LECTURES: ORIGINALLY A METHOD FOR "COPYING BOOKS"!  
    FNF: LECTURES: ORIGINALLY A METHOD FOR "COPYING BOOKS"!   http://www.hi.is/~joner/eaps/wh_lepp.htm   
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Jón Erlendsson  2002-01-02 ()

    WH 7000 GO IG LJ JEPP LT2 WWT Námsnet HÍ

...

LECTURES: Originally a method for copying boks!

 

"The practice of giving lectures
  started when books were rare and expensive.

  At least one of the main purposes then was to
  "transmit" information from the books the lecturer owned
  or had read to the notebooks of students who could not
  have easy access to the books. "   


"Sadly, some lectures still seem to continue the tradition of 
information transfer, by students copying down what
lecturers show them on screens or overheads
and writing down things that lecturers say.

This always was, and still is, very slow."

The Lecture: A Medieval "invention"   -that remains quite unchanged today!


"Basically, medieval university instruction was done by a lecture method.
The word lecture is derived from the Latin and means ‘to read.’

Before the development of the printing press in the fifteenth century,
- books were expensive, and few students could afford them, so masters read from a text (...) and then added commentaries, which came to be known as
glosses” (Spiel. 356)."

See the full original at: http://socsci.gc.cc.fl.us/rbaldwin/new_page_2.htm

"Now, however, we are beginning to recognize that our dominant paradigm mistakes a means for an end.

It takes the means or method-called "instruction" or "teaching"-and makes it the college's end or purpose.

To say that the purpose of colleges is to provide instruction
- is like saying that General Motors' business is to operate assembly lines
- or that the purpose of medical care is to fill hospital beds.

We now see that our mission is not instruction
- but rather that of producing learning with every student
  by whatever means work best."

See the full original at: http://www.belmont.edu/Humanities/Philosophy/courses/philinquiryf98/barrtagg.html

P: FNF: LECTURES: ORIGINALLY A METHOD FOR "COPYING BOOKS"!   http://www.hi.is/~joner/eaps/wh_lepp.htm   

See the full original at:  http://education.guardian.co.uk/higher/careers/story/0,9856,620225,00.html (GOOD!)
http://education.guardian.co.uk/higher/ GOOD-WEB!

 



What is the use of lectures? (GO)
"Bligh (1998) found that lectures are ineffective compared with other methods to promote thought.
This is because most other methods involve student activity rather than just listening. Discussion has been
consistently proved to be more effective than lectures in getting students to think. Siegel et al (1963)
made independent measures of students’ learning where he found that during the lectures 36.8% of
the time was spent in ‘passive thoughts about the subject’ and ‘thoughts evidencing simple
comprehension’, compared with 20.3% during discussion. 31% of lectures were spent with irrelevant
thoughts, compared with 14.5% during discussions. During discussions the students spent 8.3% of the
time attempting to solve problems and to synthesise information, compared with 1.0% during lectures.

All these comparisons suggest that during discussion students are more attentive, active and
thoughtful than during lectures."
http://www.gla.ac.uk/services/tls/STAFF/ras/ELPwebpage/papers/report_no1.pdf (GOOD!!)

Why We Must Change: The Research Evidence
GO_Why We Must Change:The Research Evidence

http://www.wmueller.com/home/papers/refnow.html
http://www.neo-tech.com/finalevo/evo-030.html
http://www.byu.edu/sasslink/pdf/67_3/hermana.pdf

FNF: The Lecture Method http://www.hi.is/~joner/eaps/lectx.htm

(C)  Jón Erlendsson     2002-01-02 ()  VS: 525.4666 (-5)   Námsnet HÍ                        ww_b555

 

  LECTURES: ORIGINALLY A METHOD FOR "COPYING BOOKS"!  
   FNF: LECTURES: ORIGINALLY A METHOD FOR "COPYING BOOKS"!   http://www.hi.is/~joner/eaps/wh_dropv.htm 
   FNF:  Leitartafla JE/UH  - Útskýringar á skammstöfunum http://www.hi.is/~joner/eaps/lt.htm      2002-01-02     wn (GO)
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2002-01-02 

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RESTRUCTURING LARGE INTRODUCTORY COURSES: (GO)
Using Technology to Transform The "Foundation" Of Higher Education
 

"Introductory psychology at the Indiana University Purdue University at Indianapolis (IUPUI) enrolls 1300 students. Faculty member John Kremer reports, "The large lecture method was giving dismal results for our urban students in Indianapolis." Of the 3000 students taking the course, a third were failing, contributing to a loss of half a million dollars a year. "To increase student learning, we put collaborative learning inside the classroom, started small classes, put the professor as an advocate of the students (eliminating the role of evaluator from the professor), and became more clear about what students are to learn."

"Worse, lecture courses are often not as effective as they appear;
- much of the material that is "covered" by faculty is not learned by students.

In fact research sometimes shows
- students becoming more confused rather than more informed by the lectures,
  while disguising their lack of real comprehension with "understanding" faces and adequate test
  scores. "

http://www.learner.org/edtech/techstrats/restruct.html
GO_RESTRUCTURING LARGE INTRODUCTORY COURSES