This link has been bookmarked by 39 people . It was first bookmarked on 27 Oct 2014, by someone privately.
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13 Nov 14
jacquilovejoyGeared to upper levels, but very applicable to our change in thinking
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10 Nov 14
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05 Nov 14
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03 Nov 14
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02 Nov 14
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The sage-on-a-stage model of instruction has dominated higher education since the Middle Ages when there was only one book to be read aloud to assembled students
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surveys of faculty members reveal that 70 to 90 percent of classroom time is spent “transferring information” via lecture. The problem is that virtually every study on the topic in the past 20 years has demonstrated that little learning occurs as a result of this method.
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there is growing consensus on what works. Different terms
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are utilized — the flipped classroom, the dynamic classroom, interactive learning, adaptive learning. But the elements are the same:
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- Flip the classroom so “transfer of information” occurs ahead of class;
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- Incorporate technology in the classroom to quickly ascertain whether students have understood key concepts;
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- Integrate active learning techniques like group problem solving, experiential learning, and project-based learning to improve understanding of key concepts;
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Using technology, ascertain whether learning has occurred.
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- Faculty resistance.
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as much work as developing a brand new course
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there’s little reason for faculty members to change.
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Student resistance. Students have become used to lectures and resist a model that requires them to stay current with course materials
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- Architectural resistance. The vast majority of college classrooms are auditoriums designed to focus the attention of passive students on the active faculty member. Auditoriums are not great environments for active learning.
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Susan MacIntoshIt’s been my experience that too much of the same thing tends to end badly — and higher education is no exception. It was that way in college when my roommate Chris decided his life’s work was to take the Doodle Challenge — at the time, beating the record of 19 burgers within a 2.5…
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- By Ryan Craig, University Ventures
Rethinking the Lecture: In the Information Age, It’s Time to Flip the Classroom
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01 Nov 14
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William WongRethinking the Lecture: In the Information Age, It's Time to Flip the Classroom It's been my experience that too much of the same thing tends to end badly - and higher education is no exception. It was that way in college when my roommate Chris de...
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- Flip the classroom so “transfer of information” occurs ahead of class;
- Incorporate technology in the classroom to quickly ascertain whether students have understood key concepts;
- Integrate active learning techniques like group problem solving, experiential learning, and project-based learning to improve understanding of key concepts;
- Using technology, ascertain whether learning has occurred.
the flipped classroom, the dynamic classroom, interactive learning, adaptive learning. But the elements are the same:
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the point is to engage students in something other than a lecture in order to engender activity or practice around the material.
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31 Oct 14
soxnerIt’s been my experience that too much of the same thing tends to end badly — and higher education is no exception. It was that way in college when my roommate Chris decided his life’s work was to take the Doodle Challenge — at the time, beating the record of 19 burgers within a 2.5…
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30 Oct 14
John Pearce"A recent study found student outcomes improved markedly in classes where faculty did practically anything other than lecture. Failure rates decline by almost half a standard deviation and the improvement in exam results is statistically significant. Eric Mazur, a Harvard physicist who has called lectures “a way to transfer the instructor’s lecture notes to students’ notebooks without passing through the brains of either,” says “it’s almost unethical to be lecturing if you have this data.” The good news is that there is growing consensus on what works. Different terms are utilized — the flipped classroom, the dynamic classroom, interactive learning, adaptive learning. "
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Steve Ransom"Students have become used to lectures and resist a model that requires them to stay current with course materials. "
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there’s little reason for faculty members to change.
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Students have become used to lectures and resist a model that requires them to stay current with course materials.
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29 Oct 14
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Eric Mazur, a Harvard physicist who has called lectures “a way to transfer the instructor’s lecture notes to students’ notebooks without passing through the brains of either,” says “it’s almost unethical to be lecturing if you have this data.”
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So why does the specter of the lecture continue to haunt higher education?
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Faculty resistance. Migrating a course from lecture to active learning format is as much work as developing a brand new course, and the added element of incorporating mobile technology makes it even more daunting.
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Student resistance. Students have become used to lectures and resist a model that requires them to stay current with course materials.
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Architectural resistance. The vast majority of college classrooms are auditoriums designed to focus the attention of passive students on the active faculty member
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Nevertheless, colleges and universities cannot responsibly leave the matter in the hands of individual faculty in the name of academic freedom. They must take concrete steps to begin to overcome resistance in all three areas
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28 Oct 14
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Donna LannerdRethinking the Lecture: In the Information Age, It's Time to Flip the Classroom | WIRED http://t.co/Ok0KnXNUyc #2014ALC #flippedclass
– Echo360 (echo360) http://twitter.com/echo360/status/527188558327459841 -
Doug PetersonRethinking the Lecture: In the Information Age, It's Time to Flip the Classroom http://t.co/d9UHw9Okb7
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Ashley TanRethinking the Lecture: In the Information Age, It's Time to Flip the Classroom #edsg http://t.co/XJMW8CKhSl
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27 Oct 14
Laura ConleyRethinking the Lecture: In the Information Age, It's Time to Flip the Classroom - Wired: Wir... http://t.co/Ir3u2lvQBd #flippedclassroom
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