Comments on: What do we learn from lectures? http://sciencethatmatters.com/archives/17 hosting cognitive dissidents since 2007 Sat, 10 Dec 2011 23:48:49 +0000 hourly 1 http://wordpress.org/?v=3.3 By: tommy aus australien http://sciencethatmatters.com/archives/17/comment-page-1#comment-489 tommy aus australien Fri, 16 Nov 2007 01:35:32 +0000 http://sciencethatmatters.com/archives/17#comment-489 <p>Presentation outweights substance, it seems. Similarly, a nonsense paper of computer generated text, that included a stack of impressive jargon was accepted by the WMSCI a few years ago: http://www.theinquirer.net/en/inquirer/news/2005/04/15/computer-gibberish-accepted-by-boffins</p> Presentation outweights substance, it seems. Similarly, a nonsense paper of computer generated text, that included a stack of impressive jargon was accepted by the WMSCI a few years ago: http://www.theinquirer.net/en/inquirer/news/2005/04/15/computer-gibberish-accepted-by-boffins

]]> By: Jason Bobe http://sciencethatmatters.com/archives/17/comment-page-1#comment-163 Jason Bobe Mon, 20 Aug 2007 23:12:45 +0000 http://sciencethatmatters.com/archives/17#comment-163 <p>For me lectures are the wrong medium for delivering many types of information. Lectures are an inefficient use of time, can make logic difficult to follow, and details often flutter by. This doesn't mean that lectures should be jettisoned entirely, just yet at least. It might be interesting to look at what types of lectures (read what types of information) are suited to the lecture format.</p> <p>The inefficiency of lectures are being removed from university settings by the practice of allowing virtual attendance via audio recordings. These audio files can be sped-up to a faster cadence, allowing students to listen to an hour long lecture in say 40 minutes.</p> <p>This makes me wonder whether lectures will become optional in the university setting, especially lectures where information flows in one direction only (lecturer to audience).</p> <p>Another interesting set of technologies that are starting to appear in classrooms, so I hear, are "student response systems". I got to demo a set recently called <a href="http://www.iclicker.com/" rel="nofollow">iClicker</a> (I'm not an academic, but I'm thinking about incorporating them into an upcoming talk). These technologies provide some interesting possibilities for transforming lectures, e.g. the lecturer would have the ability to instantly see if people understand the material (with multiple choice quiz, and a pie chart generated automatically). Or, I suppose, a lecture could be become a democratic "choose your own adventure-lecture".</p> For me lectures are the wrong medium for delivering many types of information. Lectures are an inefficient use of time, can make logic difficult to follow, and details often flutter by. This doesn’t mean that lectures should be jettisoned entirely, just yet at least. It might be interesting to look at what types of lectures (read what types of information) are suited to the lecture format.

The inefficiency of lectures are being removed from university settings by the practice of allowing virtual attendance via audio recordings. These audio files can be sped-up to a faster cadence, allowing students to listen to an hour long lecture in say 40 minutes.

This makes me wonder whether lectures will become optional in the university setting, especially lectures where information flows in one direction only (lecturer to audience).

Another interesting set of technologies that are starting to appear in classrooms, so I hear, are “student response systems”. I got to demo a set recently called iClicker (I’m not an academic, but I’m thinking about incorporating them into an upcoming talk). These technologies provide some interesting possibilities for transforming lectures, e.g. the lecturer would have the ability to instantly see if people understand the material (with multiple choice quiz, and a pie chart generated automatically). Or, I suppose, a lecture could be become a democratic “choose your own adventure-lecture”.

]]> By: NEWTOON http://sciencethatmatters.com/archives/17/comment-page-1#comment-121 NEWTOON Thu, 02 Aug 2007 17:01:00 +0000 http://sciencethatmatters.com/archives/17#comment-121 <p>Excellent but it is not the first time that I see such a hoax :</p> <p>http://en.wikipedia.org/wiki/Sokal_Affair</p> Excellent but it is not the first time that I see such a hoax :

http://en.wikipedia.org/wiki/Sokal_Affair

]]> By: Ajju http://sciencethatmatters.com/archives/17/comment-page-1#comment-12 Ajju Tue, 24 Apr 2007 23:32:10 +0000 http://sciencethatmatters.com/archives/17#comment-12 <p>The good ole authority effect. It is covered well, though from another perspective in <em>Influence: Science and Practice</em> by Robert Cialdini.</p> The good ole authority effect. It is covered well, though from another perspective in Influence: Science and Practice by Robert Cialdini.

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