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Chaos and calm in the lecture theatre: Transforming the lecture by creating and sustaining interactivity at scale part 2
In part 1 of this blog post, I looked at the debates surrounding the epistemological efficacy of the lecture, in the context of the economic, logistical and scale benefits that they generate for higher education institutions. In this second part, I will further explore the rationales for moving away from the lecture as a mode,…
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Chaos and calm in the lecture theatre: Transforming the lecture by creating and sustaining interactivity at scale part 1
The use of lectures has been a long debated practice in the design of teaching and learning in higher education, despite its relatively ubiquitous status as the at-scale pedagogy de rigueur for most institutions (see Webster, 2015; Gibbs, 1982; and Nordmann et al., 2021 for some examples). Successive waves of trendy and often transient pedagogical…
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At Scale Immersive Learning ‘Events’
There is growing consensus that didactic lectures are primarily a thing of the past and more active and collaborative delivery methods provide deeper and long lasting learning. In this blog post, Peter Bryant (Jan, 2022) details the causes and effects of magnification and multiplication in higher education. Bryant describes solutions such as Connected Learning as…
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Learning Design, Student Choice
How to design engaging online environments where students choose activities and their own path through learning? This is what our team set out to discover, well before COVID-19 and lockdown hit higher education. If you’ve used Canvas before, you’ll know that it is structured in a modular, sequential way. That structure is sometimes limiting. Students rarely start at the same point and progress in a linear way from learning outcomes to a teacher-defined…
