Mr. Hibbs want to continue the discussion of his silver bullet: the distribution of the text of a "lecture" beforehand, presumably by email.
(I assume that "text" means the written word, and not a camera and streaming video distributing the oral performance.) Much of what I have to say on this matter is in my message of 2/.17/05: I would be happy to send that to anyone who asks. The advice stems from a widely shared belief that the "lecture" is invariably the reading of a script prepared in advance by the instructor, and thus available for early reproduction and distribution. It also suggests that such lectures are the organizing medium of the course. As I indicated, the suggestion is an old one: the proposal that such lectures be distributed in advance of delivery has been made with the arrival of each new technology: Indeed, many "text"books are compilations of such lectures. In an important sense, then, Chapter 1 of the sociology textbook is the first lecture of the sociology course, and it is available in advance to those students who agree to buy the textbook. The scripted lecture by the professor is probably more common in the elite colleges, where teacher-scholars are often presenting ;their latest findings, often not yet available elsewhere. What is often called a lecture is improvised in performance by the instructor, perhaps using a few notes on an envelope, and modified in delivery as he or she picks up cues of understanding or misunderstanding from student body language, or hands raised asking for clarification. Mr. Hibbs reminds us that the new tools open up new possibilities for learning. Yes indeed. The rate at which the academy--the "robes," in Mr. Hibbs' parlance--isexploring and experimenting with these new tools represents a remarkable awareness of their potential. Potential, I might add, for harm as well as good. The difficulty that nonacademics have in having their proposals taken seriously is not largely professional imperialism, although there is some of that. The outsider--the business man or woman, for example--does not know the culture of teaching and learning from first hand immersion in it as a teacher-scholar, and like many outsiders brings a set of values and assumptions to the process that clash with the values and assumptions of the natives. The business person, for examples, wants the "robes" to talk of "marketing," and "productivity," and "efficiency," and "accountability," and in his pursuit of these values finds a marginal issue--say the distribution of the text of lectures in advance--and tries to get such panaceas on the agenda. And when the "robe" shrugs off such suggestions the reaction is labeled "resistance to change." Steve Eskow [EMAIL PROTECTED] ----- Original Message ----- From: "John Hibbs" <[EMAIL PROTECTED]> To: "Steve Eskow" <[EMAIL PROTECTED]>; "The Digital Divide Network discussion group" <[EMAIL PROTECTED]> Sent: Tuesday, March 01, 2005 9:12 AM Subject: Re: [DDN] Yale "Global Flow of Information" Conference - Apr.1-3, 2005 > Dr. Eskow: Are you saying that reviewing the text of the proposed > lecture - or keynote speech - in advance of same is a bad idea? > Are you also saying that in today's college (100) classes it is NOT > common that there is little or no Question and Answer by the students > of the person at the lectern? > > If on the second question, you disagree, I encourage you to visit > Eugene and see what I have frequently seen here on the Oregon campus. > > As to the first question, if you are opposed to the idea of students > or conference attendees reviewing the materials in advance, then > perhaps you could delineate supporting arguments why this is a bad > idea? > > Please try to be direct and on-point. None of us need a reminder > there are no silver bullets --- Most of us, even outside of the robed > world, gave up on silver bullets at about age 12. > > However, we do happen to believe that the new tools offer new > opportunities; and these should not be easily or quickly disregarded > just because they come from people who don't wear robes and headgear > of high distinction. > > At 9:44 AM -0800 2/8/05, Steve Eskow wrote: > >Mr. Hibbs is apparently confused by my gender as well as by the dynamics of > >good instruction: > > > >"perhaps the lady doth protest too much?>> > > > >He asked: and answered his own question: > > > ><<> ><<Would the students (attendees) have learned more if they had > >> >listened, in advance, to the lecture at a time convenient to them? Or > >> >if they had read the text commentary and looked at the links provided > > > >- all well in advance of the physical meeting place?>> > > _______________________________________________ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
