This link has been bookmarked by 111 people and liked by 2 people. It was first bookmarked on 12 Feb 2012, by Lisa Spiro.
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16 May 12
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11 May 12
Connected LearningDiscussed during the webinar with Buffy Hamilton: The Unquiet Librarian. http://connectedlearning.tv/buffy-hamilton-unquiet-librarian
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29 Apr 12
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07 Apr 12
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A Tech-Happy Professor Reboots After Hearing His Teaching Advice Isn't Working
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27 Mar 12
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Cousett RuelasGreat article on the art of teaching and whether it really needs technology.
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08 Mar 12
George LewisRT @mooresclassroom: Great article about the power of connecting with students http://t.co/oaaA4SR9 (1/2) #edchat
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07 Mar 12
Eric LanghorstGreat article about the power of connecting with students http://t.co/oaaA4SR9 (1/2) #edchat
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05 Mar 12
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03 Mar 12
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29 Feb 12
Monika King"Michael Wesch has been on the lecture circuit for years touting new models of active teaching with technology. The associate professor of cultural anthropology at Kansas State University has given TED talks. Wired magazine gave him a Rave Award. The Carnegie Foundation for the Advancement of Teaching once named him a national professor of the year. But now Mr. Wesch finds himself rethinking the fundamentals of teaching—and questioning his own advice."
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28 Feb 12
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"They would just be inspired to use blogs and Twitter and technology, but the No. 1 thing that was missing from it was a sense of purpose."
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"They would just be inspired to use blogs and Twitter and technology, but the No. 1 thing that was missing from it was a sense of purpose."
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"They would just be inspired to use blogs and Twitter and technology, but the No. 1 thing that was missing from it was a sense of purpose."
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"They would just be inspired to use blogs and Twitter and technology, but the No. 1 thing that was missing from it was a sense of purpose."
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"They would just be inspired to use blogs and Twitter and technology, but the No. 1 thing that was missing from it was a sense of purpose."
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convincing students that his material is worth their attention
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26 Feb 12
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25 Feb 12
William HuberThe prof. in the article makes heavy use of Web 2.0 tools in his course, but finds that other faculty have difficulty replicating his methods. I think the critiques here can be applied in fields other than education.
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collaborative Google Docs
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"The students thought it was chaos."
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"PowerPoint takes away, I think, from a true engagement," is how he put it.
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To Mr. Wesch, that sends the message that the blog is just another spot watched by the grammar police, rather than a new arena to explore.
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Like any good lecture, his point may be more inspirational than instructive.
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24 Feb 12
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Heather BraumTechnology Prof learns his teaching methods focusing on tech in the classroom, don't work, reconsiders his position | http://t.co/Rw5XfMXf
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Joe Sabado*Much needed conversation* A professor questions whether #technology is the best way to engage students: http://t.co/onEvhb2K #highered
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23 Feb 12
Tom CorbettThis is the NY Times article that Rich Henry posted to Faculty Conferences. I thought it would be good to make sure it was included in our set of shared resources.
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"They would just be inspired to use blogs and Twitter and technology, but the No. 1 thing that was missing from it was a sense of purpose."
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22 Feb 12
Dana LindamanMichael Wesch (Kansas State) rethinks his criticism of the lecture. What matters is relationships.
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21 Feb 12
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"They would just be inspired to use blogs and Twitter and technology, but the No. 1 thing that was missing from it was a sense of purp
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ose."
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It doesn't matter what method you use if you do not first focus on one intangible factor: the bond between professor and student.
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He's a lecturer. He's not breaking them up into small groups or having them make videos. That's my thing, right? But he's totally in tune with where they are and the struggle it takes to understand physics concepts. He is right there by their side, walking them through the forest of physics."
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"Students can all sniff out an inauthentic place of learning," the professor argues. "They think, If it's a game, fine, I'll play it for the grade, but I'm not going to learn anything."
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"None of this work is off-the-shelf," she said, noting that the group promotes a "scholarly approach" to teaching. "That means you aren't just picking something and plopping it in there, but you're really thinking through what its value is and what you would have to do to change it."
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kwan tucksoonRT @elizabethkoh: Seems like student-teacher engagement is more impt than tech http://t.co/rjKCRjjm
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20 Feb 12
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Maureen BreslinI think Mary Huber's statements at the end of the argument is really key.
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19 Feb 12
Mariana Perez GalanIts very important to always remember that we are the teachers, our job is to guide children to use technology in a positive way. We have to learn how find advantages as well as disadvantages of using internet and technology in our classrooms this way we can plan ahead when something goes bad.
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Mr. Wesch is not swearing off technology—he still believes you can teach well with YouTube and Twitter. But at a time when using more interactive tools to replace the lecture appears to be gaining widespread acceptance, he has a new message. It doesn't matter what method you use if you do not first focus on one intangible factor: the bond between professor and student.
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t mohanMr. Wesch is not swearing off technology—he still believes you can teach well with YouTube and Twitter. But at a time when using more interactive tools to replace the lecture appears to be gaining widespread acceptance, he has a new message. It doesn't matter what method you use if you do not first focus on one intangible factor: the bond between professor and student.
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18 Feb 12
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They would just be inspired to use blogs and Twitter and technology, but the No. 1 thing that was missing from it was a sense of purpose."
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If the messenger is excited and passionate about what they have to say, it leaves a good impression. It stimulates students to see what all this excitement is about.
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things that make a good teacher are difficult—if not impossible—to teach, he thinks. Which is why technology may be so attractive to some teaching reformers. Blogging, Twitter, and other digital tools involve step-by-step processes that can be taught.
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"He's a lecturer. He's not breaking them up into small groups or having them make videos. That's my thing, right? But he's totally in tune with where they are and the struggle it takes to understand
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forge that kind of relationship between teachers and students where professors nurture rather than talk down to students.
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asking students to write blogs can actually reinforce what he sees as an "authoritarian" tendency of lectures
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"Students can all sniff out an inauthentic place of learning,"
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Technology rarely plays more than a passing role in the work of teacher-of-the-year winners
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"wonder." Whatever tool professors can find to conjure that—curiosity and a sense of amazing possibilities—is what they should use
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17 Feb 12
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Jeff ZoulMichael Wesch has been on the lecture circuit for years touting new models of active teaching with technology. The associate professor of cultural anthropology at Kansas State University has given TED talks. Wired magazine gave him a Rave Award. The Carnegie Foundation for the Advancement of Teaching once named him a national professor of the year. But now Mr. Wesch finds himself rethinking the fundamentals of teaching—and questioning his own advice.
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16 Feb 12
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downsides of technology (it can be a classroom distraction, for instance
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the No. 1 thing that was missing from it was a sense of purpose
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new message. It doesn't matter what method you use if you do not first focus on one intangible factor: the bond between professor and student.
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The way I look at it is, I've plowed the ground," he says. "Now they're susceptible the next time they see the material. And you'll give them an assignment, and that forces them to look at the material in a new way
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his job is less about being an expert imparting facts and figures, and more about being a salesman convincing students that his material is worth their attention
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he's totally in tune with where they are and the struggle it takes to understand physics concepts. He is right there by their side, walking them through the forest of physics."
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interactive technology
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can be used to forge that kind of relationship between teachers and students where professors nurture rather than talk down to student
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high-tech method like asking students to write blogs can actually reinforce what he sees as an "authoritarian" tendency of lectures.
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"Students can all sniff out an inauthentic place of learning," the professor argues. "They think, If it's a game, fine, I'll play it for the grade, but I'm not going to learn anything."
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"We see people making interesting use of technology without it being the star player,
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"None of this work is off-the-shelf,
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you're really thinking through what its value is and what you would have to do to change it
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the titles now all include the word "wonder
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Whatever tool professors can find to conjure that—curiosity and a sense of amazing possibilities—is what they should use,
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"Students and faculty have to have this sense that they can truly connect with each other," he concludes. "Only through that sense of connection do you have this sense of community."
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Mr. Wesch is not swearing off technology—he still believes you can teach well with YouTube and Twitter. But at a time when using more interactive tools to replace the lecture appears to be gaining widespread acceptance, he has a new message. It doesn't matter what method you use if you do not first focus on one intangible factor: the bond between professor and student.
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Mr. Sorensen has heard increasing questions about whether the lecture—his preferred method—is an effective way to teach. One study he saw found that students in after-class interviews remember only 20 percent of the material.
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As he sees it, his job is less about being an expert imparting facts and figures, and more about being a salesman convincing students that his material is worth their attention. "The messenger, ironically enough, is more important than the message," he says. "If the messenger is excited and passionate about what they have to say, it leaves a good impression. It stimulates students to see what all this excitement is about."
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"Students and faculty have to have this sense that they can truly connect with each other," he concludes. "Only through that sense of connection do you have this sense of community."
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15 Feb 12
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It doesn't matter what method you use if you do not first focus on one intangible factor: the bond between professor and student.
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Patti PortoMichael Wesch
"To be fair, Mr. Wesch always pointed to the downsides of technology (it can be a classroom distraction, for instance). But he saw tech-infused methods as a way to upgrade teaching.
Then a frustrated colleague approached him after one of his talks: "I implemented your idea, and it just didn't work," Mr. Wesch was told. "The students thought it was chaos."
It was not an isolated incident. As other professors he met described their plans to follow his example, he suspected their classes would also flop. "They would just be inspired to use blogs and Twitter and technology, but the No. 1 thing that was missing from it was a sense of purpose."" -
Michael WalkerFascinating: @Mwesch on how Purpose, Relationships, & Wonder must be linked with empowering tech for great teaching: http://t.co/hb4sxeUr
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debbie GrieveRegardless of the tools, the key is the bond between professor and student..............
teaching technology education wesch Pedagogy learning HigherEd elearning
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14 Feb 12
Donn King"As he sees it, his job is less about being an expert imparting facts and figures, and more about being a salesman convincing students that his material is worth their attention. "The messenger, ironically enough, is more important than the message," he says. "If the messenger is excited and passionate about what they have to say, it leaves a good impression. It stimulates students to see what all this excitement is about.""
teaching education learning HigherEd technology elearning mlearning
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Joseph Kraus"Mr. Wesch is not swearing off technology—he still believes you can teach well with YouTube and Twitter. But at a time when using more interactive tools to replace the lecture appears to be gaining widespread acceptance, he has a new message. It doesn't matter what method you use if you do not first focus on one intangible factor: the bond between professor and student."
wesch twitter technology teaching teach tools internet youtube higher_ed colleges university students undergraduates undergraduate learning
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on the lecture circuit
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touting new models
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active teaching with technology
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once named him a national professor of the year
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rethinking the fundamentals of teaching
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talks have detailed his experiments teaching with Twitter, YouTube videos, collaborative Google Docs
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the chalk-and-talk lecture as outmoded
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voice-to-text application
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a classroom distraction,
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pointed to the downsides of technology
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tech-infused methods
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a way to upgrade teaching
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It was not an isolated incident
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their classes would also flop
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a sense of purpose
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swearing off technology
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It doesn't matter what method you use if you do not first focus on one intangible factor: the bond between professor and student
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gaining widespread acceptance
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Old Fogy
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is decidedly old-school in his methods
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sheepishly
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let students ring in answers
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PowerPoint takes away, I think, from a true engagement,
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a roomful of students
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get into a fifth gear
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rehearsing the material in his mind
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reading over his notes
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running laps before you compete in a true race
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he still champions the approach
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I've plowed the ground
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being an expert imparting facts and figures
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a salesman convincing students that his material is worth their attention
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ironically enough
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it leaves a good impression
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It stimulates students to see what all this excitement is about
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teaching reformers
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rethink his teaching
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the low-tech professor connected with students
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mark richardsonA Tech-Happy Professor Reboots After Hearing His Teaching Advice Isn't Working
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Steve RansomSee Wesch's comments down in the comment stream.
I think he is correct in supporting a balance between good lecture and participatory pedagogy in the classroomteaching technology wesch participation socialmedia lecture highered
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carrie saarinenA Tech-Happy Professor Reboots After Hearing His Teaching Advice Isn't Working http://t.co/12FWCfVW thx @heidisiwak #eli2012
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Barb JansenA Tech-Happy Professor Reboots After Hearing His Teaching Advice Isn't Working http://t.co/92ku49zK via @DocHorseTales
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ut now Mr. Wesch finds himself rethinking the fundamentals of teaching—and questioning his own advice.
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"I implemented your idea, and it just didn't work," Mr. Wesch was told. "The students thought it was chaos."
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but the No. 1 thing that was missing from it was a sense of purpose."
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But at a time when using more interactive tools to replace the lecture appears to be gaining widespread acceptance, he has a new message. It doesn't matter what method you use if you do not first focus on one intangible factor: the bond between professor and student.
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PowerPoint takes away, I think, from a true engagement,"
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he still spends the morning before each class preparing—rehearsing the material in his mind.
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One study he saw found that students in after-class interviews remember only 20 percent of the material.
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"Now they're susceptible the next time they see the material. And you'll give them an assignment, and that forces them to look at the material in a new way."
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and more about being a salesman convincing students that his material is worth their attention.
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"If the messenger is excited and passionate about what they have to say, it leaves a good impression. It stimulates students to see what all this excitement is about."
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"I said, you seem like a good guy—you'll make a great teacher,"
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he visited Mr. Sorensen's class and was impressed by how the low-tech professor connected with students:
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But he's totally in tune with where they are and the struggle it takes to understand physics concepts
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an be used to forge that kind of relationship between teachers and students where professors nurture rather than talk down to students.
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ctually reinforce what he sees as an "authoritarian" tendency of lectures.
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"They think, If it's a game, fine, I'll play it for the grade, but I'm not going to learn anything."
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"We see people making interesting use of technology without it being the star player,"
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"That means you aren't just picking something and plopping it in there, but you're really thinking through what its value is and what you would have to do to change it
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Wesch uses the tech as extension of his socratic engagement
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"I implemented your idea, and it just didn't work," Mr. Wesch was told. "The students thought it was chaos."
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Mr. Sorensen has heard increasing questions about whether the lecture—his preferred method—is an effective way to teach. One study he saw found that students in after-class interviews remember only 20 percent of the material. Yet he still champions the approach.
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he visited Mr. Sorensen's class and was impressed by how the low-tech professor connected with students
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But he's totally in tune with where they are and the struggle it takes to understand physics concepts. He is right there by their side, walking them through the forest of physics."
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t interactive technology—and other methods to create more active experiences in the classroom—can be used to forge that kind of relationship between teachers and students where professors nurture rather than talk down to students
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he teamed up with students
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Students can all sniff out an inauthentic place of learning
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"They think, If it's a game, fine, I'll play it for the grade, but I'm not going to learn anything."
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We see people making interesting use of technology without it being the star player
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Students and faculty have to have this sense that they can truly connect with each other," he concludes. "Only through that sense of connection do you have this sense of community
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Nothing substitutes for engaging students
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Gary Brownwhy we resist the boutiques and focus on program level outcomes
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Then a frustrated colleague approached him after one of his talks: "I implemented your idea, and it just didn't work," Mr. Wesch was told. "The students thought it was chaos."
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It doesn't matter what method you use if you do not first focus on one intangible factor: the bond between professor and student.
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At its best, Mr. Wesch believes that interactive technology—and other methods to create more active experiences in the classroom—can be used to forge that kind of relationship between teachers and students where professors nurture rather than talk down to students.
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Technology rarely plays more than a passing role in the work of teacher-of-the-year winners, says Mary Huber, a consulting scholar at the Carnegie Foundation for the Advancement of Teaching who has overseen the judging process since 1991. "We see people making interesting use of technology without it being the star player," she told me.
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She said it is not too surprising that others have had trouble replicating what Mr. Wesch did. "None of this work is off-the-shelf," she said, noting that the group promotes a "scholarly approach" to teaching.
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"Students and faculty have to have this sense that they can truly connect with each other," he concludes. "Only through that sense of connection do you have this sense of community."
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Ernst Phaff@mwesch Reboots After Hearing His high tech Teaching Advice Isn't Working http://t.co/fYwZ9COw #mindamp
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13 Feb 12
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It doesn't matter what method you use if you do not first focus on one intangible factor: the bond between professor and student.
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As he sees it, his job is less about being an expert imparting facts and figures, and more about being a salesman convincing students that his material is worth their attention.
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Mr. Wesch believes that interactive technology—and other methods to create more active experiences in the classroom—can be used to forge that kind of relationship between teachers and students where professors nurture rather than talk down to students.
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There's research that raises serious issues about students' abilities to retain or recall information following a lecture -- but we champion it anyway
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Greg GI have a comment at the bottom. This article is a powerful verification of the things I've been saying.
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Mathieu PlourdeAs he sees it, his job is less about being an expert imparting facts and figures, and more about being a salesman convincing students that his material is worth their attention. "The messenger, ironically enough, is more important than the message," he says. "If the messenger is excited and passionate about what they have to say, it leaves a good impression. It stimulates students to see what all this excitement is about."
technology MichaelWelsh teaching passion marketing value PLN purpose highered
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koroghcm usNice juxtaposition of lecture and new technology used in college teaching of large sections. Michael Wesch is a featured topic of the article. In short, no one answer will work--and the answer will depend on the personality of the teacher. What works best for them in terms of allowing them to connect to their students? Technology isn't always the answer in face-to-face teaching.
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Laura NicosiaRT @Foleysquared: New approach by @mwesch:Tech-Happy Prof Reboots After Hearing His Teaching Advice Isn't Working http://t.co/JXBe55BT
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mjt7280http://t.co/2H1n6pyZ
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Bobby White"Michael Wesch has been on the lecture circuit for years touting new models of active teaching with technology. The associate professor of cultural anthropology at Kansas State University has given TED talks. Wired magazine gave him a Rave Award. The Carnegie Foundation for the Advancement of Teaching once named him a national professor of the year. But now Mr. Wesch finds himself rethinking the fundamentals of teaching—and questioning his own advice."
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12 Feb 12
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It doesn't matter what method you use if you do not first focus on one intangible factor: the bond between professor and student.
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Mr. Sorensen has heard increasing questions about whether the lecture—his preferred method—is an effective way to teach.
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"The messenger, ironically enough, is more important than the message,
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Page Comments
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