Large Lectures Are Going the Way of the Blackboard (MIT)

http://www.nytimes.com/2009/01/13/us/13physics.html?_r=1&pagewanted=all

I chanced upon this article while browsing the IVLE forum today.
To summarise things,
the article touched on MIT's teaching method.
It replaced the traditional large introductory lecture with smaller classes that emphasize hands-on, interactive, collaborative learning,
by using walls are covered with white boards and huge display screens coupled with a team of teaching assistants and a professor.
Brief presentations of general principles and students are required work out related concepts in small groups.

(sounds like what Alfred is trying to get us to do everytime after lecture; break into small groups and work on a mini assignment.)

The new approach at M.I.T. is known by its acronym, TEAL, for Technology Enhanced Active Learning.

One advantage noted is thatteachers can gauge the level of understanding in the room by throwing out a series of multiple-choice questions and getting the answers instantly. the educator can then adjust, slowing down or engaging students in guided discussions of their answers, as needed.

I pretty much like this paragraph in the article by Professor Mazur:

“Just as you can’t become a marathon runner by watching marathons on TV,” Professor Mazur said, “likewise for science, you have to go through the thought processes of doing science and not just watch your instructor do it.”

One of the reason in implementing TEAL is because of the drop in attendace for lectures.
For the TEAL programme, students are "forced" to attend to class because attendance counts toward the final grade.
This brings us back to the lecture on one of the learning theories - Behaviourism.
Students' attendance increased after the implementation of the reward/punishment system.
This also relates to the affective domain of learning where students go to classes for the fear that not attending the lessons will result in a reduction in their grades.

The article also mentioned the two other learnign theories, namely Cognitivism and the Socio-cultural approach.

The yellow quote above implied that students needs to generate thoughts and process the thingss taught during lecture.
Hence, hands-on learning is required to stimulate the thought process so that students are able to link and put the theory into use.
This corresponds to the Cognitivism theory.

The article also stated that teachers and students conduct experiments together. Conferring with tablemates, calling out questions and jumping up to write formulas on the white boards are all encouraged.
This shows the socio-cultural approach in TEAL
I think that this is also part of the pschyomotor domain of learning where students actually physically get drilled on the questions.

I realised that e-learning does not necessary mean that learnign have to take place in a virtual enviroment.
It doesn't mean that each student have a computer in front of them and isolated.
This article taught me that e-learning can also take place in a classroom where you physically see your tutors and classmates! (this is also known as blended learning)
It's just that educational IT tools are used to aid effective learning.
(I think I'm stupid. I am supposed to have known this long ago, isn't it!?!?!)


I think i'm starting to link all the concepts for the modules. :)
this is a good start, i suppose!

please correct me if I'm wrong.

week 6: lecture on domains of learning and writing learning objectives

In this lecture,

we learnt about the 3 different domains of learning.

1. the cognitive (to increase one's knowledge)

2. the affective (feelings and attitudes to change attitude)

3. psychomotor (the actual doing: physical skills)

We also learnt that goals must be specific instead of vague/fuzzy.

attitudes and ideologies tend not be stated as goal objectives because there is no way to measure attitudes, neither is there any benchmark for such objectives.

There are 7 levels of cognitive outcomes,

namely knowledge, comprehension, application, analysis. synthesis and evaluation.

(these ranges from the lowest to the highest level of cognitivism)

There are 5 levels of affective outcomes,

ranging from receiving, responding, valuing, organising and characterising.

Lastly, the outcomes for psychomotor learning.

It comprises of perception, set, guided responses, mechanism and complex overt response.

Action verbs are often used to describe these affective outcomes.

But very often, psychomotor learning activities cannot be held through e-learning due to the limited user movements.

week 6: tutorial assignment (reflections on 3 face concept)

The Need assessment can be used when

1. there is a problem

2. there is something new to be learnt

3. when one wants to evaluate programs to assess if goals and reality are congruent

The 3-Face model which is multi-leveled, 

includes the problem model, discrepancy model and the innovation model.

There are many steps that are inclusive of these models which are part of the 3-Face model.

For problem model, ultimately it boils down to if instruction for desired performance is offered. 

If no, then one proceed to the  innovation model to create new appropriate goals.

If yes, then one moves on to the discrepancy model to determine and try to bridge the performance gap between the reality and the ideal.

I personally think that the model is a complication of an actually very common sensical way of dealing and solving problems.

As a rule of thumb, problems are often solved by analysing the problem

(which mostly is because of the discrepancy between what's ideal and what's actually happening).

if the solution is already in place but is not working well,

one will then try to come out with new ways and means to try to fix the problem.

however, the 3-face model tries to inject too many points and information,

and therefore result in overcrowding of information,

making it harder to comprehend and understand.

the 3-face model (the problem model) begins with a rather incomprehensible sentence: is cause learning? (which, up to now i don't quite get it actually)

Yet the model, when explained by Mr Alfred and Jodie,

is fairly understandable.

week 6: tutorial assignment (learning design)

the original learning design:

the new learning design we did during tutorial:

week 5 - the pictorial

we were asked to draw a learning model using the symbols taught in lecture.
triangle : resources
square: task
circle: supports
so my team brainstormed on the national Budget 2009.

come to think about it,
i agree with what Elmie commented.
He said that brochures and public service announcements should be drawn as resources.
Alfred, during lecture, also mentioned that supports come in forms of feedback.

and now i'm starting to wonder if supports not the intended part of the programme,
which means that it comes in forms of responses...


hmm.
guess i will have to read up more on this!