Tag: lecturing

Podcasting Killed the Lecturing Star

The first video ever played on MTV, back when MTV played music videos most of the time, was the one-hit wonder “Video Killed the Radio Star” by The Buggles. A lament about how new technology ended the career of a singer who was well-adapted to the production standards and genre constraints of an earlier era, the song recounts an irreversible process:

In my mind and in my car
We can’t rewind we’ve gone too far
Pictures came and broke your heart
Put the blame on VTR

Maybe this rings a faint bell for some of you. In any case, for a quick refresher, you can watch the whole thing here.

The great irony of MTV using this to launch an entirely new avenue for experiencing music (music videos weren’t new in 1981, but the idea of a basic cable channel that showed basically nothing but such videos was quite new) is that it took The Buggles’ tragic tale and drew from it, at least by implication, a silver lining: the end of the radio era was the condition of possibility for the video era, and the experience of music was thereby enhanced and transformed. Radio stars might die, but music would survive and thrive.

As I read the discussion thread that unfolded underneath my brief pedagogical query from a few weeks ago, and kept composing replies in my head that I couldn’t make the time for amidst the chaos of the opening week of the semester (and no, APSA had nothing to do with it, since I don’t go to APSA these days…but that’s material for another post entirely), I kept coming back to the thought that there was something of the sentiment of this song in many of the replies, and something of MTV’s ironic deployment of the song in my reaction. I would submit that podcasting has killed the lecturing star already, although news of that death has yet to reach all corners of the academy. Large live lecturing, like churning one’s own butter or properly loading a flintlock musket, is a historical curiosity, perhaps something one might expect to see in museums or at Renaissance Festivals being practiced as a hobby, but not in the heart of a university. But this death of the lecturer is also an opportunity for teaching, much as MTV was an opportunity for music — not wholly positive, not wholly negative, but different. And ignoring that difference, which we can keep doing in the academy for a while because of our tenuous-but-still-extant-in-many-quarters isolation from broader socioeconomic trends, is not a strategy for continuing to educate the students who keep filling up our classrooms and our campuses. Continue reading

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Are our courses easier than sleeping?

Yes. Your students have less observable brain activity during
lecture than when they’re asleep.

Updated for the humorless. See postscript below.

A new paper in IEEE Transactions in Biomedical Engineering suggests so:

Long-term assessment of EDA [a measure of nervous system activity] revealed interesting trends in the participant’s sympathetic modulation over a week-long period. Intervals of elevated EDA frequently corresponded to times when the participant was studying, doing homework, or taking an exam. This is possibly due to the increased cognitive stress associated with these activities. The characteristic peaks occurring during sleep have been associated with slow-wave sleep [40] and remain a subject for future studies.

What’s telling, by the way, is that coursework did not increase cognitive stress. (Via.)

So what does this mean for our classes? Well, it means that we now have Science (granted, n = 1) to back up our intuition that lecturing is a terribly inefficient way of conveying information.

What is to be done? It’s time to scrap the lecture.

I’ve been a convert to anti-lecturing for a while, but Eric Mazur helped me put intellectual muscle on a skeleton that I’d gotten from reading Ken Bain’s What the Best College Teachers Do.

The basic idea is straightforward: Any communication that requires passive acceptance of the material by the student is bad. The idea is to generate active engagement on the student’s part with the material–whether by asking questions, generating discussion, or, from time to time, coercing (gently!) participation.

Easy in seminar. Hard in lecture. But technology–especially in-class clickers (as publicized here by Professor Matt Carnes of Georgetown and probably by a colleague or a mentor in your department; see also the first pages of Brad DeLong’s intro lecture) allows for scalable participation much more easily.

Lectures are more a ritual and a convenience than a pedagogical tool. But in the absence of tutorials and seminars for all, we should at least make them more challenging than napping.

Postscript: I should have learned by now that there is no joke so obvious that some pedant won’t get it. The paper I linked to, the post I linked to, and this post that I wrote all made it clear to varying degrees that we understand that (a) this is not a perfect or even a good measure of cognitive effort and (b) that this is a very small (“n=1″!) sample. So, thanks to the Twitterers who pointed out that this is not Science!!!!1!.

Mazur’s lecture (cheap irony alert) is both long and well worth the time. I suggest that the truly interested take the time to watch it. This post, after all, was nothing more than an excuse to link to it.

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