What can I say? Enrollment is down. Just wait till the football team
improves.
Robert Emerson
----- Original Message -----
From: "Bill Shaw" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Tuesday, November 22, 2005 9:25 AM
Subject: Course Casting
> What??? You only have 900??? We have seminars that size (of course
> this is Texas).
>
> ========
>
>>My students and I, too, have plenty of meaningful interaction, but
>>certainly not for all 900 of them!
>> Robert
>>
>>----- Original Message ----- From: "John Allison {allisonj}"
>><[log in to unmask]>
>>To: <[log in to unmask]>
>>Sent: Tuesday, November 22, 2005 6:28 AM
>>Subject: Re: Course Casting
>>
>>
>>I have meaningful interaction among students and me in a class of 120.
>>
>>John
>>
>>
>>-----Original Message-----
>>From: Academy of Legal Studies in Business (ALSB) Talk
>>[mailto:[log in to unmask]] On Behalf Of e marshall wick
>>Sent: Monday, November 21, 2005 8:03 PM
>>To: [log in to unmask]
>>Subject: Re: Course Casting
>>
>>>But critics complain that digital lectures delivered through earphones
>>cut down on the vital interaction between professors and students. And
>>parents, who shell out tens of thousands of dollars for tuition, aren't
>>convinced that kids who rely on the lectures-to-go are getting their
>>money's worth.
>>>
>>>
>> 'Vital interaction' between professors and students in
>>classes of 50, 75, 150, 250, 500
>> students? The critics gotta be kidding me. During a
>>typical session, at best,
>> 5 to 10 students will have an opportunity to ask questions or
>>discuss materials.
>>
>> Parents who believe that shelling out tens of thousands of
>>dollars for tuition means
>> their children are basically learning from the typically 12
>>to 15 hours a week of classroom
>> instruction are surely being misled.
>>
>> Granted, there are some possible downsides to digital
>>lectures. One of them
>> is the missing interaction between students following
>>classes. Some others
>> are pointed out in the article:
>>
>>>Students learn an important skill when they are required to show up for
>>a lecture: creating a schedule and sticking to it. Being in class keeps
>>them in regular contact with professors, which, experts say, is a key to
>>keeping dropout rates low. Lectures, too, force students to focus for
>>long, uninterrupted stretches.
>>>
>>
>>>Course casting might work, says Lee Knefelkamp, a professor of
>>education at Teachers College at Columbia University, if a professor is
>>trying to deliver facts and concepts for later regurgitation. "Students
>>can listen to that anywhere." But a topnotch lecture, says Knefelkamp,
>>"should be provocative, catch you up short and make you think in ways
>>you never have before."
>>>
>> Why isn't this possible on a taped as well as live lecture?
>>
>> Finally, the article by using the term 'course casting'
>>gives the impression that
>> this approach is new. Actually thousands of distance
>>learning courses have
>> included lectures on tape, CD and more recently on streaming
>>video to the
>> students over the past 10 years.
>>
>> While I don't have video for any of my own classes, they are
>>all web based
>> and i stopped the 'sage on the stage' well over 5 years ago
>>myself and
>> use the entire class time for structured student group
>>discussion (and thus
>> interaction among themselves which is carried over beyond
>>class time.)
>> I think it would be neat if I also supplemented this with
>>video lectures
>> for those who might additionally benefit from this but I have
>>never gotten
>> around to doing this.
>>
>> Hope this starts some further discussion on the topic.
>>
>> cheers
>> Marshall
>>
>> http://homepage.gallaudet.edu/Marshall.Wick/bus447/
>
|
