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Don’t lecture me!
Donald Clark
Institutional inertiaCathy Ellis (Lecturer English Univ Huddersfield)
“Default” or “Normative discourse”“This is evident in our job titles, our institutional architecture, our workload models, our quality assurance strategies, our timetabling software and countless other systems and principles that define and demarcate our working lives.”
http://tinyurl.com/6xgle43
“Now, I cannot see that lectures can do so much as reading the books from which the lectures are taken.”
“I know nothing that can be best taught by lectures” Samuel Johnson
Double standards
Little changed: dominant use
Plural of anecdote is not data!
1. Tyranny of location•Costs too high•Need maintenance•Mostly empty
2. Tyranny of time•Babylonian hour•Travel time to & from•Padded out
3. Attention problems•Student attention falls (Johnstone 1976,, Trenaman 1968 etc)
•Lecturer performance falls (Lloyd 1992)
•Heart rates fall (Bligh 2000)
•Take less notes (Scorba 1992)
•<25 mins (Cowan 1981)
•20-30 mins (Bligh 2000)
•Breaks beneficial (Weaver 1985, Ruhl 1995)
4. Do lectures inspire & motivate?Bligh: 15 studies lectures less effective than other methods, only 1 the reverse
Hale Report: 7 teaching methods ‘lectures’ ranked 7th for efficiency, 5th for enjoyment, 1st for frequency
McLeish reported distaste for lectures in students from 10 Colleges of Education & several Universities
5. Do lectures aid critical thinking? Bligh: 21 studies lecturing less effective than: discussion, reading, individual work etc. Not find a single study shows it was more effective.
Bloom: during lectures students solve problems, synthesise or inter-relate information only 1% of the time, mostly "passive or irrelevant thoughts about subject“
Arum & Roksa CLA longitudinal study on 2,322 students for 4 years from 2005-09 across broad range of 24 U.S. colleges and universities
6. Do lectures teach values/attitudes?
Bligh: Dozens of studies show - lectures less effective than other teaching methods
Kochan (2003), Dobbin (2006), and Kalev (2011) show that diversity training made no measurable difference, sometimes a backlash
7. Do lectures teach knowledge?Bligh: ‘no significant difference’OK - go for cheaper options!
Bloom: The 2 sigma problem: Group 1: Lecture Group 2: Formative feedback Group 3: One to one
8. Is student attendance a problem?
www.ics.heacademy.ac.uk/italics/vol5iss2/burd-att-italics-06-final.doc
Recording lectures
Recording lectures5 Diploma coursesAdvantages noted by students :1. Lecture went too fast2. Review lecture3. Revision for exams4. Clarified difficult handwriting5. English was student’s second language6. Avoid writing notes (focus on lecture)7. See lecture after missing it through illness
Watched 13 hours a week on averageCompletely revolutionising the traditional teaching & learning model "One year of ICTP diploma courses on-line using the automated EyA recording system" - Computers & Education 53 (2009) 183-188. http://sdu.ictp.it/eya/about.html
University of EindhovenUsage dataStudents surveysStudent interviews
Most students watch at home/multiple timesRarely watch more than 75% of lectureAttainment rose
Recording can IMPROVE a bad lecture
Virtual classroomsUniversity of LeedsAdobe ConnectAnyone with laptop, iPad, iPhone, Android device could participate
CamtasiaWeb CTIlluminateBlackboard
Preparation, preparation, preparation
YouTube EDU
“The plural of anecdote is NOT data”
7 compelling arguments for peer learning:
1.Powerful theoretical underpinning2.Massively scalable3.Teaching a powerful way to learn4.Encourages critical thinking5.Group bonding a side effect6.Dramatic drops in drop-out rates7.Higher attainment
Peerwise (Q&A), Aropa (Open S.), Peermark (turnitin)
VLEs
Open sourceBlackboard etc. powerfulMoodle 2.2 start Dec – but buggyMoodle 3 = Google freeCloudE-portfolios
Graham Gibbs (1981)http://www.brookes.ac.uk/services/ocsd/2_learntch/20reasons.html
Do lectures give students a a rich and rewarding educational experience?
NO
Gibbs 7 ‘real’ reasons for lecturing
1. Attitudes stop change: lectures a coping strategy2. Ignorant of evidence on effectiveness of lectures3. Ignorant of alternatives to lectures4. Perception of more work5. Institutionalised in way teaching hours counted6. Course validation & external forces7. We don't know how to design courses
Great Divide
Change managementKotter’s 8 steps:
1. Urgency
2. Guiding team
3. Vision
4. Communicate
5. Empower
6. Short-term wins
7. Build momentum
8. Nurture new culture
Fruit flies and turtles
Fruit flies or turtles?
>800m >200m
2 billion views24 hours per min
80 billion
5th on web
>130m
>120m/hour
Open University
Technology led Now - ‘e’ ledOpen admissionsReached new learnersOpen courseware
Martin Bean
Transformation research
Carol Twigg$8.8 million Pew grant30 community colleges, colleges and universities
Is it cost-effective? YESAre we seeing better learning? YESCan drop-out rates be reduced? YES
Transformational success:
1. Large enrollment courses2. Improvements apply to many types of courses
3. Move students from passive, "note-taking" role to an active-learning orientation
4. Move from an entirely lecture-based to a student engagement approach
5. Don’t fiddle, redesign the whole course6. Don’t bolt on new technologies to existing system
POLIC THEORY
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