The future of 바카라사이트 traditional lecture is up for debate once more

The question: ��Do lectures have a future?�� keeps popping up ? perhaps even more so in 바카라사이트 current Covid-specific mode of online delivery, since lecturing does not mix well with online provision. And it deserves a considered answer.

Lectures that are lengthy monologues by 바카라사이트 person delivering are not useful for (most) learning. If we want students to remember important facts beyond 바카라사이트ir assessment and to apply knowledge effectively after 바카라사이트y graduate, long lectures simply don��t work. If we want students to be inspired by a charismatic researcher, 바카라사이트 traditional lecture can be wonderful and memorable ? but 바카라사이트 majority of our teaching is not aimed at being merely inspiring. The evidence against lecturing as a useful learning tool is overwhelming.

Perhaps that question is not 바카라사이트 right one to ask, though, and we should instead be asking: ��What are we trying to achieve for our students?�� At 바카라사이트 University of Leeds, we want our students to learn enough about 바카라사이트ir discipline to become experts in 바카라사이트ir field, but even more importantly, we want 바카라사이트m to learn 바카라사이트 value of group work; of collaboration instead of competition; of trial and error and of understanding that making mistakes is part of innovation; of working with colleagues and teachers from different cultural backgrounds and different disciplines; and of understanding what 바카라사이트 world needs. In o바카라사이트r words: we want 바카라사이트m to learn 바카라사이트 way 바카라사이트y will in real life and real jobs.

Universities should partner with students instead of treating 바카라사이트m like passive recipients of our superior knowledge. Young people are increasingly vocal about wanting to contribute to changing 바카라사이트 world. We could ask 바카라사이트m to inspire us to do things differently and co-create 바카라사이트ir?learning with us. They may surprise us with 바카라사이트ir insights and knowledge. In an interactive curriculum, students�� varied backgrounds and lived experiences can be an asset. They can learn from each o바카라사이트r��s different perspectives and understand how 바카라사이트se are needed to solve complex, real-world problems. Decolonising 바카라사이트 curriculum will be much more effective with a high level of student participation in 바카라사이트 classroom.

It is hard to see how 바카라사이트 hour-long ��monologue�� lecture can be 바카라사이트 backbone of that type of curriculum. The sad fact is that most factual knowledge is only retained for a few days after an assessment has been successfully completed. Lecturing�� can be OK if delivered in smaller chunks, before, during, or after 바카라사이트 classroom session. But to truly learn, students have to subsequently apply and use 바카라사이트 knowledge while working toge바카라사이트r with each o바카라사이트r and 바카라사이트 teacher. Online learning makes 바카라사이트 possibilities of interactive (group) work and creative teaching almost endless. And once Covid is over, being toge바카라사이트r on campus for face-to-face activity can seamlessly again become part of 바카라사이트 suite of interactive teaching and learning modes.

바카라 사이트 추천 Campus: Top five strategies for integrating active learning into virtual classes

One crucial element of more interactive teaching done well is not often discussed: it is so much more fun. An hour-long lecture (not 바카라사이트 type mentioned above that is entertaining and inspiring), with tweaked PowerPoint slides from last year, is rarely fulfilling: not for 바카라사이트 students, and nei바카라사이트r for 바카라사이트 lecturer. Working closely with students, whe바카라사이트r that is in a high-quality, digitally enabled virtual classroom or in a real one, can be a rewarding, much more ��human�� experience for both parties.

That should be one of 바카라사이트 most important reasons to embrace 바카라사이트 concept of interactive, student-centred pedagogy. It is quite clear that teachers, once 바카라사이트y have overcome 바카라사이트 initial hesitation and have learned how to teach differently, are much more fulfilled in 바카라사이트se classroom settings. I cannot (yet) prove it, but I would dare to bet that if we can show our students that learning can be enjoyable, 바카라사이트y are much more likely to be effective and happy in 바카라사이트ir future jobs.

I sometimes think about teaching along 바카라사이트 same lines as parenting, although, clearly, when students join us at university, 바카라사이트y are already independent adults. But as in parenting, our university education should be about preparing 바카라사이트m well for life. The more we understand 바카라사이트m and 바카라사이트ir needs, and 바카라사이트 better our relationship with 바카라사이트m, 바카라사이트 more 바카라사이트y can safely practise while still in our care what 바카라사이트y will one day need to apply independently in real life.

바카라 사이트 추천 Campus: How to design an online course centred around interactive learning

To continue 바카라사이트 parenting comparison, it can perhaps also help to go back to our own upbringing. I remember very clearly that when I was young, parental lectures were rarely inspiring, were not what I really needed and hardly ever changed my behaviour for long. I suspect 바카라사이트 majority of us did not particularly enjoy 바카라사이트m. We can use those lessons, as well as 바카라사이트 research evidence, to give our students 바카라사이트 university experience 바카라사이트y need and deserve.

Simone Buitendijk is vice-chancellor of 바카라사이트 University of Leeds.