UBC Mailing Lists 17.0 - TEAMLEARNING-L Archives

The reason the lecture is probably held as the control (and will be for
some time) is that it is still more widely used.  I find it interesting
that the research on active learning was delivered in lecture format at a
conference.  The other issue is that that there are many forms of active
learning.  It is not one thing.  So when you begin to define your
variables, your operational definition of "active learning" will have to be
codified. Is it group discussion, manipulatives, presentations, debates,
PBL, (of course TBL), role playing, active research, etc? It's really
harder to compare these things to each other than it is to compare them to
a lecture.  Incidentally, even the variable of lecture needs  defining.  In
my evaluations from students they often say I never lecture but then that
my iRat reviews are a little long (I go over the items that 40% or more of
the class misses).  Is a lecture just talking or do we include the
PowerPoints, videos, animations, audio clips and clicker questions that are
embedded throughout?

So, yes, the lecture should be dead, but long live the lecture until we
agree on something else (flipped learning anyone? ;o)

On Thu, Sep 1, 2016 at 3:56 PM, Michael S. Kirkpatrick <[log in to unmask]>
wrote:

> What’s interesting is that the original Freeman (2014) PNAS article had
> already made it clear that future studies using lecture as control should
> be avoided. Here are my favorite passages:
>
> "If the experiments analyzed here had been conducted as
> randomized controlled trials of medical interventions, they may have been
> stopped for benefit—meaning that enrolling patients in the control
> condition might be discontinued because the treatment being tested was
> clearly more beneficial.”
>
> "In addition to providing evidence that active learning can improve
> undergraduate STEM education, the results reported here have important
> implications for future research... Given our results, it is reasonable to
> raise concerns about the continued use of traditional lecturing as
> a control in future experiments."
>
> -msk
>
> --------------------------
> Michael S. Kirkpatrick
> Assistant Professor
> Department of Computer Science
> James Madison University
>
>
>
>
> On Sep 1, 2016, at 2:11 PM, Neil Haave <[log in to unmask]
> <[log in to unmask]>> wrote:
>
> Yes, Wieman pulls no punches in that PNAS article. Maryellen Weimer
> provided a commentary
> <https://urldefense.proofpoint.com/v2/url?u=http-3A__www.facultyfocus.com_articles_teaching-2Dprofessor-2Dblog_more-2Devidence-2Dthat-2Dactive-2Dlearning-2Dtrumps-2Dlecturing_&d=CwMFaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=OoR3nDjqA_GyOt3bUCnZUQ&m=H2MVzkcP4_gh17FFcO7noPCq8GMnSN3T46nhxdy2ZqU&s=_cbqBAYFNoioz4AN9ZtXw-hDaIOVHSnkXM3LXmX5t-4&e=>
> on it a few months ago on her Teaching Professor blog. The need to move
> SoTL beyond always comparing using the "traditional lecture" (or continuous
> exposition
> <https://urldefense.proofpoint.com/v2/url?u=https-3A__derekbruff.org_-3Fp-3D3126&d=CwMFaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=OoR3nDjqA_GyOt3bUCnZUQ&m=H2MVzkcP4_gh17FFcO7noPCq8GMnSN3T46nhxdy2ZqU&s=PZAZ99BkikCmr2Bkv2akGUgbR14lgnk5NVcaH5uRGQM&e=>
> as Derek Bruff defines it) as the control in pedagogical research was also
> discussed in an editorial
> <https://urldefense.proofpoint.com/v2/url?u=http-3A__www.lifescied.org_content_14_4_ed1.full&d=CwMFaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=OoR3nDjqA_GyOt3bUCnZUQ&m=H2MVzkcP4_gh17FFcO7noPCq8GMnSN3T46nhxdy2ZqU&s=NAMj1CVzdLwKb50Ywl1iqQpkz0Ke2f2oXH6EqukSXdI&e=>
> last year in CBE-LSE.
>
> Cheers
>
> Neil
>
> *Neil Haave, PhD*
> Associate Professor, Biology
> <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.augustana.ualberta.ca_disciplines_biology_&d=CwMFaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=OoR3nDjqA_GyOt3bUCnZUQ&m=H2MVzkcP4_gh17FFcO7noPCq8GMnSN3T46nhxdy2ZqU&s=7kYJTq9xA354ZzOJozvP2jQ2s_ILVxFxB_OiBQmTgYw&e=>
> Managing Editor, *CELT
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> Vice-President, AIBA
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> Faculty Affiliate, CTL
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> McCalla Professor
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>
> University of Alberta, Augustana Faculty
> Rm C155, Science Wing, Classroom Building, Augustana Campus
> 4901 - 46 Avenue, Camrose, AB, CANADA   T4V 2R3
>
> email <[log in to unmask]> | Augustana dossier
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>
> "*We do not learn from experience . . . we learn from reflecting on
> experience*" - John Dewey
>
> On 1 September 2016 at 11:58, Sibley, James Edward <[log in to unmask]>
> wrote:
>
>> Hi
>>
>> Carl Wieman had a recent article in the Proceedings of the National
>> Academy of Science…comparing lecture to active learning…no
>> surprises….active learning won by a lot
>>
>> What was fun was some of the language he used…
>>
>> Lecturing is pedagogical malpractice
>>
>> "lectures—the pedagogical equivalent of bloodletting”
>>
>> "If a new antibiotic is being tested for effectiveness, its effectiveness
>> at curing patients is compared with the best current antibiotics and not
>> with treatment by bloodletting."
>>
>> Basically making the point of if we are going to compare new teaching
>> techniques to something, perhaps lectures aren't the best anymore.
>>
>> His commentary is here:
>> http://www.pnas.org/content/111/23/8319.long
>> <https://urldefense.proofpoint.com/v2/url?u=http-3A__www.pnas.org_content_111_23_8319.long&d=CwMFaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=OoR3nDjqA_GyOt3bUCnZUQ&m=H2MVzkcP4_gh17FFcO7noPCq8GMnSN3T46nhxdy2ZqU&s=F6yjYaLLkqsgliHQqqoA3UyFRZaKNGgZnJ1Gfehiv5Q&e=>
>>
>> And the commentary is on this article:
>> http://www.pnas.org/content/111/23/8410.short
>> <https://urldefense.proofpoint.com/v2/url?u=http-3A__www.pnas.org_content_111_23_8410.short&d=CwMFaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=OoR3nDjqA_GyOt3bUCnZUQ&m=H2MVzkcP4_gh17FFcO7noPCq8GMnSN3T46nhxdy2ZqU&s=ji3--Qy7vIR0Wp8cXBsa2NFZ6RpRQnVRsQbsu3yVUr8&e=>
>>
>>
>> <jim_signature_small.png>
>>
>> *Jim Sibley *
>>
>> *Director *
>> <Screen Shot 2015-10-09 at 3.47.28 PM.png>
>> http://cis.apsc.ubc.ca/
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>>
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>>
>> Check out my book Getting Started with Team–Based Learning
>> <https://urldefense.proofpoint.com/v2/url?u=http-3A__www.learntbl.ca&d=CwMFaQ&c=eLbWYnpnzycBCgmb7vCI4uqNEB9RSjOdn_5nBEmmeq0&r=OoR3nDjqA_GyOt3bUCnZUQ&m=H2MVzkcP4_gh17FFcO7noPCq8GMnSN3T46nhxdy2ZqU&s=oqJ_6hHT1FCi66OIyZX3AgqSPXr27DZRyra51_DC6vQ&e=>
>>
>> Check out my TBL website at www.learntbl.ca
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>>
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>>
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-- 

Herb Coleman, Ph.D
Dir. Instructional Computing and Technology
Adjunct Professor of Psychology
Austin Community College
Highland Business Center
5930 Middle Fiskville Rd.
Austin, TX 78752
[log in to unmask]
512-223-7746

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