An interesting list of reasons from The Guardian (15 May 2014) of the 10 reasons why face-to-face lectures just don’t work:<\/p>\n
1. Babylonian hour <\/strong> 2. Passive observers<\/strong> 3. Attention fall-off<\/strong> 4. Note-taking<\/strong> 5. Disabilities <\/strong> 6. One bite at the cherry<\/strong> 7. Cognitive overload<\/strong> 8. Tyranny of location<\/strong> 9. Tyranny of time <\/strong> 10. Poor presentation<\/strong> The solution to these problems, according to The Guardian?\u00a0 Recorded Lectures.<\/p>\n The article suggests recorded lectures are a win-win, benefiting both students and lecturers.<\/p>\n For more information on BU’s tool for recording lectures, have a look at the Panopto page<\/a> in the TEL Toolkit.<\/p>\n Source: https:\/\/www.theguardian.com\/higher-education-network\/blog\/2014\/may\/15\/ten-reasons-we-should-ditch-university-lectures<\/span><\/p>\n","protected":false},"excerpt":{"rendered":" An interesting list of reasons from The Guardian (15 May 2014) of the 10 reasons why face-to-face lectures just don’t work: 1. Babylonian hour We only have hours because of the Babylonian base-60 number system, which first appeared around 3100 BC. But it has nothing to do with the psychology of learning. 2. Passive observers… Read more » about 10 reasons why lectures do not work<\/span><\/a><\/p>\n","protected":false},"author":486,"featured_media":2060,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[26],"tags":[70,431,154],"class_list":["post-4655","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-tel","tag-pedagogy","tag-student-engagement","tag-tel-panopto"],"acf":[],"_links":{"self":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/4655","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/users\/486"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/comments?post=4655"}],"version-history":[{"count":1,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/4655\/revisions"}],"predecessor-version":[{"id":4656,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/4655\/revisions\/4656"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media\/2060"}],"wp:attachment":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media?parent=4655"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/categories?post=4655"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/tags?post=4655"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nWe only have hours because of the Babylonian base-60 number system, which first appeared around 3100 BC. But it has nothing to do with the psychology of learning.<\/p>\n
\nLectures without engagement with the audience turn students into passive observers. Research shows that participation increases learning, yet few lecturers do this.<\/p>\n
\nOur ability to retain information falls off badly after 10-20 minutes. In one study<\/a>, the simple insertion of three “two-minute pauses” led to a difference of two letter grades in a short- and long-term recall test.<\/p>\n
\nLectures rely on students taking notes, yet note-taking is seldom taught, which massively reduces the effectiveness of the lecture.<\/p>\n
\nEven slight disabilities in listening, language or motor skills can make lectures ineffective, as it is difficult to focus, discriminate and note-take quickly enough.<\/p>\n
\nIf something is not understood on first exposure, there is no opportunity to pause, reflect or seek clarification. This approach contradicts all that we know about the psychology of learning.<\/p>\n
\nLecturers load up talks with too much detail, with the result that students cannot process all the information properly.<\/p>\n
\nStudents have to go to a specific place to hear a lecture. This wastes huge amounts of time, especially if they live far away from campus.<\/p>\n
\nStudents have to turn up at a specific time to hear a lecture.<\/p>\n
\nMany lecturers have neither the personality nor skills to hold the audience’s attention.<\/p>\n