July 24, 2003
In the Lecture Hall, a Geek Chorus
By LISA GUERNSEY
The University of Maryland, it started as an innocent question posed in an e-mail message to those attending WebShop, a three-week lecture series about the Internet."Does anyone else think it would be a good idea if we all had IM available to us during these lectures?" asked Sinan Aral, a doctoral student at the Massachusetts Institute of Technology's Sloan School of Management, referring to instant messaging. "Several times after questions, I wanted to 'whisper' to someone across the room or send a relevant link."
Mr. Aral discovered that he was not alone. The next day in the auditorium, which was outfitted with a wireless link to the Internet, a group of people booted up their laptops, opened their IM programs and spent the next three hours happily exchanging notes during the presentations.
The "IM circle," as it became known at the June lecture series, soon attracted more than a dozen people at a time. As the speakers ran through their PowerPoint presentations, the room hummed with the tip-tap of IM chatter.
"Is this really an economic issue?" wrote one audience member in response to a presenter's remark. "Experiments like this are too structured," wrote another. "Did he really just say that?" asked one. "Wow! He did," someone responded.
No, that wasn't what they were saying at all...
LOL. I worked on a lot of these issues while involved with the Clemson University Laptop Program.
There are two sides, of course. Looking from one angle, as a teacher who has used computer-assisted NON-lecture-based pedagogies for more than 10 years, I've eagerly embraced the discussion-oriented, active learning possiblities technology can bring into the classroom. You might be surprised, but most of the people doing this in higher education for the better part of the nineties were ENGLISH TEACHERS.
Yeah, and that's the rub. Other than the few schools using studio teaching in the sciences, as the Pew people for innovation in education promote (as Rensselaer was a leader in that area as well), in MOST schools, the sciences are NOT where you will find pedagogical innovation with technology.
The sciences showed up at the computer-assisted pedagogy table right about the time university administrators all wanted sexy laptop programs to brag about, and since those administrators knew so little about where technology and pedagogy were making in-roads at their own schools, they went courting to the sciences to look for places to pass off their multi-million-dollar grants.
And lecture Professor Yellow-Note was only happy to take the money, add wireless laptop to the lecture hall, perform gigantic Power-Point note-dumps on WebCT or Blackboard, and simply drone on as before, only now before rapt audiences of laptop note-takers.
And then some of these profs discovered the note-takers were not so rapt. Hell, students could read the Power-Point note-dump (put up on WebCT by the overworked graduate assistant, of course, the same one who grades the strict-memorization garbage-in, garbage-out exams) in five minutes before class started and spend the rest of the period doing whatever on the laptops.
There have been studies done, btw, big ones, on the lack of effectiveness of the lecture-model for teaching. Oh, and these studies do point up how much can be learned from a dynamic, charismatic lecturer, only to note that such personages are less than 2% or so of the actually folks standing before any given lectern.
IMing? You bet. Emailing. Surfing. Downloading. Students are very busy and industrious. So, as they told me when conducting their studies into the laptop program at Clemson. Professor Yellow-Note started telling them to close their laptops during class period (forget having electronic notes to search, eh?). Started requiring that the laptops be closed.
Welcome to our brave new world of electronic pedagogies and innovations in the sciences. Maybe they should have a few more multi-million dollar grants to figure out what they are doing wrong.
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