Some colleagues here are getting engagement by use of quizzes / open questions on mobile
/ tablet, using e.g. polleverywhere, MeeToo or just the institutions set of ‘clickers’. Student feedback very positive
Peter J. Lumsden
BSc, DPhil, SFHEA (senior fellow)
“Explain; Engage; Enthuse”
Pastoral Tutor – School of Medicine
Teaching and learning lead – College of Clinical and Biomedical Sciences
University of Central Lancashire
01772 893270
Twitter:
https://twitter.com/PLumsden
Facebook:
https://www.facebook.com/peter.j.lumsden?ref=tn_tnmn
LinkedIn:
http://www.linkedin.com/profile/view?id=100728902&trk=hb_tab_pro_top
Academia.edu:
https://uclan.academia.edu/PeterLumsden
Skype: Peter.Lumsden98
From: learning development in higher education network [mailto:[log in to unmask]]
On Behalf Of Kim Shahabudin
Sent: 01 November 2016 21:12
To: [log in to unmask]
Subject: Re: defining the lecture -a quick straw poll
I don't think there's any 'hostility' here. But it's my experience that engaging students in learning how to develop their study practices can be difficult.
They will pay attention to any amount of script-reading, slides crammed with text, monotonic delivery from their subject lecturers because they perceive it as what they have paid their fees for - what is going to give them the magic 2.1. They do not think this
of learning development (ironically, as it *probably is* what could actually make the difference, and it *certainly is* what they're paying their fees for).
So we have to go the extra mile in our 'lectures' - we have to find innovative ways of teaching and communicating. We have to consider how to keep our audiences interested, get them involved, persuade them we have something valuable to say. They're still lectures,
just not often monologues with slides.
Kim
Dr Kim Shahabudin, SFHEA, Study Adviser, Study Advice & Maths Support
1st Floor, University of Reading Library, Whiteknights, PO Box 223, Reading, RG6 6AE
( 0118 378 4242/4614
:
www.reading.ac.uk/library/study-advice
twitter: @unirdg_study
Please note that I now work part-time and am not usually on campus on Mondays.
From: learning development in higher education
network [[log in to unmask]] on behalf of Eryl Price-Davies [[log in to unmask]]
Sent: 01 November 2016 19:24
To: [log in to unmask]
Subject: Re: defining the lecture -a quick straw poll
I'm intrigued to understand why the LD community are so hostile to the 'lecture' (whatever that may be!)
"A monologue with slides" is a less than complimentary description...
Perhaps a lecture is (at least partly...hopefully) what 'lecturers' do?
Eryl
Dr Eryl Price-Davies
On Tuesday, 1 November 2016, Alison.James <[log in to unmask]> wrote:
Dear colleagues
In the middle of a PG Cert session about alternative learning spaces and teaching approaches a number of new students asked my colleague and I what exactly we meant by a lecture. They, I think, were surprised by our suggestions that you could do all sorts of things under the title of lecture which stopped it being a monologue with slides. I in turn was surprised by their surprise.
In your institution (and in your view too) how do you think colleagues are defining a lecture? Could you give me a one liner?
I can collate responses off piste and provide summary as per, if you would like to message me directly.
Thanks so much and all best
Alison
Dr Alison James
Acting Director Academic Quality and Development and Head of Learning and Teaching
University of Winchester
National Teaching Fellow 2014
Principal Fellow Higher Education Academy
http://www.engagingimagination.com
https://www.heacademy.ac.uk/innovating-creative-arts-lego
http://iedp.com/articles/developing-leaders-magazine-issue-19/
University of Winchester, a private charitable company limited byguarantee in England and Wales number 5969256.Registered Office: Sparkford Road, Winchester, Hampshire SO224NR
