Transitioning Away From Lectures: How To Adopt A More Active Approach To Teaching & Learning
Tuesday, September 17 ~ 1:00-2:15pm (Eastern)
Even though lecturing is nearly ubiquitous in most college classes across almost every discipline, there is little if any evidence that lectures do much to help students learn. Moving away from lecturing is scary and difficult for everyone involved from students to teachers to administrators, but it is our obligation to follow the evidence and adopt a more active approach to teaching and learning that minimizes or eliminates lectures.
It is a real problem that many students don't learn as much as they could in their classes and, as teachers, we need to realize that the way we design our courses is one of the main driving factors in how much students learn. Even though the evidence against the effectiveness of lecturing is hard to dismiss, it is a significant challenge for students, teachers, and administrators even to imagine what a college class without lectures could look like. For many, being a 'great lecturer' is a point of pride and even the central pillar of one's identity as a teacher and so considering a class without lectures is a profound challenge to consider.
After more than 500-years, the lecture is still the hallmark trait of most college classrooms. In fact, lectures are such a prominent aspect of our current teaching and learning paradigm that many of us find it difficult or impossible to imagine how a college class could work without them. Lectures are the way most of us learned and what most current students expect from college classes.
In this webinar, we will consider the history of lecturing and acknowledge why this way of transmitting knowledge from teacher to students made sense in a time when there were few books in existence. But, of course, this paradigm of teaching and learning with the teacher as a content expert or "sage on the stage" with passive students sitting, listening, and taking notes has remained remarkably unchanged over hundreds of years.
Yet, more than 50-years of research tells us that lectures are not an effective way for teachers to promote student learning. We will review some of the reasons why lectures fail to promote meaningful learning and, in light of this, we'll explore our own roles as lecturers: why we lecture and what we believe (or hope) our lectures are doing to promote student learning.
We will examine various types of "lectures" ranging from what we can call "continuous exposition by the teacher," to the "lecture/discussion" to something we will call "just in time teaching." Assuming that the goal is real, meaningful learning, we will then consider the pros and cons of these types of lectures from the standpoint of both teachers and students.
Finally, we will entertain the idea that it is finally time to leave the lecture behind and move into a new paradigm of teaching and learning where time in class isn't spent with the teacher trying to transmit knowledge to students but, instead, where students come to class prepared to engage in active learning with a teacher in the role of learner facilitator.
We will consider practical alternatives to lecturing and hear from former "great lecturers" about their experiences designing and teaching courses without lectures and the impact this "no lecture" approach has had on student learning.
Great lecturers and skeptics are welcome to attend this provocative but fun session that will hopefully leave them with lots of food for thought about lecturing. This webinar will take an "active learning" approach so participants should expect to watch and listen but also to write, think, and communicate with the presenter and each other during the webinar.
- Explore the history of lecturing in college classes and examine the reasons why lectures became such a prominent aspect of the "transmission of knowledge" paradigm of teaching and learning
- Contrast this "transmission of knowledge" approach to education to the "active learning" paradigm of teaching and learning as a way to highlight the role of the lecture
- Introspect and consider the role lectures play in their own approach to teaching and learning and to their identity as teachers
- Consider their motives for lecturing, the outcomes they believe their lectures are attending to, and ask and answer the question, "why do I lecture?"
- Consider why students expect and often say they prefer lectures to other more active approaches to learning
- Review and then compare and contrast various types of "lectures," and then consider how these different kinds of "lectures" fit into the teaching and learning paradigms we've identified
- Examine and discuss some of the research on the effectiveness of lectures at promoting student learning as a way to confront the powerful argument that lectures are very ineffective
- Review some of the research that suggests the Active Learning paradigm that minimizes or eliminates lectures, is far superior in promoting meaningful student learning
- Consider what it would mean to minimize lecturing (or totally eliminate lecturing) in their own classes by examining and exploring Active Learning alternatives
- Review and consider actual case studies where college teachers moved away from lecturing by moving to an Active Learning course design and examine how this transformed their identities as teachers and how it positively impacted student success
- K12 & 2-year & 4-year institutions
- Academic Affairs/Instruction
- Faculty (full and part-time)
- Deans of Instruction
- Department Chairs
- Online Learning faculty
- Any educator interested in learning more exploring active learning alternatives
Eric Salahub taught his first online class in 1994 and has been actively involved in online teaching and learning ever since. At Front Range Community College since 1999, Eric teaches philosophy, has served as department chair and a member of the Online Leadership Team where he was directly involved in the development of what is now one of the largest online learning programs in Colorado. Eric has been an instructional coach for the past 6-years working with online, hybrid, and face-to-face teachers, helping them design and teach successful and sustainable courses. Eric has attended and presented at numerous regional and national conferences and he received the 2008 Jerome F. Wartgow Teaching with Technology Award from the Colorado Community College System. In December 2018, Eric was recognized as the Colorado Community College System's Outstanding Faculty for his work as the co-creator and director of the Active Learning Institute.
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Online Faculty and Staff Learning Communities: Distribute the recording to faculty and staff so they can watch anytime, anywhere.
Staff Recognition: Develop a program around the webinar with monthly themes and recognize the staff members that implement the best idea related to the theme.
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New Employee Training: Include the online training as part of your new employee training program to ensure consistency.
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How much does a live webinar or on-demand training cost?
1 Training (Live Webinar or On-Demand Training) - $425 Unlimited connections, campus-wide access license to the recording for one year.
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Please mail checks and POs to our mailing address:
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Below is a breakdown of our cancellation policy.
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What is the registration checklist and is it included in my Go2O purchase?
The online enrollment checklist is designed to walk students through your enrollment process ensuring they make it to the first day of class! The registration checklist is one of the modules available with Go2O. Based on your purchasing level, the module can be a selection or will be included.
Are there various pricing options available for Go2O?
Yes, we have 4 pricing levels available.
Is Go2O ADA compliant and responsive?
Go2O is ADA accessible and fully responsive on any mobile device, tablet, or computer.
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- Career Readiness
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We take quality seriously, and so all of our workshops are top notch in terms of content and look. However, if we know how you plan to use StudentLingo (FYE, Retention, Probation, TRIO, etc.), we can make workshop recommendations.
Funding is a little tight, how many workshops can I get for $XX?
You can buy the entire StudentLingo package (48 workshops) or we offer several a la carte options. Unlike a lot of other software companies, we don’t charge per user, so we can work with any budget. We recommend talking to other departments on campus to increase your purchasing power and to share the cost. Also, we do have a pay model whereby students pay directly. If you are interested in learning more about this option, give us a call.
Is there an admin view?
This is a feature of our platform, but comes at an additional cost. With the admin view, you get access to more advanced reporting, and you have it in real time. With the standard membership, you get monthly reports.
How have other schools leveraged reporting?
- One of our partners, College of Southern Nevada, used StudentLingo to measure learning outcomes. in a study, one class had access to StudentLingo and the other cohort did not. 92% of the cohort with access to StudentLingo earned a whole letter grade higher than the cohort without StudentLingo.
- A lot of our partners use the data to justify funding for grants, operating dollars, or for new program development.
- The evaluation data is particularly useful in identifying what type of learning students prefer and the qualitative takeaways from viewing the workshop.
- Some of our partners use the data to connect with their student information system, like Banner or Peoplesoft.
- I think a great way to get started on how you want to use the data is to ask yourself some questions:
- How will I know if StudentLingo was successful?
- What do I hope students will gain from access to StudentLingo?
- What data is important for me to know in order to show that StudentLingo is a worthwhile purchase?
What is TutorLingo?
TutorLingo is a series of 9 online training modules that prepare tutors by providing the basic skills necessary to support their peers in becoming more independent and strategic learners.
Should the TutorLingo trainings be viewed in any particular order?
No, each training is a stand-alone workshop, and they can be viewed in any order.
What is the CRLA?
The CRLA is a group of student-oriented professionals active in the fields of reading, learning assistance, developmental education, tutoring, and mentoring. In 1989, the CRLA created a training program that is considered ‘best-practice’ for tutor training. A fews years ago, Innovative Educators partnered with the CRLA to create supplementary training modules. Our training supports learning centers in achieving level 1 certification through CRLA.
Do CRLA members receive a discount on TutorLingo?
Yes. CRLA members receive a 10% discount on TutorLingo.
Is there an admin view?
Yes. The admin view is an upgrade and costs $500, but gives you the ability to access completion data more efficiently and in real time. If you don’t want the admin view, we provide monthly usage reports.
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ParentLingo is a go-to resource that institutions can easily share with parents to encourage student independence, growth & success. ParentLingo is a shared resource that recognizes and includes parents as partners in the educational process.
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What features are included?
- 8 Targeted Modules For Parents Branding (Logo On Every Page)
- ADA Compliant & Responsive Design
- Promotional Materials
- Registration (First Name, Last Name, Email)
- 8 Targeted Modules For Parents Branding (Logo On Every Page)
- ADA Compliant & Responsive Design
- Promotional Materials
- Completion Reports & Standard Evaluations
- Custom Branding (Logo & Institutional Photos)
- 3 Additional Registration Points
- Add & Edit Custom Content
- Customizable Evaluations & Surveys Advanced Reporting
- Designated Instructional Designer
- Flexible Pricing (College Payment Option Or Parents Pay Directly)