Lecturing as modeling – a defense

The lecture has been under attack for some time now.

Most recently, I read Tony Bates’ analysis of productivity and online learning. There were so many issues in it, I could not possibly tackle them all here. His focus is on ways to create productivity gains, so already I am struggling. Education is about changing . . . → Read More: Lecturing as modeling – a defense

An educated citizenry or an efficient workforce?

Having read yet another tweet complaining about the lack of connection between what’s taught in classrooms and what’s needed in the workplace, I posted my own:

It hit a nerve with a number of people.

One of my connections wrote


And another:

This is exactly it. My classes in History are . . . → Read More: An educated citizenry or an efficient workforce?

Why we do it

As I read some pretty bad final essays (and some good ones), it is always tempting to wonder whether my work makes any difference.

This semester, for the last writing forum, I did not have students post their essay drafts, as I usually do. Since they had started their essays earlier this time, I simply . . . → Read More: Why we do it

Quicksand or something you shake off your shoe?

It’s true – I am considering adopting a textbook for my spring on-site class in Western Civ, History 103 (that’s origins to 1648).

I do not do this lightly. The fact that it bothers me so much to do it at all is the subject of this post.

I don’t like textbooks, and have been . . . → Read More: Quicksand or something you shake off your shoe?

Course Footprints

This morning I attended the session Footprints of Emergence, led in the SCoPE community out of British Columbia by Jenny Mackness, Roy Williams and Simone Gumtau based on their recent work published in IRRODL.

I have followed, and even worked a time or two, with Jenny, and am always interested in watching whatever she is . . . → Read More: Course Footprints

Pessimism and the POT Cert Way

cc Todd Morris via Flickr

The whole thing is going the wrong way.

Educational research clearly indicates that effective online teaching includes elements such as professorial enthusiasm, use of multiple tools appropriate to the pedagogy, personalized attention to the students, guided pursuit of student interests, and collaboration, even to the point of creating online . . . → Read More: Pessimism and the POT Cert Way