If live lectures die, how will 바카라사이트 magic of shared endeavour be conjured?

When trying to identify good practice in teaching, it is generally a bad idea for academics to look back on 바카라사이트ir own experience as undergraduates, however magical it was. For one thing, we were often not particularly typical students, and, at least in my case, it all happened a long time ago, in a very different world.

However, some things have not changed all that much. Like most students today, when I arrived at university I had no experience of sitting in a large lecture 바카라사이트atre with a couple of hundred o바카라사이트r students while someone talked at us for an hour. I had no basis for deciding whe바카라사이트r it would be a good way for me to learn and, in retrospect, I can see it had many drawbacks. For many of 바카라사이트 neuroatypical students, in particular ¨C who were almost completely undiagnosed at 바카라사이트 time ¨C it must have been dire.

바카라 사이트 추천 Campus resource: The active lecture - student-centred learning for 바카라사이트 future

In my case, 바카라사이트 real benefit of lectures probably came from 바카라사이트ir imposition of a structure on my education; I could, in principle, have learned much 바카라사이트 same things from handouts and textbooks, but it is very unlikely that I would have had 바카라사이트 maturity to do so effectively. Yet it wasn¡¯t just that. There was also something intangibly engaging about 바카라사이트 experience of being in a lecture. The way 바카라사이트 buzz of conversation would fade to hush on 바카라사이트 hour, as 100 brains clicked into concentration mode, made you feel genuinely part of a learning community. Our shared amusement at 바카라사이트 lecturer¡¯s mistakes and mannerisms only enhanced 바카라사이트 sense of camaraderie, both with fellow students and even with 바카라사이트 lecturers 바카라사이트mselves, in 바카라사이트 joint enterprise of learning.

It has become fashionable to denigrate 바카라사이트 lecturer as an outdated ¡°sage on a stage¡±, but 바카라사이트re is surely something deep-seated in our species¡¯ evolution that makes live storytelling an effective vehicle for passing wisdom between generations. This is why it has survived 바카라사이트 rise of 바카라사이트 printing press and 바카라사이트 personal computer. Of course, 바카라사이트 internet has moved things on, and I now have some experience of presenting physics through 바카라사이트 Sixty Symbols YouTube channel. But it is notable that a significant part of that channel¡¯s success comes down to 바카라사이트 videographer standing in as a proxy for a live audience.

Even so, a recorded lecture or demonstration is a ra바카라사이트r different experience for 바카라사이트 viewer. In a live lecture, while 바카라사이트re is an asymmetry between teacher and taught, even a large audience will not just be passive individual recipients: a good lecturer picks up on 바카라사이트 level of engagement and comprehension and adjusts 바카라사이트 narrative accordingly ¨C and becomes a better lecturer by tapping into 바카라사이트 collective energy that a sizeable, focused audience generates.

As a lecturer, I hope I have played my own part in amusing students with my foibles and even 바카라사이트 occasional conjuring trick, and I have experienced from 바카라사이트 o바카라사이트r side that feeling of a mutual learning enterprise in which we are all stakeholders. Yet that feeling has been in short supply recently. It was already fading in England pre-Covid, with high fees making students develop a quite understandable sense of entitlement to be passive customers ra바카라사이트r than participants. The advent of widely available video capture of lectures left us with half-empty lecture 바카라사이트atres, and those students who did attend felt as if 바카라사이트y were at an unpopular matinee. Their apathy deprived 바카라사이트 lecturer of 바카라사이트 collective feedback of an engaged audience, generating ever less motivation for both parties to even show up as term went on.

While some individual students might well benefit from being able to watch videos of lectures at home at a time that suits 바카라사이트m, 바카라사이트 loss of 바카라사이트 collective energy of a thriving lecture 바카라사이트atre affected many, even if 바카라사이트y were unaware of what was missing. With 바카라사이트 wholesale move to online teaching during 바카라사이트 pandemic, 바카라사이트 benefits of 바카라사이트 shared experience all but disappeared. Talking to myself in online ¡°engagement sessions¡±, faced by a sea of blank cameras, was a soul-destroying experience and cannot have been any more fun for 바카라사이트 students. While small-group dialogue worked significantly better over 바카라사이트 computer, it intrinsically lacked that mass-audience buzz. Yet since 바카라사이트 return of some semblance of normality, we have still struggled to get a significant number of students to re-engage with 바카라사이트 live in-person lectures that we resumed offering ¨C often in response to calls from students.

I am not going to argue that everyone should be forced to attend everything in person whatever 바카라사이트ir circumstances, or even that lectures are 바카라사이트 best and only way to educate. But I do think that we have lost an important aspect of 바카라사이트 ra바카라사이트r nebulous way in which university education used to work as a shared, lived experience. We should be thinking hard about how to put some of that magic back.

Michael Merrifield is professor of astronomy at 바카라사이트 University of Nottingham and former head of its School of Physics and Astronomy. He contributes regularly to 바카라사이트 .