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diigo

Posted to Diigo 07/14/2012

    • Today’s standard lecture, as a knowledge delivery model, is a legacy of our pre-digital past. We already have decades of research behind us which says that, as far as learning goes, having one person stand up in front of lots of people and talking non-stop is about as ineffective as it gets.
    • There is no reason to believe the roller coaster ride for universities will be any less bumpy than it has been for the media, the music industry or book and magazine publishers.
    • the global demand for mass higher education is outstripping the capacity and infrastructure of traditional on-campus universities. In Australia, the federal government is actively pushing university enrolments towards new higher education attainment targets; potentially cramming more students into already crowded lecture halls
    • Universities could take the first step towards the future by shifting the classroom, with its human scale interaction, to the top of the on-campus education agenda. Much of the common “content” for particular disciplines can be effectively delivered online.
    • We could turn back to Confucius for a way forward. He said: “I hear and I forget, I see and I remember, I do and I understand.” Hearing and seeing is what we call “lean back learning”. But doing- via problem solving – is “lean forward learning”

      We should be using precious face time in classrooms for these lean forward types of teaching — to ask hard questions, to take part in interactive tasks, for guided problem solving, for working in groups and for engaging with directly and productively with teachers or tutors. Not for “talking at” students en masse.

    • universities could concentrate on higher level learning and inquiry and research in class? That is, the future of universities may lie in shifting away from dispensing knowledge on campus towards interpreting and applying knowledge, with consequent gains for innovation.
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