14 Nov 2010 ............... Length about 500 words (5,000 bytes).
(Document started on 23 Aug 2010.)
This is a WWW document maintained by
Steve Draper, installed at http://www.psy.gla.ac.uk/~steve/talks/troles2.html.
You may copy it.
How to refer to it.
Web site logical path:
Does teaching skill matter?
Does teaching skill matter in HE? A search for common lessons, and a
selection of big and surprising effects in teaching innovations
Date/time: 4pm Friday 12 Nov 2010
Top floor (level 5),
Sir Alwyn Williams Building (Computing Science)
How to get there:
School of Psychology,
University of Glasgow.
Short page on the 3 roles of teaching
They say that 10% of the code in a typical program accounts for 90% of the
execution time, so there will be little benefit from applying optimisations in
most places: you need to focus on that 10% of the code where it will make a
big difference. In HE, the question is: what kinds of improvements in what
university teachers do actually make a large impact in learning outcomes?
I will review a few of the biggest impacts recorded in the literature. A
preliminary categorisation, I will argue, suggests that delivery skill has
little impact, improved learning activities can have a major impact (e.g.
Mazur nearly tripled the amount first year MIT students learned on his course
by changing what they did in his lectures from listening to peer discussion),
but the single largest published gain I have found (something like a 26,000
fold speed up in learning) involved the better articulation of the hidden
"content": identifying and making explicit what it was that learners had to
learn. Academics are full of defensive arguments for why this is bad: ("just
spoon-feeding", "they just lack the aptitude to read my mind and do what I
do", ....) Is it my imagination, or do these arguments resemble those used to
defend a failure to improve the user interface ("I only want technically
competent, intelligent people to use my wonderful software ...", "It's my job
to create this leading edge functionality, it's someone else's problem to make
it accessible to the riff-raff", ...)?
My answer then is that what teachers do sometimes makes a huge difference
to learning in HE, but that delivery probably doesn't.
There is no need to book: just turn up.
Organised by Leif Azzopardi; Computing Science.
Web site logical path:
[Top of this page]