Author of machiavelli.net, proud father of three, interested in shaping network society. Welcome to my blog.multi-channel teaching
what if you could get the attention of your students not only in the 1h 30 min of class, but during their idle-time, by twittering, blogging, facebook, etc. The debate in the class room should be more sophisticated (that is the assumption). What do you think?
Only once you reach a level where more than just a tiny fraction of your class is open to this, I’m afraid. But I’m in :)
Only once you reach a level where more than just a tiny fraction of your class is open to this, I’m afraid. But I’m in :)
I think it depends on the quantity of students being involved in the online part. If there aren’t too many people online, class might be difficult for both the ones who are online and those who merely are, or aren’t. Also there is a chance, that the subject of the class taught may have an influence on chance of getting online. Some problems/subjects are more or less linked to anything labeled “2.0” which requires some familiarity with the web. A course called network politics will more likely get work online, than for example french drama in the 17. century.
I think it depends on the quantity of students being involved in the online part. If there aren’t too many people online, class might be difficult for both the ones who are online and those who merely are, or aren’t. Also there is a chance, that the subject of the class taught may have an influence on chance of getting online. Some problems/subjects are more or less linked to anything labeled “2.0” which requires some familiarity with the web. A course called network politics will more likely get work online, than for example french drama in the 17. century.
I think Professors and teachers generally tend to overestimate their influence on students:
Their role is important, sure. But the most important factor for any program are the students themselve (the peers). So how will they use the new possibilities? Maybe like this:
http://www.youtube.com/watch?v=P9dpTTpjymE
I think Professors and teachers generally tend to overestimate their influence on students:
Their role is important, sure. But the most important factor for any program are the students themselve (the peers). So how will they use the new possibilities? Maybe like this:
http://www.youtube.com/watch?v=P9dpTTpjymE
I guess it works better at universities with American-style teaching, e.g. where you have only 4 classes a week and you are really into their topics. But having about 15 classes here in Erfurt I would not like to be talked to by 15 professors every time I go online.
But on the other site – it’s cool if you realize that the issue which is dealt with in university is present in real life, for example if you — stumble upon — sth and then you can share it with your colleagues.
I think it is the same with everything – just depends on the measure: how often are you confronted with the topic, how often with the same aspects of it and so on.
But in this case – the upcoming of a new world, it is really good to be remembered that it is present everywhere and which new developments have been since the last class – and it makes you believe in it even more :-)
I guess it works better at universities with American-style teaching, e.g. where you have only 4 classes a week and you are really into their topics. But having about 15 classes here in Erfurt I would not like to be talked to by 15 professors every time I go online.
But on the other site – it’s cool if you realize that the issue which is dealt with in university is present in real life, for example if you — stumble upon — sth and then you can share it with your colleagues.
I think it is the same with everything – just depends on the measure: how often are you confronted with the topic, how often with the same aspects of it and so on.
But in this case – the upcoming of a new world, it is really good to be remembered that it is present everywhere and which new developments have been since the last class – and it makes you believe in it even more :-)
This seems to be in a few other professors’ minds!
What if…
Not only the classroom changes but the entire knowledge management/creation structure of universities?
Taylor, in the article below, not only suggests expanding traditional format of class and assignments, but also suggests re-imagining our university departments. From the boring, old “Political Science Department” to maleable zones of inquiry around topics such as Networks or Water.
Mark Taylor is the chairman of the religion department in Columbia.
IHis article has been on the “Most Popular” window of the NY Times for a couple of days.
http://rss.wunderground.com/auto/rss_full/NY/New_York.xml?units=english
This seems to be in a few other professors’ minds!
What if…
Not only the classroom changes but the entire knowledge management/creation structure of universities?
Taylor, in the article below, not only suggests expanding traditional format of class and assignments, but also suggests re-imagining our university departments. From the boring, old “Political Science Department” to maleable zones of inquiry around topics such as Networks or Water.
Mark Taylor is the chairman of the religion department in Columbia.
IHis article has been on the “Most Popular” window of the NY Times for a couple of days.
http://rss.wunderground.com/auto/rss_full/NY/New_York.xml?units=english
great comments! I agree
– professors should not overstate their impact!
– 15 classes is a lot! Question is how to filter?
– Zones of inquiry seems to make sense – but do we need to learn disciplinary thinking before?
great comments! I agree
– professors should not overstate their impact!
– 15 classes is a lot! Question is how to filter?
– Zones of inquiry seems to make sense – but do we need to learn disciplinary thinking before?
You overestimate the relative motivation for continued interest into the matter after 90 min of teaching. Furthermore, people can process only so much information. Finally, what about equality. Will those students following you have a competitive advantage (access to information that could be part of an exam) over others.
You overestimate the relative motivation for continued interest into the matter after 90 min of teaching. Furthermore, people can process only so much information. Finally, what about equality. Will those students following you have a competitive advantage (access to information that could be part of an exam) over others.