Posted to Diigo 08/18/2010

Killing the Lecture With Technology, Part II – Wired Campus – The Chronicle of Higher Education – Annotated

• Gregory A. Moses, a professor of engineering physics at the University of Wisconsin at Madison, has tried to reverse the “lecture-homework paradigm” in a computational science course. Instead of watching a lecture and doing homework later, outside the classroom, students study the lectures on their own time online. Class is a lab, with students solving problems under the supervision of faculty. Mr. Moses went from “not knowing the names of the students in his huge lectures to knowing which ones smoked and which ones didn’t”

Thinking Constructively About Teaching Problems « Teaching Professor – Annotated

• In scholarship and research, having a ‘problem’ is at the heart of the investigative process; it is the compound of the generative questions around which all creative and productive activity revolves
• But in one’s teaching, a ‘problem’ is something you don’t want to have, and if you have one, you probably want to fix it
• Changing the status of the problem in teaching from terminal remediation to ongoing investigation is precisely what the movement for a scholarship of teaching is all about
• many of us struggle to find the objectivity necessary to reflect and analyze the problem
• Teaching problems are best solved intellectually, not emotionally
• You can solve the problem on your own in the privacy of your classroom and be proud of the solution. But your colleague across the hall may have a better solution or may have figured out how that solution can be applied to other problems