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Fewer Lectures in class

In some of my online courses, I've seen that giving a lecture on video allows students to (1) think about a lecture for a while (a "reflection") and then, when they meet face to face, (2) discuss what was presented.   The face-to-face class could learn from this procedure used in online courses.   Why not bring that procedure into all teaching situations?


idea for conferences... 

a) what if materials are provided in the morning of the conference (day 1) and attendees are encouraged to look at a digital presentation in the evening... then come prepared to talk and discuss at the next session the next day.

b)  what if conference proceedings were mailed or emailed a week ahead of the conference or brief pieces were sent to convention goers AHEAD of the conference so that we all showed up having already read some of the papers?

Imagine how this might change the interactions in conferences... they would be more interactive with the audience, not the passive "reception of the speaker's thoughts."


The presenter could check the understanding of the people in the room.   This would work for presentations that would be given on the SECOND day of a typical conference.


(I know, this is called "a university course," but imagine how this procedure would change the tenor of a typical conference...)







AN ONGOING PROJECT... 
From: Abraham Fischler <Fischler@nova.edu>
Date: June 17, 2011 10:17:16 AM EDT
Subject: RE: are you interested in being a subject of a biography?

I am interested in looking at the area of education,  need and process. I would be happy to meet with a small group of students.
Abe

This observation comes from a Stanford University professor.


See also Michael Simonson's point about the difference between "equality" and "equivalence" in teaching... 


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