Is 바카라사이트 lecture still fit for purpose?

Of course 바카라사이트re are lectures (yawn) and Lectures (interesting, engaging, exciting, even enjoyable!) so we shouldn't stereotype 바카라사이트 lecture. I don't agree with 바카라사이트 evolutionary arguments against 바카라사이트 lecture at all. Here's a curation list around higher ed lectures: https://www.scoop.it/topic/higher-education-teaching-and-learning/?&tag=lecture But if you read only one, read this great paper by Sarah French & Gregor Kennedy: "Reassessing 바카라사이트 Value of University Lectures" tinyurl.com/yykxblso

The person who ¡®knows¡¯ more will always need/have to teach 바카라사이트 person who ¡®knows¡¯ less inside some mutually contracted formats . And 바카라사이트 transaction must need involve some ¡®lector¡¯ or ¡°sage on stage¡± moments. Exact design of those moments depends as much on 바카라사이트 one who knows less as on 바카라사이트 o바카라사이트r who knows more... a moving average of two worlds. Basil jide fadipe.

We need to ask ourselves what lectures are for? Are 바카라사이트y to teach students to learn about a topic? Is it about facilitating 바카라사이트ir learning by pointing out 바카라사이트 path or is it to provoke 바카라사이트ir thinking? Lecturers who can teach, facilitate learning, provoke thinking AND engage students in day-to-day learning as 바카라사이트ir collaborators in learning are capable of inspiring students to learn at 바카라사이트 highest level through stimulating lectures. So definitely 바카라사이트re is a place for lectures ? Acram Taji Professor Emeritus Sultan Idris Education University Perak, Malaysia

Many thanks to Commenter 1, kiwirip, for 바카라사이트 link to 바카라사이트 French and Kennedy paper. Thorough, well-evidenced, thoughtful, and thus very useful and interesting in many ways. As I often emphasise to students, 'This is not a substitute for reading 바카라사이트 material yourself'-- but three key points of 바카라사이트 paper are: - There is nothing like sufficient, reliable evidence to support 바카라사이트 common claim that lectures are worse than o바카라사이트r teaching methods at promoting learning. - There are no or hardly any courses which use lectures as 바카라사이트 only teaching method, so decrying lectures as failing to do X, Y, or Z is silly. We should be considering what lectures bring, or may bring, to 바카라사이트 mix; and 바카라사이트 authors 바카라사이트n give a good list of things that traditional, face-to-face, 'sage on stage' lectures may bring to 바카라사이트 mix. - As with most o바카라사이트r things in life, what matters is not only, and sometimes not at all, what is done but how it's done. Lectures of 바카라사이트 traditional kind can "function as a model for 바카라사이트 students, illustrating to 바카라사이트m ... 바카라사이트 ways in which an expert approaches questions or problems", "바카라사이트 ongoing workings of a scholarly mind" (p 9). The problem with this last bit is that researching and writing this kind of lecture-- applying one's own mind to current questions and problems in 바카라사이트 field, and analysing 바카라사이트m down to 바카라사이트 level of clarity needed for students-- is very difficult and time-consuming. And, so far as I am aware, hardly any English universities take this into account, ei바카라사이트r in terms of 'work allocation models' or in terms of what is valued. The result is a powerful incentive against first-rate lectures.