A school atlas of English history by Samuel Rawson Gardiner

By Samuel Rawson Gardiner

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For earlier schooling must include large components of cognitive and behavior training, requiring early-grade classes to include forms of classroom exercises and interactions less necessary in higher education courses that focus more on information transfer. Bligh makes it a point to acknowledge that while research based on evidence of performance might demonstrate important general principles regarding the effectiveness of the lecture format, statistics in themselves cannot capture specific instances of inspiring teachers able to use their lectures to do more than simply transfer knowledge.

11 This 2008 course (which was repeated in 2011 and 2012) looks very different from the institution-based MOOC classes that would be making news from 2011 onward. For the connectivist approach to knowledge and learning that was the subject of the course also characterized the way the entire project was organized. The connectivism model championed by pioneers such as Siemens and Downes sees knowledge and learning through the lens of how information becomes incorporated into the brain, an organic system in which billions of neurons form trillions of connections with learning measured in the net number of new connections created.

Lectures In many ways, the lecture is the most valuable component of any class in that it provides an expert (the instructor) an efficient means to deliver his or her expertise, built over years of teaching and researching a subject. It has become fashionable to denigrate online classes, including most MOOCs, as simply taking “sage on the stage” lecturing that’s been the cornerstone of education for centuries and moving it onto the screen. And while it is true that the lecture is an information transfer technique that has been the focal point of education (especially higher education) for centuries, there is a difference between maintaining a tradition out of inertia and sticking with a teaching strategy that works.

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