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04/09/2007

Comments

AJ Cann

Oh goody, Martin's back and I can pull his fatuous arguments to pieces! (only joking)

The lecture is no longer mandatory - if you're trendy (or work for the OU) it's fashionable to have no lectures.

But: maybe the lecture was mandatory for many centuries (gasp) because it worked:
http://alh.sagepub.com/cgi/content/refs/7/3/213

AJ Cann

As soon as I left my previous comment I regretted it. It was intended to be jocular, but it came out wrong and the tone sounds confrontational and is horribly open to misinterpretation. Please accept my apologies and feel free to edit or delete the comment.

Martin

No worries AJ - I knew it was jocular, brought on no doubt by the excitement of seeing me return ;)
To return to your posting, some points:
i) Yes, you're right, the lecture is quite good, and is often miscast as educational baddie. It is good at imparting information to a group, and is reasonably cost effective. It is not so good at things like engagement, differentiation, etc. And some lectures (mine included) are pretty awful because academics are not necessarily performers.
ii) I don't think this takes away from the initial point (maybe the lecture was a bad example), that software and other artifacts come to embody concepts, which then become difficult to alter because we don't even recognise that there is another way of doing things (the file is an interesting example here, I still can't imagine a different way of organising software output).
iii) What you say about people moving away from lectures is undoubtedly true, but I think this partly reinforces my point. This has happened as a result of technology causing a change in how people approach education. Even so, the sedimentation that is embodied in say, timetabling software, makes doing things radically different awkward, so you are stuck with one hour slots often that have to be scheduled in advance.
Please keep the comments coming, my arguments are fatuous, but I've gotten away with it for years:)
Martin

AJ Cann

:)
The paper in the link I posted above suggests (but probably does not prove) an important point: one size does NOT fit all. In this study, high achievers performed better with student-centred delivery while the "average" students and below performed better with lecture-based teacher-centred delivery. This is inconvenient for academics, but probably just throws us back to where we've been for some time, employing a range of delivery mechanisms to accommodate various learning styles and even out the inequalities subsets of students would otherwise experience in an educational monoculture.

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