The Learning Paradigm also opens up the truly inspiring goal that each graduating class learns more thanthe previous graduating class
This seems to assume that different classes of learners are homogeneous. The ability to take "what works" for the class of 2017 and build upon it for the class of 2018 presupposes that the two classes have roughly the same learning needs and challenges. Not sure if that's safe to assume.
Work, not learning, is the burden that should be eradicated.
Is attending a lecture the same thing as learning? Can't people learn in other ways that allow them to do other things?
This support is thinning; eroding the legitimacy of lecturing makes it thinner still.
Why? Can't critiques of lecture be based on simple effective pedagogy?
Critics frequently complain that lectures’ fixity makes it difficult for students to work.
Critics such as....?
they do require attendees to get dressed, leave the house, and participate
Do lectures actually require participation?
typically lectures are the only occasion for the entire group to convene physically. Remove the impetus to gather — either by insinuating that recorded lectures are just as effective or by making the lecture optional — and the benefits of community disappear.
Recorded lectures ARE just as effective for conveying information.
If community is built by activity, then wouldn't recording lectures to be digested beforehand and then creating space in the class for more activity, lead to more community?
Classrooms are communities
What does it take to create a community? Doesn't it take interaction and collaboration? Is gathering in a room three times a week sufficient for community?
The regular timing of lectures contributes to their sociality
In what way? And doesn't the same thing happen to an active classroom that meets at regular intervals?
This simple routine can head off lonelieness and despondency, two triggers and intensifiers of depression
Wishful thinking
dismissing the value of attending lectures
What is the point being addressed here: The replacement of lectures with active learning, or people telling students they don't have to attend lectures?
responding to their audience’s nonverbal cues. Far from being one-sided, lectures are a social occasion.
"Are" is not the same as "can be"
While speaking to students and gauging their reactions, lecturers come to new conclusions, incorporate them into the lecture, and refine their argument
How does a lecturer "gauge reactions"? And how can a lecturer be sure that the "gauging" is trustworthy?
Isn't this "gauging" process just the same as waiting for students to respond or raise their hands? If so, what about the students who are talkative but not insightful or the students who are insightful but not talkative? How can the lecturer be sure that s/he is incorporating accurate feedback into the argument (assuming one is acually being made)?
How does a lecturer come to new conclusions based on speaking and "gauging"? Does this incorporation and refinement really happen?
The attack on lectures ultimately participates in neoliberalism’s desire to restructure our lives in the image of just-in-time logistics.
Evidence? Or even just an argument?
The best lectures draw on careful preparation as well as spontaneous revelation
What about the lectures that are in the lower 96% of the Bell curve?
Rather, giving a lecture forces instructors to communicate their knowledge through argument in real time.
This is wishful thinking.
This is a test of a page annotation on an offline webpage
In Python, as well as in any other object-oriented programming language, we define a class to be a description of what the data look like (the state) and what the data can do (the behavior). Classes are analogous to abstract data types because a user of a class only sees the state and behavior of a data item. Data items are called objects in the object-oriented paradigm. An object is an instance of a class.
Class = General description of form and functions of data. Object = A member or instance of a class.
flipping the classroom, rather than on how to give a traditional college lecture.
Here it begins to fall apart.
Even though I was eventually offered the position, I was keenly aware that, despite interviewing for a job in which I’d have to stand in front of students day after day, I’d never been trained in giving a lecture—and it showed.But that lack of training is not unusual; it’s the norm
So far so good. We do need to give grad students better training in teaching. Or any training.
Should Colleges Really Eliminate the College Lecture?
Nobody is suggesting this. Clickbait.
I always found it incredible. He would start with some problem, and fill up pages with calculations. And at the end of it, he would actually get the right answer! But he usually wasn’t satisfied with that. Once he’d gotten the answer, he’d go back and try to figure out why it was obvious. And often he’d come up with one of those classic Feynman straightforward-sounding explanations. And he’d never tell people about all the calculations behind it. Sometimes it was kind of a game for him: having people be flabbergasted by his seemingly instant physical intuition, not knowing that really it was based on some long, hard calculation he’d done.
Straightforward intuition isn't just intuition.