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Don’t lecture me! Donald Clark

Don’t lecture me! Donald Clark. Institutional inertia 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

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Don’t lecture me! Donald Clark

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  1. Don’t lecture me! Donald Clark

  2. Institutional inertia 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

  3. “Now, I cannot see that lectures can do so much as reading the books from which the lectures are taken.” “I know nothing that can be best taught by lectures” Samuel Johnson

  4. Double standards Little changed: dominant use Plural of anecdote is not data!

  5. 1. Tyranny of location • Costs too high • Need maintenance • Mostly empty • 2. Tyranny of time • Babylonian hour • Travel time to & from • Padded out

  6. 3. Attention problems • Student attention falls (Johnstone 1976,, Trenaman 1968 etc) • Lecturer performance falls (Lloyd 1992) • Heart rates fall (Bligh 2000) • Take less notes (Scorba 1992) • <25 mins(Cowan 1981) • 20-30 mins(Bligh 2000) • Breaks beneficial(Weaver 1985, Ruhl 1995)

  7. 4. Do lectures inspire & motivate? • Bligh: 15 studies lectures less effective than other methods, only 1 the reverse • Hale Report: 7 teaching methods ‘lectures’ ranked 7th for efficiency, • 5th for enjoyment, 1st for frequency • McLeish reported distaste for lectures in students from 10 Colleges of Education & several Universities

  8. 5. Do lectures aid critical thinking? • Bligh: 21 studies lecturing less effective than: discussion, reading, individual work etc. • Not find a single study shows it was more effective. • Bloom: during lectures students solve problems, synthesise or inter-relate information only 1% of the time, mostly "passive or irrelevant thoughts about subject“ • Arum & RoksaCLA longitudinal study on 2,322 students for 4 years from 2005-09 across broad range of 24 U.S. colleges and universities

  9. 6. Do lectures teach values/attitudes? • Bligh: Dozens of studies show - lectures less effective than other teaching methods • Kochan (2003), Dobbin (2006), and Kalev (2011) show that diversity training made no measurable difference, sometimes a backlash

  10. 7. Do lectures teach knowledge? Bligh: ‘no significant difference’ OK - go for cheaper options! Bloom: The 2 sigma problem: Group 1: Lecture Group 2: Formative feedback Group 3: One to one

  11. 8. Is student attendance a problem? www.ics.heacademy.ac.uk/italics/vol5iss2/burd-att-italics-06-final.doc

  12. Recording lectures

  13. Recording lectures 5 Diploma courses Advantages noted by students :1. Lecture went too fast2. Review lecture3. Revision for exams4. Clarified difficult handwriting5. English was student’s second language6. Avoid writing notes (focus on lecture)7. See lecture after missing it through illnessWatched 13 hours a week on average Completely 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

  14. University of EindhovenUsage data Students surveys Student interviews Most students watch at home/multiple times Rarely watch more than 75% of lecture Attainment rose Recording can IMPROVE a bad lecture

  15. Virtual classrooms University of Leeds Adobe Connect Anyone with laptop, iPad, iPhone, Android device could participate Camtasia Web CT Illuminate Blackboard Preparation, preparation, preparation

  16. YouTube EDU

  17. “The plural of anecdote is NOT data”

  18. 7 compelling arguments for peer learning: Powerful theoretical underpinning Massively scalable Teaching a powerful way to learn Encourages critical thinking Group bonding a side effect Dramatic drops in drop-out rates Higher attainment Peerwise (Q&A), Aropa (Open S.), Peermark (turnitin)

  19. VLEs Open source Blackboard etc. powerful Moodle 2.2 start Dec – but buggy Moodle 3 = Google free Cloud E-portfolios

  20. Graham Gibbs (1981) http://www.brookes.ac.uk/services/ocsd/2_learntch/20reasons.html Do lectures give students a a rich and rewarding educational experience? NO

  21. Gibbs 7 ‘real’ reasons for lecturing 1. Attitudes stop change: lectures a coping strategy 2. Ignorant of evidence on effectiveness of lectures 3. Ignorant of alternatives to lectures 4. Perception of more work 5. Institutionalised in way teaching hours counted 6. Course validation & external forces 7. We don't know how to design courses

  22. Great Divide

  23. Change management Kotter’s 8 steps: Urgency Guiding team Vision Communicate Empower Short-term wins Build momentum Nurture new culture

  24. Fruit flies and turtles

  25. Fruit flies or turtles?

  26. >200m >130m >800m 5th on web >120m/hour 2 billion views 24 hours per min 80 billion

  27. Open University Technology led Now - ‘e’ led Open admissions Reached new learners Open courseware

  28. Martin Bean

  29. Transformation research Carol Twigg $8.8 million Pew grant 30 community colleges, colleges and universities Is it cost-effective? YES Are we seeing better learning? YES Can drop-out rates be reduced? YES

  30. Transformational success: 1. Large enrollment courses 2. Improvements apply to many types of courses 3. Move students from passive, "note-taking" role to an active-learning orientation 4. Move from an entirely lecture-basedto a student engagement approach 5. Don’t fiddle, redesign the whole course 6. Don’t bolt on new technologiesto existing system

  31. THEORY POLIC

  32. Email donald.clark@hotmail.co.uk Blog http://donaldclarkplanb.blogspot.com/ Twitter @donaldclark Facebook DonaldClark

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