Putting together a single Storify that adequately represents the breadth of subject matter covered and participation while still remaining relatively readable proved to be an impossible task. Consequently, I've put together two installments. Deferring until the next installment Sean's question about the use of video lectures and broadcast education in MOOCs, I would like to focus here on those contributions related to the other questions Sean's
***What do you see as the
difference between content-delivery and learning? Is there a use for
content-delivery in a static classroom environment, or is this a misuse
of educational technology?
is the implicit pedagogical stance behind “canned” lecture? How does
this stance differ depending on the use of that lecture -- in flipped
classrooms, MOOCs [shh, not now!], hybrid learning environments, etc.?
you were to create a video lecture yourself, one that would be
broadcast in a learning environment to an unknown number of students.
What considerations would play a part in the creation of that video? How
would you make your video lecture engaging?
***We’ve mentioned Udacity
and RSA Animate
’s video work; but what examples of this technology have you seen, good and bad?
do you see as the threats video lectures -- and other forms of
content-delivery pedagogy -- pose; likewise, what do you see as their
advantages and their potential?
We began the discussion by asking participants to describe and try to explain their visceral reactions to the video lecture as an educational medium. As might be expected in a crowd of critical pedagogues, doubts about the form quickly rose to the surface.