Hi Gunnar
If I may clarify my comments. I think I suggested that Learning and
Teaching specialists have an important role to play in curriculum
development, planning and delivery, alongside discipline experts. Not
instead of.
I can't quite follow all of what you say about the 'Most people learn'
example I gave. But if you're suggesting that using material of the
kind to help students understand their learning experience is 'old
saw' (I assume you mean 'not new'), I can only apologies for my
ignorance. It's relatively new to me and I simply thought some list
members might find this of interest, especially those newer to the
list, as well as where to access it.
When I came across this example for the first time a few years ago it
helped me think more about varying teaching and learning activities,
and move beyond the kind of staff student interaction that has existed
in UK art schools for a long time, but seems less tenable since art
schools entered the University sector in 1992.
In the UK interest in Learning and Teaching appears to have been
growing for some time in both the new and old University sector, and
in particular Art and Design benefits from the work of informal
national organizations such as the 'Group for Learning in Art and
Design' (GLAD). Rather than dismiss work by such groups, or 'so-called
experts', I personally find it useful teaching material, and it seems
to elicit a positive response from the UG and PG students I've worked
with from home and abroad, including USA.
Regards
Robert
Robert Harland Lecturer Loughborough University School of Art
and Design +44 (0)1509 228980 [log in to unmask]
http://www.lboro.ac.uk/departments/ac/mainpages/Research/staffpages/harland/harland.htm
On 24 Aug 2009, at 17:09, Swanson, Gunnar wrote:
> I want to think that Robert Harland is right about the role of
> education experts in curriculum development but I'm afraid I'm not
> alone is seeing schools of education as being major contributors to
> how screwed up American education is. I would hope that Britain was
> better but his quoting the old saw:
>> Most people learn...
>> 10% of what they read
>> 20% of what they hear
>> 30% of what they see
> etc. and attributing it to a book by these so-called experts. One
> doesn't need to venture beyond the nice round numbers and the
> categorical certainly to debunk this one. If it's the knowledge that
> come out of an important book on the subject of higher education,
> I'll save my time by not reading the important books.
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