28 September 2008
But I'm still not entirely convinced they aren't missing something from the corporate experience of attending the lecture... I'm looking at ways of pod-casting my stuff at the moment (CamStudio free version looks like the best way of capturing slides for webcasting, by the way--unless you know better!) but it's not the technical stuff which gets in the way, it's the question of how much of the unmediated experience can be shared, and if so how. I suppose it is analogous to adapting a novel for film or TV.
The so-called "nature-nurture" debate crops up in all kinds of courses and teaching discussions so the video is a useful resource. Pinker presents the issues well, of course, and is interesting on the passions engendered. The best popular treatment in print is still, I think, Ridley (2004) Nature Via Nurture: Genes, Experience and What Makes Us Human London; HarperPerennial.
27 September 2008
If you want to check out your own views in relation to others, the site Haidt referred to was www.yourmorals.org.
From a slightly different perspective you might also be interested in http://www.politicalcompass.org/.
26 September 2008
23 September 2008
So why don't we tell more stories when we are teaching?
See also this blog post (the promised page is here)
22 September 2008
It's a central question in professionally/vocational curriculum areas. It beset our degree in "Educational Studies" for years and probably still does. It was not accredited as a teaching qualification in its own right, but it found little to say about education. (Sadly; there was so much which could have been said but wasn't.)
The linked article is about a professor who has taken the for approach to teaching philosophy;
Do you share the article author's admiration for this approach?
Jolley says he thinks of his relationships with his students less as teacher-student than as master-apprentice. His goal, as he sees it, isn’t to teach students about philosophy; it is to show them what it means to think philosophically, to actually be a philosopher. When the approach works, the effect can be significant. Several years ago, a student named Zack Loveless wandered into one of Jolley’s classes and very nearly dropped it after the first day. “I was expecting a survey course, and in walks this big scary guy, using words I’d never heard before, talking about Hume as background for Kant, telling us how hard the class was going to be,” Loveless told me.
Loveless, ... is now getting a Ph.D. in philosophy at the University of Chicago. He describes Jolley as more of a collaborator than a professor; rather than answer his questions, Loveless said, Jolley tried to work through philosophical problems with him.
17 September 2008
- "Those and other trials by Nielsen amount to an important research project that helps explain one of the great disappointments of education in our time. I mean the huge investment schools have made in technology, and the meager returns such funds have earned. Ever since the Telecommunications Act of 1996, money has poured into public-school classrooms. At the same time, colleges have raced to out-technologize one another. But while enthusiasm swells, e-bills are passed, smart classrooms multiply, and students cheer — the results keep coming back negative. When the Texas Education Agency evaluated its Technology Immersion Pilot, a $14-million program to install wireless tools in middle schools, the conclusion was unequivocal: "There were no statistically significant effects of immersion in the first year on either reading or mathematics achievement." When University of Chicago economists evaluated California schools before and after federal technology subsidies (the E-Rate program) had granted 30 percent more schools in the state Internet access, they determined that "the additional investments in technology generated by E-Rate had no immediate impact on measured student outcomes." In March 2007, the National Center for Education Evaluation and Regional Assistance evaluated 16 award-winning education technologies and found that "test scores were not significantly higher in classrooms using selected reading and mathematics software products." Last spring a New York State school district decided to drop its laptop program after years of offering it. The school-board president announced why: "After seven years, there was literally no evidence it had any impact on student achievement — none."
16 September 2008
The magic of face-to-face teaching
The spark that tingled to my bones
but... I have to admit that "passion" is not a term which attaches readily to teaching about COSHH (Control of Substances Hazardous to Health)
The argument is not about education versus training per se but about the re-instatement of "education" as a legitimate discourse.