ALT webinar Don't Lecture Me Donald Clark 18 January 2011

Webinar presentation URL:http://repository.alt.ac.uk/874/

This is available under a Creative CommonsLicence via the ALT Open AccessRepository.

Cathy 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

1972 (39 yrs) 2000 edition

Double standards

Little changed: dominant useMarris 1964, Hale 1964, Saunders 1969, Costin 1972, Bowles 1982, Karp 1983, Nance 1990, Gutzburger 1993, Lesniak 1996

“No significant difference”

Lectures INEFFECTIVE teaching:•Inspiration/motivation•Promotion of thought•Values•Social adjustment•Behavioural skills

“Only useful for transmitting INFORMATION”

If ‘no significant difference’

Go for cheaper options

Lectures are expensive

Twenty Terrible Reasons for Lecturing Graham Gibbs (1981)http://www.brookes.ac.uk/services/ocsd/2_learntch/20reasons.html

Does it give students a rich and rewarding educational experience?

NO

Gibbs NINE defensive arguments:

1. Should be 1 hr. If I can do 1 hour, so can they2. Only way to make sure ground is covered3. Best way to get facts across4. Best way to get students to think5. Inspirational: improve students' attitudes towards subject, & students like them6. Makes sure that students have proper set of notes7. Students incapable of working alone8. Criticisms only apply to bad lecturing9. Value can only be judged in context of other teaching & learning activities which make up course

Gibbs ELEVEN real reasons for lecturing

1. Ignorant of evidence on effectiveness of lectures2. Ignorant of alternatives to lectures3. Alternatives involve more work4. Changes take time5. Shortage of books6. Shortage of learning resources7. Attitudes stop change: lectures a coping strategy8. Institutionalised in way teaching hours counted9. Institutionalised relationship between courses10 Course validation & external forces11. We don't know how to design courses

www.ics.heacademy.ac.uk/italics/vol5iss2/burd-att-italics-06-final.doc

“Data is not the plural of anecdote”

Stop lectureThought promoting questions

Clickers:correct move on majority incorrect discuss

http://fm.schmoller.net/2010/05/data-is-not-the-plural-of-anecdote-eric-mazur-talks-about-how-to-improve-large-group-learning.html

http://www.nature.com/nature/journal/v425/n6955/full/425234a.html

Recording lectures

Recording lecturesStudent survey of 5 Diploma coursesAll but one watched recordings & found useful Advantages noted by students :1. Original lecture went too fast2. Review lecture3. Revision for exams4. Clarification of difficult handwriting5. English was student’s second language6. Avoid writing notes (focus on lecture)7. See lecture after missing it through illness8. Relax when tired of reading

Students watching 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

YouTube EDU

21st century solutionsiTUNES UOpenLearn OUYouTube EDUMITOpenCoursewareOpenLearnCarnegie Mellon

CORE – ChinaLIPHEA – East AfricaOER AfricaJOCW JapanThe Vietnam FoundationNPTEL – India.

IGNOU Open Course Portal - 40,000 text, 1600 videos, 80,000 users, one of world’s largest educational resource repositories with YouTube channel

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. Concentrate on large enrollment courses2. Improvements apply to many types of courses3. Don’t fiddle, redesign the whole course5. Don’t stay with unaltered concept of classroom instruction4. Don’t bolt on new technologies to existing system6. Move students from passive, "note-taking" role to an active-learning orientation7. Move from an entirely lecture-based to a student-engagement approach

Emaildonald.clark@hotmail.co.uk

Bloghttp://donaldclarkplanb.blogspot.com/

Twitter@donaldclark

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