Possible debate: The lecture is dead - Are you interested?

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James Neill - UC

Aug 5, 2008, 8:50:28 PM8/5/08
to Teach and Learn Online, Michael.DePercy, Peter Donnan
The notion that "the lecture is dead" appears to getting a bit of traction in terms of provoking some productive pedagogical debate.

To further this, a session has been scheduled at the Teaching and Learning week and some of us tossing around some ideas on the format such a session might take.

What do you think about a live debate co-hosted on Wikiversity (for leading up and ongoing exploration)?

Have you got a view? Are you interested in debating? Are you interested in chairing? Among other things, it could be good fun.

Scheduled time is during the non-teaching period: Wed 10am-11:50pm September 10, 2008


James Neill
Centre for Applied Psychology
Faculty of Health
University of Canberra
Bruce, ACT 2601, Australia

Room 3B32, Building 3, Allawoona Drive, Bruce

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Chris Harvey

Aug 5, 2008, 9:06:53 PM8/5/08
to teachAndL...@googlegroups.com
This is interesting. links?

I do kind of enjoy watching UNSW lectures



Janet Hawtin

Aug 5, 2008, 9:33:32 PM8/5/08
to teachAndL...@googlegroups.com, Michael.DePercy, Peter Donnan
Hello James Peter and all.

Wesch is interesting. http://mediatedcultures.net/ksudigg/?p=174
GCampbell is interesting http://www.gardnercampbell.net/blog1/?p=618
Artichoke: http://artichoke.typepad.com/artichoke/2008/08/problem-based-learning-how-can-students-learn-in-school-that-life-is-a-reality-to-be-experienced.html

I am interested in the discussion. I think there is a tension between the opportunity to hear someone 'speak' coherently the shape of a whole thought or to describe a question well, and making room for experimentation, or listening for others who either want to speak a whole thought or to contribute perspectives on an existing thought.

Balance of questioning, experimenting, listening, speaking. Where is leadership anticipated and enabled, how is mentorship anticipated and enabled. How do we make use of mistakes. How assessment values different forms of participation, whether value is scoped by intended outcomes or whether there can be value recognised which follows an unexpected path.

Signal, noise, institutional value, personal value, community value, economic value, short term outcomes, long term impact, lateral comprehension or awareness, niche expertise.


James Neill

Sep 10, 2008, 7:52:26 AM9/10/08
to Teach and Learn Online
Sorry for posting this and not following up the replies - briefly from
my end, we had a live session at Uni of Canberra today which provoked
good discussion; I've also been tinkering with some ideas on a
Wikiversity page, which others are very welcome to contribute to:

On Aug 6, 11:33 am, "Janet Hawtin" <lucych...@gmail.com> wrote:
> Hello James Peter and all.
> Wesch is interesting.http://mediatedcultures.net/ksudigg/?p=174
> GCampbell is interestinghttp://www.gardnercampbell.net/blog1/?p=618http://www.gardnercampbell.net/blog1/?p=620
> Artichoke:http://artichoke.typepad.com/artichoke/2008/08/problem-based-learning...

Alex P. Real

Sep 10, 2008, 2:10:17 PM9/10/08
to teachAndL...@googlegroups.com
Hi James,

Fascinating. Particularly welcome in my hour of need! I'd say it's not just
traditional/orthodox lecture that is dead, mediated interactivity has an
overall impact on definitions of narrativity (performance and gaming key
here), research methods and of course, pedagogy. It's not that grand récits
are dead (Lyotard), rather students are growing up
with/mashing/re-generating new récits traditional linear approaches don't
account for and thus introducing a narrative divide. Not sure it's just
digital. Tools are there for whoever wants them but patterns of use are
equally important; if users from a Gutenberg Galaxy background simply
reproduce their offline thinking patterns rather than
adapt/amend/mash/stretch them, quite likely there will be several
monologues rather than dialogue/polylogue. E.g.: Literature on chat may not
take into account playfulness, a cast may be devised as an offline interview
or focus group, and by "having a course on the web" an institution has a
VLE. Obviously, lecturers 1.0 expect students to accept the grand récit
monologue (and reference citation) as unique source of knowledge and find
this debate utterly irrelevant.


-----Mensaje original-----
De: teachAndL...@googlegroups.com
[mailto:teachAndL...@googlegroups.com] En nombre de James Neill
Enviado el: miércoles, 10 de septiembre de 2008 13:52
Para: Teach and Learn Online
Asunto: :: TALO :: Re: Possible debate: The lecture is dead - Are you
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