…demoralizing exercise. While I can predict most of the comments, and the fact that they often contradict one another (“More group work,” “I don’t like group work!”; “Your lectures are…
…interest in explanations, Donald Bligh’s book What’s the Use of Lectures? (Jossey-Bass, 2000) identifies 11 different kinds. His book also merits a revisit in light of recent lecture-active learning conversations….
…by a lecture, reading a section of a text, observing a demonstration or watching a video. Faculty who embrace a flipped classroom design will often deliver a chunk of information…
…unusual resource, giving an unexpected assignment—doing something that disrupts the routine. One physics colleague presents a “Gee Whiz” lecture that provides illustrations of unusual applications of theories within the field….
…will the test questions be like? Again in small groups, students are assigned a different section of the text, notes from a lecture, or specific topics, and they are charged…
…now.” Videos can create presence. These can range from a simple five-minute welcome video to lecture capture. (If an instructor is camera-shy, Merrill recommends using an avatar along with an…
…incorporate more audio or video such as VoiceThread, YouSeeU, lecture capture, and Jing. Intersperse synchronous meetings to mix things up. You can set up online meetings using conferencing tools like…
…or unclear. In this case, the faculty member “can host a review or re-record the lecture,” Vivolo says. He also advises that instructors refrain from moving on in a course…
