πŸ’¬ Explicit education

Replied to Explicit education (David White)

The point being, that unless these strategies are explicitly stated, students are likely to make assumptions about the reasons why the recordings exist and how they might be used (usually based on not being able to attend lectures rather than on more positive, long-term, learning strategies). When highlighting the need to be explicit about the use of recordings Nordmann asked if we ever explain to students what the value of attending lectures face-to-face is – or do we simply assume it’s obvious?

This facinanted me because I suspect we say it’s important to attend, but might not explain why it’s important to attend in terms of learning strategies. I work at a university where there are no marks awarded for attendance (or, let’s be honest, no marks removed for not attending) so if it’s not clear what the value of attending is in terms of learning, why would you? Information is now abundant and if there is a recording, what’s the point of being there β€˜live’?

David, your discussion of assumed ideas about university reminds me of a post from Robert Manne reflecting on the changes he experience during his time, with lectures a part of this.

I was also left thinking about a recent post from Sam Sherratt on having a clear why before the what.

4 responses on “πŸ’¬ Explicit education”

Leave a Reply

Your email address will not be published. Required fields are marked *