While many who use digital technology in education are attempting new and innovative approaches to teaching over the internet, the use of videotaped lectures is still commonplace in distance education and in open education initiatives. This video argues that the lecture a classroom technique that can be argued to be vestigial at best, even in the classroom ought to be updated rather than reproduced in the online classroom, by paying attention to the limitations and strengths of online video as a medium. My primary goal is to encourage people to think about the way that various media affect how we communicate, that there should be different pedagogical approaches online than in the classroom. It seems rather obvious, but theres also a lot of tone-deaf stuff out there. And my pet peeve is the use of recorded classroom lectures for open ed and distance learning programs. The only thing more boring than a bad lecture is a decent lecture on Youtube.
Good advice. I will try to follow it in my courses.
@daviddoria1
It is simply such an extreme shift in learning styles and technology that they seem unwilling, if not incapable, of understanding how to adapt.
Unfortunately, the only way I see to push this idea into the main stream is to wait for most of the faculty with “age spots” to retire
Retius,
Your summary of “online classes = good. Online lectures = boring” is definitely the part that TheGisdoc is missing. The “age spots” people would say to not share the information at all, and not put the lectures online. The “non-age spots” people would (and ARE) saying Yes! Share the information! In fact, make it MORE interactive and take MORE advantage of recent advances in internet and computing technologies, not simply record the lecture with a video camera and upload when you’re done
@TheGisdoc . . . Which is all related to stuff I’m talking about in the video.
So why the trollish reply? Saying I’m missing the point, talking about “age spots. . . ” (I’m a 31 year old PhD student– I don’t exactly have age spots. I think you’re mistaking me for one of the lecturers I’m using footage of?) None of this actually contributes to a rational discussion of the topic.
It sounds like this is actually something you’ve thought about– why not actually post a THOUGHTFUL reply initially?
We’re not so far apart here, “troll”. Active learning, “think-pair-share” (TPS), watch, listen, learn and participate all work in an online format. Lectures online can be effective only if they include effective pauses, allowances for reflection, and some participation (perhaps through some sort of discussion board, voicethread, etc. . . ). Simply recording a lecture in the classroom and psoting – forget it. . . might as well issue pillows to the students with that approach. . .
@TheGisdoc — You actually got my hackles up for a minute there. Well trolled, troll.
To spell out what I’m saying in the simplest terms possible: online classes = good. Online lectures = boring.
There’s simply more interesting ways of using online video for education than simply taping a classroom lecture and putting it online.
Boy does this guy miss the point. . . join the 20th Century, pal. . . and then join the 21st Century. . . online lectures don’t work FOR YOU, but you can’t argue with millions of students who learn from them.
Take a look at the age spots on this guy and you’ll then turn it off. . .