. . Date: Sat, 29 Oct 2011 20:27:25 -0700 From: Richard Hake <[log in to unmask]> Reply-To: [log in to unmask] To: [log in to unmask] Cc: [log in to unmask] Subject: [Net-Gold] Fortieth Anniversary of Donald Bligh's "What's the use of Lectures?" . . If you reply to this long (17 kB) post please don't hit the reply button unless you prune the copy of this post that may appear in your reply down to a few relevant lines, otherwise the entire already archived post may be needlessly resent to subscribers. . . ************************************************** . . ABSTRACT: Philosopher George MacDonald Ross <http://bit.ly/w167Iu> posted a link <http://bit.ly/rsHEFd> to his essay "What's the Use of Lectures? - Forty Years On." Ross' wrote [bracketed by lines "RRRRR. . . . . ": . RRRRRRRRRRRRRRRRRRRRRRRRRRR . It is 40 years since the first publication of Donald Bligh's classic work 'What's the Use of Lectures?' (London, Bligh, 1971). It was a devastating critique, based on thorough empirical research, of the use of the lecture as the main method of teaching in higher education. It had been established that the only educational function lectures were capable of achieving was the transmission of factual information, and even then they were no better than other methods, and lecturers wildly overestimated the amount of information students were capable of remembering. . . . . . . . . . . . . . . . . . . Among educationalists, it is established orthodoxy that lecturing is the least effective way of transmitting knowledge, understanding, and intellectual techniques from teachers to students; and it is a striking measure of the marginalisation of educational researchers and developers that, on this issue at least, they have had virtually no influence on institutional structures or academic practice. . . . . The idea of a university which replaces listening to the reading of a text in a lecture by the reading of the text in printed form is known as a 'post-Gutenberg University' - an idea first mooted by Frank Lambert in the 1950s: <http://bit.ly/rvZB2f>. It is long overdue, and one of the tragedies of current university education is that we have abandoned the disputation, which really did force students to think independently and imaginatively, and retained the lecture, which has been redundant for half a millennium." . RRRRRRRRRRRRRRRRRRRRRRRRRRR . STLHE-L's Martin Rosenzweig (2011) responded (slightly edited): . "I would suggest that lecturing persists because: a. it is 'cost-effective' - one lecturer serving many (paying) auditors, b. it is how most lecturers were 'taught', a case of 'monkey see, monkey do', c. teaching at the vast majority of major universities is unrewarded or under-rewarded activity. In the USA, the persistence of lectures has led to higher education's being "Academically Adrift: Limited Learning on College Campuses" (Arum & Roksa, 2011). . ************************************************** . Monica Vesely (2011) initiated a thread (4 posts as of 29 Oct 2011 11:22-0700) on the STLHE-L Oct archives <http://bit.ly/rPoF3j> with a post "Some fundamental questions." Paola Borin (2011) responded [bracketed by lines "BBBBB. . . ."; my inserts as ". . . . [[insert]]. . . . .": . BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB . In answer to the question. . . .[[posed by Vesely (2011)]]. . . . about student attention: . '3. Instead of spending three or four hours in a row in the same room, is it preferable to move to a different room after a period of time? ' . One place to look is the book by Donald Bligh in "What's the use of Lectures?". . . . . .[[Bligh, 1998)]]. . . . . Quite a long time ago, Bligh looked at student attention over the duration of the class. Some very interesting work. See chapter 5, "Factors affecting student attention." One of my favourite books. Hopefully this link to Google books will work and give you a preview <http://bit.ly/vxUJSm>. . BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB . This set the stage for George MacDonald Ross' (2011) to call attention to his insightful essay "What's the Use of Lectures? - Forty Years On." In his STLHE-L post "Re: Some fundamental questions," Ross wrote: . "Members of the list might be interested in an article I have written commemorating the 40th anniversary of the publication of Donald Bligh's book. You can download it . . . .[[as 41 kB MS Word document at <http://bit.ly/rsHEFd>.]]. . . . . ." . In that article Ross' wrote [bracketed by lines "RRRRR. . . . . " . RRRRRRRRRRRRRRRRRRRRRRRRRRR . It is 40 years since the first publication of Donald Bligh's classic work 'What's the Use of Lectures?' (London, Bligh, 1971). It was a devastating critique, based on thorough empirical research, of the use of the lecture as the main method of teaching in higher education. It had been established that the only educational function lectures were capable of achieving was the transmission of factual information, and even then they were no better than other methods, and lecturers wildly overestimated the amount of information students were capable of remembering. . . . . . . . . . . . . . . . . . Among educationalists, it is established orthodoxy that. . . . .[[passive-student]]. . . . lecturing is the least effective way of transmitting knowledge, understanding, and intellectual techniques from teachers to students; and it is a striking measure of the marginalisation of educational researchers and developers that, on this issue at least, they have had virtually no influence on institutional structures or academic practice. . . . . . . . . . . . . The idea of a university which replaces listening to the reading of a text in a lecture by the reading of the text in printed form is known as a 'post-Gutenberg University' - an idea first mooted by Frank Lambert (1963). It is long overdue, and one of the tragedies of current university education is that we have abandoned the disputation, which really did force students to think independently and imaginatively, and retained the lecture, which has been redundant for half a millennium." . RRRRRRRRRRRRRRRRRRRRRRRRRRR . To which Martin Rosenzweig (2011) responded: "I would suggest that lecturing persists because: i) it is cost-effective - one lecturer many (paying) auditors. ii) it is how most lecturers were 'taught', a case of 'monkey see, monkey do'. iii) teaching at the vast majority of major universities is unrewarded or under-rewarded activity. . This is why a recent study here (USA). . . . .[["Academically Adrift: Limited Learning on College Campuses" (Arum & Roksa, 2011)]]. . . . . . .has shown that students acquire little education for their years spent at undergraduate institutions." Regarding "iii. teaching at the vast majority of major universities is unrewarded or under-rewarded activity" see "Changing the Culture of Science Education at Research Universities" (Anderson et al. (2011) at <http://bit.ly/eSLoCl>. . . . Richard Hake, Emeritus Professor of Physics, Indiana University Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands President, PEdants for Definitive Academic References which Recognize the Invention of the Internet (PEDARRII) <[log in to unmask]> <http://www.physics.indiana.edu/~hake> <http://www.physics.indiana.edu/~sdi> <http://HakesEdStuff.blogspot.com> <http://iub.academia.edu/RichardHake> . . , REFERENCES [All URL's shortened by <http://bit.ly/> and accessed on 29 Oct 2011.] . . . Anderson, W.A., U. Banerjee, C.L. Drennan, S.C.R. Elgin, I.R. Epstein, J. Handelsman, G.F. Hatfull, R. Losick, D.K. O'Dowd, B.M. Olivera, S.A. Strobel, G.C. Walker, I.M. Warner. 2011. "Changing the Culture of Science Education at Research Universities: Universities must better recognize, reward, and support the efforts of researchers who are also excellent and dedicated teachers," "Science", 14 January, 331(6014): 152-153: online as a 172 kB pdf at <http://bit.ly/eSLoCl>. See also Hake (2011b). . Arum, R. & J. Roksa. 2011. "Academically Adrift: Limited Learning on College Campuses." University of Chicago Press, publisher's information, including a synopsis and bio, are online at <http://bit.ly/gPYBHj>. Amazon.com information at <http://amzn.to/f1f45O>. See also Hake (2011b). . Bligh, D.A. 1998. "What's the Use of Lectures," 5th Edition from Intellect Books, publishers information at <http://bit.ly/w08hmR>. [The 1st edition evidently was evidently published in 1971]. An expurgated Google book preview of Bligh (1998) is online at <http://bit.ly/uu7BV3>. See also Bligh (1999, 2000a,b). For references to some of Bligh's work see Hake (2003; 2010b). In Hake (2010b) I reference the work of active-learning pioneer Lewis Elton (2004) <http://en.wikipedia.org/wiki/Lewis_Elton>. . Bligh, D.A. 1999. "Understanding Higher Education." Intellect Books, publishers information at <http://bit.ly/tpdQ6S>. . Bligh D.A. 2000a. "What's the Use of Lectures." Jossey-Bass. Amazon.com information at <http://amzn.to/uRo4zv>. Note the searchable "Look Inside" feature. CAUTION!! According to Bligh [as quoted in Hake (2003)] this U.S. Jossey-Bass edition is a severely eviscerated version of the British Intellect Books edition [Bligh (1998)]. Evidently all U.S. editions after 1998 have been or will be similarly degraded, presumably in order to increase sales to the primarily non-scientific educational establishment within the U.S. . Bligh, D.A. 2000b. "What is the Point in Discussion?" Intellect Books, publisher's information at <http://bit.ly/vxsM0F>. . Borin, P. 2011. "Re: Some fundamental questions," online on the OPEN! STLHE-L archives at <http://bit.ly/upfglZ>. 25 Oct 2011 12:43:20-0400 to STLHE-L. . Elton, L. 2004. "Could undergraduate physics teaching be better?" The Pantaneto Forum, Issue 16, October, online at <http://bit.ly/vmp8Ja>. . Hake, R.R. 2003. "Re: Should Education Research Be Like Medical Research?" online on the OPEN! POD archives at <http://bit.ly/u0MgSz>. Post of 4 Dec 2003 20:40:51-0800 to EvalTalk, Math-Learn, PhysLrnR, and POD. . Hake, R.R. 2010a. "Re: Confessions of a Converted Lecturer," online on the OPEN! AERA-L archives at <http://bit.ly/juDixO>. Post of 16 March 2010 to various discussion lists and is also online on my blog "Hake'sEdStuff" at <http://bit.ly/gXmkaT> with a provision for comments. . Hake, R.R. 2010b. "Re: Confessions of a Converted Lecturer #5," online on the OPEN! AERA-L archives at <http://bit.ly/ceFFrz>. Post of 21 Mar 2010 11:35:39-0700 to AERA-L, Net-Gold, and PBL. The abstract and link to the complete post were transmitted to several discussion lists and are on my blog "Hake'sEdStuff at <http://bit.ly/cCOEJ8> with a provision for comments. See also Hake (2010a). . Hake, R.R. 2011a. Invited talk, "Should the Culture of University Science Education Be Changed" Southern California Section of the AAPT, 14 May 2011, Pierce College, Woodland Hills, CA; online as a 3.2 MB pdf at <http://bit.ly/iegznz> and as reference #63 at <http://bit.ly/b2UsK6>. The abstract and link to the complete post are on my blog "Hake'sEdStuff" at <http://bit.ly/lCyN97> with a provision for comments. . Hake, R.R. 2011b. "Academically Adrift?" online on the OPEN! AERA-L archives at <http://bit.ly/gwJD0W>. Post of 29 Jan 2011 10:00:09-0800 to AERA-L and Net-Gold. The abstract and link to the complete post were transmitted to various discussion lists are also online on my blog "Hake'sEdStuff" at <http://bit.ly/hVYzHI> with a provision for comments. . Lambert, F. 1963. "My discovery of the Gutenberg Method, " Journal of Chemical Education 40: 173-174; online at <http://bit.ly/hLMElH>, scroll down about half-way to the end. The first part of <http://bit.ly/hLMElH> is the hilarious classic "The Lecture System in Teaching Science by the late Robert T. Morrison <http://bit.ly/v45YhY> who wrote "Frank [Lambert] became my guru. I still mentally bow toward the west when this subject comes up." . Ross, G.M. 2005. "How I Teach Kant", online as a 98 kB MS Word document at <http://bit.ly/uZ9K2o>. . Ross, G.M. 2011a. "Re: Some fundamental questions," online on the OPEN! STLHE-L archives at <http://bit.ly/rsySIF>. Post of 27 Oct 2011 18:15:28 +0100 to STLHE-L. . Ross, G.M. 2011b. "What's the Use of Lectures? - Forty Years On," online as a 41 kB MS Word document at <http://bit.ly/rsHEFd>. The first two sentences are: "It is 40 years since the first publication of Donald Bligh's classic work 'What's the Use of Lectures?' (London, Bligh, 1971). It was a devastating critique, based on thorough empirical research, of the use of the lecture as the main method of teaching in higher education. It had been established that the only educational function lectures were capable of achieving was the transmission of factual information, and even then they were no better than other methods, and lecturers wildly overestimated the amount of information students were capable of remembering." . Ross, G.M. 2011c. "PS on lectures," online on the OPEN! STLHE-L archives at <http://bit.ly/sqCHZQ>. Post of 28 Oct 2011 09:45:46 +0100 to STLHE-L. Here Ross indicates that his teaching methods are set forth in "How I Teach Kant" [Ross (2005)]. . Rosenzweig, M. 2011. "Re: PS on lectures" online on the OPEN! :-) STLHE-L archives at <http://bit.ly/ujjbDm>. Post of 28 Oct 2011 08:31:52-0400 to STLHE-L. . Vesely, M. 2011. "Some fundamental questions," online on the OPEN! :-)STLHE-L archives at <http://bit.ly/rTXFWC>. 25 Oct 2011 16:15:21 +0000 to STLHE-L. . .