Rethinking the Lecture: In the Information Age, It’s Time to Flip the Classroom Wired
It’s been my experience that too much of the same thing tends to end badly — and higher education is no exception. The sage-on-a-stage model of instruction has dominated higher education since the Middle Ages when there was only one book to be read aloud to assembled students.
Today, surveys of faculty members reveal that 70 to 90 percent of classroom time is spent “transferring information” via lecture. A recent study found student outcomes improved markedly in classes where faculty did practically anything other than lecture.
The good news is that there is growing consensus on what works. Different terms are utilized — the flipped classroom, the dynamic classroom, interactive learning, adaptive learning. But the elements are the same...
3 Ways to Take Your Students Deeper With Flipped Learning Edutopia
Flipped learning is more than just an efficient way to teach. It is also an opportunity to take students to deeper levels of comprehension and engagement.
Perhaps the greatest benefit of flipped learning is that it gives teachers more time to interact with students one-to-one and in small groups. Teachers are using the time that was once used for direct instruction in a variety of ways to deepen student learning.
Here are three suggestions for ways in which teachers can use that extra time for taking students deeper.
Like many other academics, I’m concerned about what the university of tomorrow might become. Apparently, the university of tomorow is all about the MOOCs. Like many others, I’m skeptical about what these massive courses can actually offer students.
Additionally, I wonder about the quality of this “education for all,” considering the demographics for these courses. Elite students are not representative of all students, so they can’t be our metric for the university in the future.
If they are, where does that leave the rest of our students? Which students will get ahead in the university of tomorrow and which ones will get left behind?
This University Teaches You No Skills—Just a New Way to Think Wired
Ben Nelson says the primary purpose of a university isn’t to prepare students for a career. It’s to prepare them for life. And he now has $70 million to prove his point. Nelson is the founder and CEO of a new experiment in higher education called Minerva Project.
Students don’t need universities to teach them history, chemistry, and political science, Nelson says. They need universities to teach them how to think. At Minerva, he says, students learn just that.
Minerva is a highly exclusive four-year, for-profit college, boasting a 2.8 percent acceptance rate, which is lower than even Harvard or Stanford. But the curriculum is what makes Minerva truly unique. The entire first year is dedicated to teaching three things and three things only: critical thinking, creative thinking, and effective communication.
There’s a webinar that I do on creating and managing your online presence as an academic. At the webinar a great number of participants ask the same question over and over again: do I need to be online? Why?
No, you don’t have to be online. But the problem is, unfortunately, especially if you work in higher education, you are already online. Your university will usually list on the department webpage and directory. Conferences list your name and affiliation and even email address in conference programs online.
I love digital writing, and I think that I’m living proof that having a strong digital presence can be a very powerful and positive professional experience.
50 Great Teachers: Socrates, The Ancient World's Teaching Superstar NPR
NPR Ed kicks off a yearlong series: 50 Great Teachers. Starting with Socrates, the superstar teacher of the ancient world.
Socrates' ideas helped form the foundation of Western philosophy and the scientific method of inquiry. And his question-and-dialogue-based teaching style lives on in many classrooms as the Socratic method.
Higher Learning in a Hybrid City Designing a College Campus in ‘Big Hero Six’ The New York Times
“Big Hero Six,” the latest animated film from Walt Disney Pictures, is a hybrid of genres. The film’s urban setting was invented as a hybrid of two locales that blends the architecture and landscapes of San Francisco and Tokyo: San Fransokyo.
The film’s protagonist, Hiro Hamada, is a teenage robotics prodigy and student at the San Fransokyo Institute of Technology. Much of the movie takes place on the college campus, where Hiro and his friends work on their advanced projects.
The filmmakers and the production designer looked at several campuses in seeking the right look for the San Fransokyo Tech campus. But as with many growing universities, new architecture is built alongside the old, including the robotics lab, which adds a futuristic feel to the landscape.