Difference between revisions of "Interactive Lecture Mode"

	Interactive Lecture Mode
Contributors
Last modification	June 22, 2016
Source	Mor et al. (2014)
Pattern formats	OPR Alexandrian
	Usability
Learning domain
Stakeholders

Revision as of 13:45, 22 June 2016

Provide activities that encourage students to interact more with lecture content (e.g., lecture-discussion, keeping a diary or e-portfolio, team project, self/peer evaluation) in order to increase students' freedom, responsibility & awareness of learning instead of just focusing on frontal teaching (summative assessments-written/oral exams)^[1].

Context

Problem

Forces

Solution

Consequences

Benefits

Liabilities

Evidence

Literature

Discussion

Data

Applied evaluation

Related patterns

Example

References

↑ ^1.0 ^1.1 Mor, Y., Mellar, H., Warburton, S., & Winters, N. (Eds.). (2014). Practical design patterns for teaching and learning with technology. Springer.

[Mor2014-1] 1.0 ^1.1 Mor, Y., Mellar, H., Warburton, S., & Winters, N. (Eds.). (2014). Practical design patterns for teaching and learning with technology. Springer.

[1]

@@ Line 14: / Line 14: @@
 }}
-Conventional lectures usually have a focus on frontal teaching (outcomes are measured by summative assessments-written/oral exams).  In order to increase students' freedom, responsibility & awareness of learning, provide activities that encourage students to interact more with lecture content e.g., lecture-discussion, keeping a diary or e-portfolio, team project, self/peer evaluation<ref name="Mor2014"/>.
+Provide activities that encourage students to interact more with lecture content (e.g., lecture-discussion, keeping a diary or e-portfolio, team project, self/peer evaluation) in order to increase students' freedom, responsibility & awareness of learning instead of just focusing on frontal teaching (summative assessments-written/oral exams)<ref name="Mor2014"/>.
 ==Context==