Interestingly, I was writing a response to Jim when this came in. Thanks, Jess for the prompt.
My response to Jim was along the lines of students need knowledge and also the skills to be able to apply the knowledge in practice. For most disciplines this
rules out “lecturing”. You simply can’t pick up the necessary skills through a lecture based approach. Couple this approach with good assessment, and activity design, and you are on the way to active learning…
I am in the midst of helping some of our staff write a new capstone business course. The first word I am eliminating from the draft is “lecture”. Facilitator
lead active small group and other forms of learning (including active gamified online learning) will always trump the lecture.
I recently completed Harvard HBX Core as I wanted to see their approach. Their gamified online model, mixed with content, video snippets of the academics illustrating
key points, and lots of interactive activities to reinforce the concepts (and allow simulated application), was one of the best learning experiences I have ever had. It made me active, participative (to a point), and simply had a flow that
I have rarely experienced in any form of learning before.
Fortunately, I think this may mean the writing is on the wall for “the lecture”. There are simply too many better options (which students are now demanding
in a lot of circumstances). As you will still have a job building the learning experiences, and facilitating the learning as it happens, what is really lost to yourself as an individual by not lecturing?
Regards,
Andrew Chambers
Educational Development Manager (eLearning/Distance Education)| AGSM Educational Development
AGSM@UNSW Business School | UNSW Australia
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T: (02) 9385 6774 |
W: www.agsm.edu.au |
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From: Team-Based Learning [mailto:[log in to unmask]]
On Behalf Of Boersma, Jess
Sent: Tuesday, 20 October 2015 12:19 PM
To: [log in to unmask]
Subject: Re: reaction to NYT article
Well said, Jim, if I may.
We've brought speakers speakers on course design (Fink), critical thinking (Brookfield), collaborative approaches (C. Davidson), and many more in the last two-three years alone, and are always looking for new, evidence-based approaches
to engaging students so that they become the producers. Our own Tricia Kelley was a U.S. Professor of the Year http://www.usprofessorsoftheyear.org
Why? Because she and we embrace applied learning. While I admire a great storyteller, I will not bring a sage-on-the-stage lecturer to campus. Full stop.
Best to all,
Jess
Sent from my iPhone
On Oct 19, 2015, at 8:47 PM, Sibley, James Edward <[log in to unmask]> wrote:
Hi
You will always get articles like this
A life of personal experiences where the norm was being lectured to (we teach the way we were taught)......beliefs that any system that had me rise to the top must be good
The article ignores.....all the literature, research, and evidence points to lectures are used too much....not that lectures are bad....just they are over-used....short lectures for the right reason at the right time are great.....but the idea that I can learn to synthesize by listening is outrageous.....facts can be transmitted by lecture....but knowledge can't
Countering this argument is at the centre of a faculty developer work
Jim
Jim Sibley
Sorry for brief message -sent from my iPad
On Oct 19, 2015, at 2:21 PM, Wickham, Gerald <[log in to unmask]> wrote:
The article seems Cartesian or dualist and also takes John Henry Newman's quote out of context.
Finest regards,
Gerry
Gerald P. Wickham, Ed.D.
Assistant Dean, Medical Education & Evaluation
University of Illinois College of Medicine at Peoria
On Oct 19, 2015, at 4:08 PM, Boersma, Jess <[log in to unmask]> wrote:
Hi, All,
My pedagogical training as a graduate student at Emory in Spanish language and culture, and my subsequent work as a faculty member and administrator have been almost entirely focused on student-centered learning techniques. Within the language classroom, for example, lecturing would get the professor very poor marks on his/her peer teaching evaluations. Upper-level courses in the languages, as well as in History, English, Philosophy and Religion, among others, all value small group discussion and problem solving over lecture.
Best wishes,
Jess
Jess M. Boersma, Ph.D.
Director of ETEAL
Director of Team for Interdisciplinary Global Research
Associate Professor of Spanish
Foreign Languages & Literatures
University of North Carolina Wilmington
601 South College Road
Wilmington, NC 28403-5954
NOTICE: Emails sent and received in the course of university business are subject to the North Carolina Public Records Act (N.C.G.S. §132-1 et seq.) and may be released to the public unless an exception applies.
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From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of David Smith
Sent: Monday, October 19, 2015 4:53 PM
To: [log in to unmask]
Subject: Re: reaction to NYT article
The author makes an argument for lecturing in the humanities. I would particularly like to hear comments from teachers in those disciplines.
Regards,
David Smith
On Mon, Oct 19, 2015 at 3:25 PM, Nicholas DiFonzo <[log in to unmask]> wrote:
Hello TBL-ers. Our dean recently sent the link below which is a recent piece arguing in favor of the traditional ‘lecture’ as a valuable pedagogical approach to teaching. I am curious what people think about it: http://www.nytimes.com/2015/10/18/opinion/sunday/lecture-me-really.html
Nicholas DiFonzo, Ph.D.
Professor of Psychology
Department of Psychology
18 Lomb Memorial Drive
Room 1-2363
Rochester Institute of Technology
Rochester, NY 14623 USA
Phone: 585-475-2907
Skype: nicholas.difonzo
Faculty Website*Personal Website
Rumor Psychology: Social & Organizational Approaches
The Watercooler Effect: A Psychologist Explores the Extraordinary Power of Rumors
Rumor-Gossip-Research Google Group
*Note: I typically process my email to zero around 10 AM and 4 PM each weekday.
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Sent from my iPhone
On Oct 19, 2015, at 8:47 PM, Sibley, James Edward <[log in to unmask]> wrote: