from  [log in to unmask]<mailto:[log in to unmask]>



In a message dated 11/1/2012 7:29:53 P.M. Eastern Standard Time,
[log in to unmask]<mailto:[log in to unmask]> writes:

A very  reliable way to make class-long live lectures more enervating and
disempowering is to turn them into long video lectures. And then ask
students  to watch them twice or more. This is enslaving the students, rather than
freeing them.


The argument I heard was that "the kids like it because that's how they
interact with their technology".  (Not saying "yeah" or "nay" -- just
repeating.) :)

I went to a workshop not too long ago where they brought out the "1 minute
of attention up to your age (maxing at 20)" and said that the "new"
attention  span is only 12 minutes (with reference to the cause being the length of
an MTV  video between commercials -- lol).  Whatever the truth, it could be
that  "mini-lectures" might be a better way to go.

Not "covering it all" in one long classroom video ... but breaking it into
component parts where the learners could find the "piece" they need
conveniently  and go on from there. :)



Alysse Suzanne Rasmussen, Ph.D.
ASLTA Certification:  Qualified

TeachASL _www.teachasl.org_ (http://www.teachasl.org/)
IDI Administrator, RID Sponsor
President,  Florida ASLTA, _www.faslta.org_ (http://www.faslta.org/)
Chairman, Lulu G Lemery Foundation for Arts & Expression,  Inc._
www.lemery.org<http://www.lemery.org>_ (http://www.lemery.org/)








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