Trans-Media Pedagogy: The Lecture

Stephen Downes gave me a great lead this week to a Norm Friesen post, The Lecture as a Trans-Medial Pedagogical Form.

Norm’s post sent me off thinking about etymology and the meanings attached to ‘lecture‘. It took me back to my Latin classes, the act of reading and the verb to read ‘legere‘.

It took me off to the idea of a lecture as ‘mediation‘ too.

The skills Norm identifies in his talk exemplify mediation to me and underscore scholarship.

The Web, which brings together multiple media with new and established forms and genres, presents fertile grounds for the continuation and revitalization of the lecture as a dominant pedagogical form.

I like the idea of a revitalised genre and in my own work have been thinking about ‘skin in the game‘ synchronous meetings with an audience that draws upon media shared in advance, available during the meeting and transformed afterwards as a dynamic resource to support ‘teachable moments‘. Last month I tried this approach with a post on Communication, Social Media and the Coach.

I think ‘skin in the game‘ lectures invite participants to prepare for the sharing of ideas and help with their exploration. They are invitations rather than trials by ordeals. I think they invite investment in learning. I believe these events are the home ranges of expert pedagogues.

Like Stephen I enjoyed this slide in Norm’s presentation:

I liked too this slide:

Which in turn encouraged me to think about effort and flow in the performance of an event or events.

Pedagogy, Principles and the Personal

It has been a great week of discovery for me.

I share four resources here:

Stephen Downes posted his presentation on Pedagogical Foundation for Personal Learning. His summary of the talk is:

In this talk I outline the differences between learning using a personal learning environment (PLE) and learning in an LMS. I argue that a PLE does what an LMS cannot do – it is designed to stimulate learning through an immersion into a community, as opposed to learning via presentation of facts. Pedagogy thus becomes the facilitation of skills for participation in such communities, which I tie to my critical literacy framework.

Slide 25 (of 40):

After reading and listening to Stephen’s presentation I had the good fortune to hear a rebroadcast of a Radio National Life Matters broadcast with Lisa Sanders. She is a technical adviser to the TV program House. (“She’s the brains behind many of the fascinating medical cases you see on the program.” She is passionate about the ‘art’ of diagnosis and the place of physical examination in taking a patient’s case. She is the author of Every Patient Tells a Story.

My trawl through my Twitter feeds found a delightful post by Heather Mason.

She observes that:

While I am not really tech deprived, I’m also not on any list to get a 1:1 classroom, a set of handhelds or any type of interactive anything. I teach in Florida…we’re broke. We make due. So in defiance of the creed that tech is here to stay, I offer 8 indispensible tools that every classroom needs.

These tools are:

  • Post-It Notes
  • Highlighters
  • Notecards
  • Clipboards
  • Personal Whiteboards
  • An Easy Button
  • Large Plastic Tubs
  • Cleaning Supplies

I really enjoyed Heather’s post and liked her follow up post about her attendance at FETC.

Each of these three links gave me an opportunity to celebrate the personal in learning. Just as I was thinking about writing about them I found  a link to David Brake’s thesis in the LSE Library. David’s thesis is entitled ‘As if nobody’s reading’?: the imagined audience and socio-technical biases in personal blogging practice in the UK. With some trepidation I point to a section of David’s abstract:

(Firstly) a blogger’s construction of the meaning of their practice can be based as much on an imagined and desired social context as it is on an informed and reflexive understanding of the communicative situation. Secondly, blogging practices include a variety of envisaged audience relationships, and some blogging practices appear to be primarily self-directed with potential audiences playing a marginal role. Blogging’s technical characteristics and the social norms surrounding blogging practices appear to enable and reinforce this unanticipated lack of engagement with audiences.

His abstract underscored for me the personal focus of this post … the opportunities each of us has to make sense of rich personal lives and documented reality.

Photo Credits

MorBCN llibreria

Foxypar4 Please read instructions before opening

Heather Mason An Easy Button

Tom Stardust Ponte Veccio – Crowd