Face to-face lectures are no longer appropriate in the digital age - a debate
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Slides from a debate at the Brunel University Teaching and Learning Conference 2015
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Face to-face lectures are no longer appropriate in the digital age - a debate
- 1. Face-to-face lectures are no longer appropriate in the digital age Peter Bryant Head of Learning Technology and Innovation London School of Economics @peterbryantHE
- 2. Gibbs in 1981 told us the 20 reasons why lectures are terrible LSE New Theatre c.1981
- 3. I am going to offer five of my own LSE New Theatre c.2015
- 4. ‘Our learning institutions are acting as if the world has not suddenly, irrevocably, cataclysmically, epistemically changed – and changed precisely in the area of learning” Davidson and Goldberg 2009 1 The nature of knowledge and learning has changed in the digital age
- 5. Two 2The practices of teaching have changed in the digital age …for many of the smartest students, it’s fashionable to try to get an A without going to any lectures—meaning that the cream of the crop is beginning to boycott the basic model of pedagogy.’ (Tapscott and Williams 2010)
- 6. 3 The way in which knowledge and media are consumed have changed in the digital age
- 7. Four Lectures squander the power of the crowd 4Lectures squander the power of the crowd ‘The best potentials of the crowd are squandered by a desire to build something that makes sense’ (Morris and Stommel 2015)
- 8. 5The lecture is a persistent technology
Editor's Notes
- Disconnect #1 – What is knowledge and where do we find it? Knowledge starts as something we are told. Plato argues that a statement must meet three criteria in order to be considered knowledge: it must be justified, true, and believed. What did that mean for me when I was at university? It came from a book. An editor checked it, and then by virtue of publication it was assumed to take on those three criteria. Further, an academic aggregated, summarised and interpreted that knowledge and presented to me, as a told lecture. There was no crowd-sourcing. There were very few places for the collective outside of the establishment to form and create knowledge, to challenge what was believed, justified and true. The way in which knowledge is constructed, justified and communicated has changed. Without getting all philosophical, the way learners find, evaluate and share knowledge is different. Ideas emerge and bubble up through social media, through experience expressed as games, creative media or interaction. The emancipatory power of alternative media like zines has been rent large for the internet generation. Learners find knowledge through searching the internet, asking wikipedia or putting a post on a board to get a collective response (amongst many other ways including books mind you). What happens when they arrive at the university experience? They are told that Wikipedia is not a valid academic source. They are told that collaboration can sometimes be seen as collusion and that their community and communications should be filtered through the firewalled VLE. So what do learners do? Exactly as they are told! They go on the VLE and post using the same language they are expected to use. And they leave the crowd-sourced, creative energy for the projects and activities they do outside university. As one blogger on Kineo notes ‘They (Gen Y) are engine that has fuelled Web 2.0 and, unfortunately, they seldom get a learning experience in the workplace that looks anything like the world they inhabit so significantly in their spare time. Learner: Knowledge drawn from a potentially limitless library of sources, both credible and credulous Academy: Knowledge filtered and curated, from established sources.
- Collaborative Open Innovative pedagogies Students as producers and co-creators Deconstructed Transactional What is authorative? John Seeley Brown in 2001 when he noted quite presciently that ‘…today’s digital kids think of information and communications technology (ICT) as something akin to oxygen: they expect it, it’s what they breathe, and it’s how they live. They use ICT to meet, play, date, and learn. It’s an integral part of their social life; it’s how they acknowledge each other and form their personal identities.’ (Brown, 2001).
- They are one way, didactic, heavily reliant on the idea that learning occurs through listening. Modern students consume the media in different ways. They binge, they share, they chunk. If you look at the research around lecture capture, this is how the consume the recorded lecture. The age of broadcast education doesn’t sit well with the collaborative influence of social media and modern work. From disaggregated media consumption to binge watching, the idea that we ask learners to wait a week before they get the next episode represents 20th century learning. Take GoT, issues such as immediacy, making, sharing, discussing, cross-platform engagements enhance the experience of consumption. It is immersive and you as the participant can be in control of how much you immerse yourself. Technology facilitates the capability of learning to be an immersive experience
- Crowdsourcing and crowd solving Sense making (or nonsense making) In this room you have processing and communications power unknown to the generation before and you tell them to TURN IT OFF? It is didactic, broadcast and provides little or no opportunity for interaction. Immersive learning opportunities informed by back channel communications, social media and the like pivot the lecture into something more engaging. MOOCs equally squandered the power of the crowd as they simply moved the same singular discourse to the digital age. The ability to engage the crowd in a process of decision making, problem solving, application and collaboration is a powerful learning tool. In a world where information is more accessible and proliferate than at any time in history, the power of the crowd filter, assort, apply and authenticate information is an exciting prospect.
- We lecture for all the wrongs reasons Economy Ego 1 Most of the people currently lecturing were lectured to as undergraduates. 2 Many tertiary teachers inherit specific teaching and learning situations from their predecessors. 3 Lectures appear easy to do. 4 Students expect lectures. 5 Lectures provide a very rigid environment allowing for a high degree of teacher control. 6 The physical and philosophical infrastructure of the institution supports lectures Stephen Sheely on the lecture as persistent technology Technology can transform the large scale teaching experience, not simply support it. We have always used lectures, why are we defending the mass lectures. Students will revolt if we don’t lecture, lectures worked for us. I have used that 14th century painting so many times until I realised, this is not apples and apples. The modern large scale lecture is a function of technology, AV mainly. It is a function of the Oxbridge model being unaffordable in the construct of modern funding. Technology can transform the large scale teaching experience, not simply support it.