Comments on: Notes: The Constructive Alignment of Educational Technology and Cognitive Neuroscience http://laurenpressley.com/library/2008/08/notes-the-constructive-alignment-of-educational-technology-and-cognitive-neuroscience/ reading, thinking, and experimenting with the future of libraries, education, and information Mon, 15 Mar 2010 18:16:41 -0400 http://wordpress.org/?v=2.8.6 hourly 1 By: lauren pressley http://laurenpressley.com/library/2008/08/notes-the-constructive-alignment-of-educational-technology-and-cognitive-neuroscience/comment-page-1/#comment-16412 lauren pressley Mon, 11 Aug 2008 18:22:24 +0000 http://laurenpressley.com/library/?p=616#comment-16412 Hey Carol, this photo was taken as the speaker gave an overview in preparation for collaborative work. That being said, plenty of presenters (us included for this conference) gave lectures. This is pretty standard for education conferences in my experiences. Most people who are in academia excelled in a traditional-lecture based environment. They wouldn't have gone on to grad school if they didn't. But then, as we teach, we realize that a majority of students aren't like us, and most don't pay attention to the lecture-style format. So, perhaps ironically, a lot of education presentations are given in lecture format to best reach the audience, while the topic might be about using newer methods. Some speakers, like the one above, lecture enough to get the (more traditional) audience on board, but then move in to a modeling mode, demonstrating newer methods to make their point. However, I've seen a lot of more traditional faculty get very frustrated in these sessions, so it's kindof a gamble. An interesting issue, though! Hey Carol, this photo was taken as the speaker gave an overview in preparation for collaborative work. That being said, plenty of presenters (us included for this conference) gave lectures. This is pretty standard for education conferences in my experiences.

Most people who are in academia excelled in a traditional-lecture based environment. They wouldn’t have gone on to grad school if they didn’t. But then, as we teach, we realize that a majority of students aren’t like us, and most don’t pay attention to the lecture-style format. So, perhaps ironically, a lot of education presentations are given in lecture format to best reach the audience, while the topic might be about using newer methods. Some speakers, like the one above, lecture enough to get the (more traditional) audience on board, but then move in to a modeling mode, demonstrating newer methods to make their point. However, I’ve seen a lot of more traditional faculty get very frustrated in these sessions, so it’s kindof a gamble.

An interesting issue, though!

]]> By: Carol http://laurenpressley.com/library/2008/08/notes-the-constructive-alignment-of-educational-technology-and-cognitive-neuroscience/comment-page-1/#comment-16411 Carol Mon, 11 Aug 2008 14:00:00 +0000 http://laurenpressley.com/library/?p=616#comment-16411 The picture shows two people taking notes while a presenter talks over a bulleted PowerPoint. That seems ironic to me since he was apparently talking about how irrelevant lectures are. You said that some presenters used clickers, and that some sessions were only 15 minutes long. Besides that, was there evidence that presenters were themselves employing some of these new techniques to engage you? Just wondering, since this was a conference about new teaching techniques. The picture shows two people taking notes while a presenter talks over a bulleted PowerPoint. That seems ironic to me since he was apparently talking about how irrelevant lectures are. You said that some presenters used clickers, and that some sessions were only 15 minutes long. Besides that, was there evidence that presenters were themselves employing some of these new techniques to engage you? Just wondering, since this was a conference about new teaching techniques.

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