussions participated by Chris English - Wasatch

e lecture as the prototypically old school, obsolete learning technology,
- Chris English on 22 Nov 13
  
  Is it difficult to view the lecture as a technology? What physical objects support the lecture?
  
  <div class="cArrow"> </div><div class="cContentInner">Is it difficult to view the lecture as a technology? What physical objects support the lecture? </div>
  
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placed one of Texas's medical schools on probation, in part because its curriculum relied too heavily on "passive" approaches to learning -- foremost among them, lectures. In medical education circles, "lecture" is fast becoming a term of derision.
- Chris English on 22 Nov 13
  
  LCME accreditation is serious business. Check out the standards here : http://www.lcme.org/publications.htm#standards-section
  
  <div class="cArrow"> </div><div class="cContentInner">LCME accreditation is serious business. Check out the standards here : <a href="http://www.lcme.org/publications.htm#standards-section" rel="nofollow" target="_blank">http://www.lcme.org/publications.htm#standards-section</a></div>
  
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And yet
- Chris English on 22 Nov 13
  
  What is the rhetorical effect here? What signal is the author giving the reader with these two words?
  
  <div class="cArrow"> </div><div class="cContentInner">What is the rhetorical effect here? What signal is the author giving the reader with these two words?</div>
  
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...12 more annotations...
e should attempt to understand better the features that distinguish effective, engaging lectures from those that leave learners limp.
- Chris English on 22 Nov 13
  
  Good idea. I'm on board with understanding the difference between a good lecture and a bad one.
  
  <div class="cArrow"> </div><div class="cContentInner">Good idea. I'm on board with understanding the difference between a good lecture and a bad one.</div>
  
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- Chris English on 22 Nov 13
  
  Let's highlight these with pink.
  
  <div class="cArrow"> </div><div class="cContentInner">Let's highlight these with pink.</div>
  
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we lecturers
- Chris English on 22 Nov 13
  
  What revelation do we have here about the author's persona and the intended audience for this article?
  
  <div class="cArrow"> </div><div class="cContentInner">What revelation do we have here about the author's persona and the intended audience for this article?</div>
  
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What will I be able to get across to learners through a lecture that they could not get just as well and with less inconvenience by reading a book or working through an online learning module?
- Chris English on 22 Nov 13
  
  Golden question. Essential to good practice and pedagogy
  
  <div class="cArrow"> </div><div class="cContentInner">Golden question. Essential to good practice and pedagogy</div>
  
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The real purpose of a lecture is to show the mind and heart of the lecturer at work, and to engage the minds and hearts of learners.
- Chris English on 22 Nov 13
  
  Primary assertion of the text. Is this an appeal to ethos, logos, or pathos?
  
  <div class="cArrow"> </div><div class="cContentInner">Primary assertion of the text. Is this an appeal to ethos, logos, or pathos?</div>
  
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pens learners' eyes to new questions, connections, and perspectives
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Great lecturers not only inform learners, they also engage their imaginations and inspire them.
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A great lecturer tells a story
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Great lecturers often share responsibility for solving these problems with learners, working with them in real time to find a solution
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Learners are not merely sitting and passively listening
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actively thinking and imagining right along with the lecturer as both struggle toward new insights
- Chris English on 22 Nov 13
  
  Sharing responsibility, collaborating in real time, solving problems, active thinking and imagining - these are all valued in the classroom. What does that look like during a lecture? What should I be seeing? How do I gauge whether or not a students is engaged?
  
  <div class="cArrow"> </div><div class="cContentInner">Sharing responsibility, collaborating in real time, solving problems, active thinking and imagining - these are all valued in the classroom. What does that look like during a lecture? What should I be seeing? How do I gauge whether or not a students is engaged?</div>
  
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Pausch and Jobs could have confined their presentations to small groups, relying on much more direct interaction with a few audience members. They could have embedded their messages in interactive computer software programs that asked learners numerous questions and provided constructive feedback on their responses. They could have phoned their lectures in, using the latest distance-learning technology. Fortunately, however, they did not, and our world and the world of today's health professions students is the richer for their choice to lecture.
- Chris English on 22 Nov 13
  
  These are good examples of great speeches, but I hesitate to buy the idea that they are reflective of classroom lectures. Neither example is comes form a classroom setting where students are meeting on a regular basis to learn.
  
  <div class="cArrow"> </div><div class="cContentInner">These are good examples of great speeches, but I hesitate to buy the idea that they are reflective of classroom lectures. Neither example is comes form a classroom setting where students are meeting on a regular basis to learn.</div>
  
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Nor can efforts to cut down on the amount of lecturing be justified on the grounds that the lecture is dead or even moribund.
- Chris English on 22 Nov 13
  
  I'm willing to accept the argument that the lecture has a place in education. Lectures can be an effective and inspirational teaching tool. I don't think the argument leads to the second part of the conclusion - that we shouldn't reduce the number of lectures. Lecturing is one tool. As educators, we should have more than one tool.
  
  <div class="cArrow"> </div><div class="cContentInner">I'm willing to accept the argument that the lecture has a place in education. Lectures can be an effective and inspirational teaching tool. I don't think the argument leads to the second part of the conclusion - that we shouldn't reduce the number of lectures. Lecturing is one tool. As educators, we should have more than one tool.</div>
  
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18More

Lectures Didn't Work in 1350-and They Still Don't Work Today - Atlantic Mobile - 0 views

m.theatlantic.com/...281514 learning education technology

shared by Chris English on 22 Nov 13 - No Cached

- Chris English on 22 Nov 13
  
  How effective is this title at grabbing attention? What evidence in the text supports the claim?
  
  <div class="cArrow"> </div><div class="cContentInner">How effective is this title at grabbing attention? What evidence in the text supports the claim?</div>
  
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David Thornburg
- Chris English on 22 Nov 13
  
  Learn more about David here: http://www.tcpd.org/david-thornburg/
  
  <div class="cArrow"> </div><div class="cContentInner">Learn more about David here: <a href="http://www.tcpd.org/david-thornburg/" rel="nofollow" target="_blank">http://www.tcpd.org/david-thornburg/</a></div>
  
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four learning models: the traditional “campfire,” or lecture-based design; the “watering hole,” or social learning; the “cave,” a place to quietly reflect; and “life”—where ideas are tested.
- Chris English on 22 Nov 13
  
  What is your initial reaction to this framework? Do the metaphors work for you?
  
  <div class="cArrow"> </div><div class="cContentInner">What is your initial reaction to this framework? Do the metaphors work for you?</div>
  
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- Chris English on 22 Nov 13
  
  What is your initial reaction to this framework? Do the metaphors work for you?
  
  <div class="cArrow"> </div><div class="cContentInner">What is your initial reaction to this framework? Do the metaphors work for you?</div>
  
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...6 more annotations...
e four types of learning
- Chris English on 22 Nov 13
  
  Is this a misnomer? Is there a significant difference between "four learning models" and "four types of learning" ?
  
  <div class="cArrow"> </div><div class="cContentInner">Is this a misnomer? Is there a significant difference between "four learning models" and "four types of learning" ?</div>
  
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- Chris English on 22 Nov 13
  
  Here, we finally get to the point suggested in the title. Is this an organizational problem?
  
  <div class="cArrow"> </div><div class="cContentInner">Here, we finally get to the point suggested in the title. Is this an organizational problem?</div>
  
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- Chris English on 22 Nov 13
  
  From a learning perspective, what if we started with the image. What do you see? What does this image reveal? What is the assertion being made? What evidence supports the assertion?
  
  <div class="cArrow"> </div><div class="cContentInner">From a learning perspective, what if we started with the image. What do you see? What does this image reveal? What is the assertion being made? What evidence supports the assertion?</div>
  
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it’s not because of a decreased attention span—it’s because they aren’t given tasks that honor their dominant ways of learning.
- Chris English on 22 Nov 13
  
  In the neurodevelopmental framework, we call this Satisfaction Level, a function of attention. What is your reaction to the language here - the change to "dominant ways of learning"?
  
  <div class="cArrow"> </div><div class="cContentInner">In the neurodevelopmental framework, we call this Satisfaction Level, a function of attention. What is your reaction to the language here - the change to "dominant ways of learning"? </div>
  
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- Chris English on 22 Nov 13
  
  In my work, I look at how the affordances of new technology are subsumed into old practices. Collaborative digital technologies can radically transform pedagogy if we allow ourselves to shed traditional practices.
  
  <div class="cArrow"> </div><div class="cContentInner">In my work, I look at how the affordances of new technology are subsumed into old practices. Collaborative digital technologies can radically transform pedagogy if we allow ourselves to shed traditional practices.</div>
  
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Lectures Didn't Work in 1350
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