Yes, Wieman pulls no punches in that PNAS article. Maryellen Weimer provided a commentary 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 as Derek Bruff defines it) as the control in pedagogical research was also discussed in an editorial last year in CBE-LSE.

Cheers

Neil

Neil Haave, PhD
Associate Professor, Biology
Managing Editor, CELT
Vice-President, AIBA
Faculty Affiliate, CTL

University of Alberta, Augustana Faculty
Rm C155, Science Wing, Classroom Building, Augustana Campus
4901 - 46 Avenue, Camrose, AB, CANADA   T4V 2R3


"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:

And the commentary is on this article:



Jim Sibley 

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University of British Columbia 

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