tag:blogger.com,1999:blog-8070355695530434450.post4320346110495263651..comments2024-03-14T04:16:20.472-07:00Comments on In Socrates' Wake: 'Interaction,' experts, and learnersMichael Cholbihttp://www.blogger.com/profile/02012523929044363216noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-8070355695530434450.post-4668154978724393672011-09-12T08:53:32.541-07:002011-09-12T08:53:32.541-07:00My first reaction? They're only reporting on ...My first reaction? They're only reporting on "perceived learning" and "delivery medium satisfaction." Do we have reason to think that this is related to ACTUAL learning? It seems that this is exactly what we would expect students to report if they were at the Dualist stage of Perry's Intellectual Development scale. They think the teacher has all the answers and that's all there interested in--not in thinking not in learning.<br /><br />That said, I think that too much group work/student interaction is done very poorly. I'm not teaching at the moment, but I do work with college professors, and we have a lot of people (including philosophy professors) using Team Based Learning to increase student engagement with the course (in particular with large courses). <br /><br />TBL isn't for everyone, but some of the focus there is that groups have to PRODUCE something--a statement, a particular answer, a decision. That can then be given a formative assessment by the instructor. There are four things emphasized in team work (the 4 Ss): Signigicant problem, Same problem, Specific Choice, Simulateous Report. The problem should be a legitimate application of ideas (significant), all of the groups should work on the same problem, they should make a specific choice and report out simultaneously (using cards with letters on them for a MC question, or some # of teams writing answers on the board at the same time). By having to come to a specific choice, they have to talk about the reasoning and the details of the topic. By simultaneously reporting, they become quite interested in what other groups wrote--and it avoids the dread "we said the same thing they said." It actually is interesting when a large percentage of the groups say the same thing. As groups defend their choices, the instructor has the opportunity to correct mistakes and add additional material. Student interest is higher then, because the mini-lecture is relevant to something they did.Kimberlynoreply@blogger.comtag:blogger.com,1999:blog-8070355695530434450.post-4958895642155752832011-09-06T19:44:56.253-07:002011-09-06T19:44:56.253-07:00I believe what these studies about group work onli...I believe what these studies about group work online are about is supporting online education where the student memorizes material and is never challenged by anyone to have an original thought. I've been told by proponents of online courses that the teacher develops a closer relationship with students online than they would in the classroom. Really? What kind of piss-poor relationship did such teachers have with the people they were talking to face to face. —Sorry. I know I've failed to address the question. But it's Twain three kinds of lies: Lies, damn lies, and statistics. Sometimes it's too easy to prove what we want to believe.Jan Priddy, Oregonhttps://www.blogger.com/profile/06107172381368544145noreply@blogger.com