Learning to Teach: Talking Heads vs. Student Collaboration

Herb Thompson Department of Economics American University in Cairo herbt@aucegypt.edu

QUESTIONS

Who has used WebCT or another online teaching tool and Why?

Who has regularly used an online discussion forum? Who has ever joined a non-academic chat room? Who has set up a blog? Who has created a public “Homepage” or website? Who has not done any of the above?

Outline

Scope of “Seachange”– Gramsci on Education– Vygotsky on Education– Lev Vygotsky

Creation of Interactive Learning Space Student’s views Redesigning Economics – Results?

Scope of “Seachange”

Potential: Technology - Vygotsky: “(computer) alters flow and structure of thought…”– Joint Courses: Physics/Economics & Georgia/Perth– Students creating/sharing/archiving for entire class– Asynchronous reflective thinking and sharing– Hyperlinked library: Intra, Extra, Inter & Hyper links

Potential: Pedagogy – Vygotsky: “zone of proximal development”– Students take control of classroom via facilitator– Promote value of student collaboration– Guide students through infinite knowledge-spaces– Sharing, collaborating, customising, mediating

Interactive Learning Centre

Barriers: Institutional and Ceremonial

Teacher/Learner dialectic– Learning Skills evaluation– Presentations - .ppt – Interactive games and group activities

Survivor – equity, group, individual and/or selective Survey teams – contingency valuation Formal debates with peer assessment

Interactive Learning Centre (cont)

– One minute summaries of previous 20 minutes talking head.– 5 minutes for discussion of previous 20 minutes and

preparation of group questions.– Auction 20 minute presentations for bonus points – issues

relevant to chapter– Computer searches for alternative voices– “econ of beating

baby seals to death”!– WebCT discussion forum 24/7– Learning Journal– Nextaris

Interactive Learning Centre (cont)

Potentialities:– Nonlinear rationality– Shifting world views– Destabilising power relations

Must accept walking the edge of chaos Respect comes from facilitation, not

intimidation

Student Presentation

WebCT Nextaris –

– Meg – Rami– Bushra & Amr– Sara– Hiba– Mohamed

Redesigning Economics - Results

Description and Methods– 2 parallel sections offered (traditional and innovative

Available Data– Learning Skills evaluation– Pre and Post Course Test Results– Final Exam and Final Grades– Student Evaluations– SGID Instructional Diagnosis

Caveat

Referencing

Articles

Selected References found in above articles

Conclusion

QUESTIONS/COMMENTS/DISCUSSION

BLOG?