At 71, Physics Professor Is a Web Star - from the New York Times:
Professor Lewin’s videotaped physics lectures, free online on the OpenCourseWare of the Massachusetts Institute of Technology, have won him devotees across the country and beyond who stuff his e-mail in-box with praise.
Professor Lewin delivers his lectures with the panache of Julia Child bringing French cooking to amateurs and the zany theatricality of YouTube’s greatest hits. He is part of a new generation of academic stars who hold forth in cyberspace on their college Web sites and even, without charge, on iTunes U, which went up in May on Apple’s iTunes Store.
He was No. 1 on the most downloaded list at iTunes U for a while, but that lineup constantly evolves. The stars this week included Hubert Dreyfus, a philosophy professor at the University of California, Berkeley, and Leonard Susskind, a professor of quantum mechanics at Stanford.
Ah, the emergence of the open education era. Imagine what this and the XO together can do.
Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Wednesday, December 19, 2007
Wednesday, October 24, 2007
Doing homework may not be useful
... as a learning mechanism, that is.
From: The Truth About Homework:
I discovered that decades of investigation have failed to turn up any evidence that homework is beneficial for students in elementary school. ...The only effect that does show up is more negative attitudes on the part of students who get more assignments.
In fact, more hours are least likely to produce better outcomes when understanding or creativity is involved. Anderson and his associates found that when children are taught to read by focusing on the meaning of the text (rather than primarily on phonetic skills), their learning does “not depend on amount of instructional time.” In math, too, as another group of researchers discovered, time on task is directly correlated to achievement only if both the activity and the outcome measure are focused on rote recall as opposed to problem solving.
Lots of practice can help some students get better at remembering an answer, but not to get better at – or even accustomed to -- thinking. And even when they do acquire an academic skill through practice, the way they acquire it should give us pause. As psychologist Ellen Langer has shown, “When we drill ourselves in a certain skill so that it becomes second nature,” we may come to perform that skill “mindlessly,” locking us into patterns and procedures that are less than ideal.
(via Anand)
From: The Truth About Homework:
I discovered that decades of investigation have failed to turn up any evidence that homework is beneficial for students in elementary school. ...The only effect that does show up is more negative attitudes on the part of students who get more assignments.
In fact, more hours are least likely to produce better outcomes when understanding or creativity is involved. Anderson and his associates found that when children are taught to read by focusing on the meaning of the text (rather than primarily on phonetic skills), their learning does “not depend on amount of instructional time.” In math, too, as another group of researchers discovered, time on task is directly correlated to achievement only if both the activity and the outcome measure are focused on rote recall as opposed to problem solving.
Lots of practice can help some students get better at remembering an answer, but not to get better at – or even accustomed to -- thinking. And even when they do acquire an academic skill through practice, the way they acquire it should give us pause. As psychologist Ellen Langer has shown, “When we drill ourselves in a certain skill so that it becomes second nature,” we may come to perform that skill “mindlessly,” locking us into patterns and procedures that are less than ideal.
(via Anand)
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