Comments on: The burden of proof: What does education research really tell us? http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/ science education, communication, and myths Tue, 09 Mar 2010 04:06:45 +0000 http://wordpress.org/?v=2.9.1 hourly 1 By: sciencegeekgirl » How does change happen? Attributes of innovation and rates of adoption. http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/comment-page-1/#comment-1080 sciencegeekgirl » How does change happen? Attributes of innovation and rates of adoption. Tue, 17 Mar 2009 19:04:07 +0000 http://blog.sciencegeekgirl.com/?p=457#comment-1080 [...] my previous post on The Burden of Proof (what does educational research tell us?), many of us started to discuss why do faculty choose to change their teaching, if they decide that [...] [...] my previous post on The Burden of Proof (what does educational research tell us?), many of us started to discuss why do faculty choose to change their teaching, if they decide that [...]

]]> By: sciencegeekgirl http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/comment-page-1/#comment-1078 sciencegeekgirl Tue, 17 Mar 2009 15:26:00 +0000 http://blog.sciencegeekgirl.com/?p=457#comment-1078 Indeed, I (and other colleagues) have come to the conclusion that we can't *tell* instructors that the current method isn't working any more than we can *tell* our students Newton's Laws (and have them understand it). Instructors need to experience first-hand that the current model isn't working, and then be motivated to seek solutions. Once that "a-hah" moment has come, then they'll be more willing to consider active engagement. But even if they've hit that point, then some might just throw up their hands and go back to lecture, because it is, after all, easier in a lot of ways, and it's the model under which we were taught. Without more professional development in active engagement methods, we risk losing the benefit of those motivated instructors -- they just may not know what else they can do, or not have the professional support networks to improve their practice. Indeed, I (and other colleagues) have come to the conclusion that we can’t *tell* instructors that the current method isn’t working any more than we can *tell* our students Newton’s Laws (and have them understand it). Instructors need to experience first-hand that the current model isn’t working, and then be motivated to seek solutions. Once that “a-hah” moment has come, then they’ll be more willing to consider active engagement.

But even if they’ve hit that point, then some might just throw up their hands and go back to lecture, because it is, after all, easier in a lot of ways, and it’s the model under which we were taught. Without more professional development in active engagement methods, we risk losing the benefit of those motivated instructors — they just may not know what else they can do, or not have the professional support networks to improve their practice.

]]> By: April Hayman http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/comment-page-1/#comment-1077 April Hayman Tue, 17 Mar 2009 15:06:54 +0000 http://blog.sciencegeekgirl.com/?p=457#comment-1077 After reading your article, I wondered if those instructors who are so resistant to change just don't know how to incorporate active learning strategies into their curriculum. Some subjects, like chemistry, lend themselves very well to active learning. However, art history may be a more problematic (although I can think of half a dozen activities off the top of my head). If we are not teaching our instructors how to actively engage students, then how can we expect those most resistant-to-change to adapt to a new mode of teaching and learning? After reading your article, I wondered if those instructors who are so resistant to change just don’t know how to incorporate active learning strategies into their curriculum. Some subjects, like chemistry, lend themselves very well to active learning. However, art history may be a more problematic (although I can think of half a dozen activities off the top of my head). If we are not teaching our instructors how to actively engage students, then how can we expect those most resistant-to-change to adapt to a new mode of teaching and learning?

]]> By: sciencegeekgirl http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/comment-page-1/#comment-1076 sciencegeekgirl Tue, 17 Mar 2009 05:31:21 +0000 http://blog.sciencegeekgirl.com/?p=457#comment-1076 Here is a recent post from another blog on using active learning strategies to *engage* students in lecture: http://teaching-tips-machine.com/blog/active-learning-activities-think-write-discuss-lecture/ Here is a recent post from another blog on using active learning strategies to *engage* students in lecture:
http://teaching-tips-machine.com/blog/active-learning-activities-think-write-discuss-lecture/

]]> By: THE BURDEN OF PROOF: WHAT DOES EDUCATION RESEARCH REALLY TELL US?: Online Education Resources http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/comment-page-1/#comment-1063 THE BURDEN OF PROOF: WHAT DOES EDUCATION RESEARCH REALLY TELL US?: Online Education Resources Sun, 15 Mar 2009 18:04:33 +0000 http://blog.sciencegeekgirl.com/?p=457#comment-1063 [...] OF PROOF: WHAT DOES EDUCATION RESEARCH REALLY TELL US? I revalue the fiber of articles same this The charge of proof: What does activity investigate rattling verify us?. Various discussions are presented on the continuance of hands-on power activity in oppositeness [...] [...] OF PROOF: WHAT DOES EDUCATION RESEARCH REALLY TELL US? I revalue the fiber of articles same this The charge of proof: What does activity investigate rattling verify us?. Various discussions are presented on the continuance of hands-on power activity in oppositeness [...]

]]> By: Aggregator of RSS feeds concerning web accessibility — Media Literacy: Making Sense Of New Technologies And Media by George Siemens - Mar 14 09 http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/comment-page-1/#comment-1056 Aggregator of RSS feeds concerning web accessibility — Media Literacy: Making Sense Of New Technologies And Media by George Siemens - Mar 14 09 Sat, 14 Mar 2009 08:31:00 +0000 http://blog.sciencegeekgirl.com/?p=457#comment-1056 [...] Proof: What Does Education Research Really Tell Us? I appreciate the spirit of articles like this The burden of proof: What does education research really tell us?. Various discussions are presented on the value of hands-on science education in contrast with [...] [...] Proof: What Does Education Research Really Tell Us? I appreciate the spirit of articles like this The burden of proof: What does education research really tell us?. Various discussions are presented on the value of hands-on science education in contrast with [...]

]]> By: Media Literacy: Making Sense Of New Technologies And Media by George Siemens - Mar 14 09 | 1 RSSBLOG.com http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/comment-page-1/#comment-1055 Media Literacy: Making Sense Of New Technologies And Media by George Siemens - Mar 14 09 | 1 RSSBLOG.com Sat, 14 Mar 2009 08:12:51 +0000 http://blog.sciencegeekgirl.com/?p=457#comment-1055 [...] Proof: What Does Education Research Really Tell Us? I appreciate the spirit of articles like this The burden of proof: What does education research really tell us?. Various discussions are presented on the value of hands-on science education in contrast with [...] [...] Proof: What Does Education Research Really Tell Us? I appreciate the spirit of articles like this The burden of proof: What does education research really tell us?. Various discussions are presented on the value of hands-on science education in contrast with [...]

]]> By: Robin Good's Latest News http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/comment-page-1/#comment-1052 Robin Good's Latest News Sat, 14 Mar 2009 06:59:21 +0000 http://blog.sciencegeekgirl.com/?p=457#comment-1052 <strong>Media Literacy: Making Sense Of New Technologies And Media by George Siemens - Mar 14 09...</strong> The use of mashups in learning, serialized feeds, the value of lectures, and crowdsourcing are just some of the topics George Siemens explores in this new issue of the Media Literacy Digest. Photo credit: Courosa The idea of serialized feeds,...... Media Literacy: Making Sense Of New Technologies And Media by George Siemens – Mar 14 09…

The use of mashups in learning, serialized feeds, the value of lectures, and crowdsourcing are just some of the topics George Siemens explores in this new issue of the Media Literacy Digest. Photo credit: Courosa The idea of serialized feeds,……

]]> By: Daily Bookmarks 03/12/2009 « Experiencing E-Learning http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/comment-page-1/#comment-1042 Daily Bookmarks 03/12/2009 « Experiencing E-Learning Thu, 12 Mar 2009 21:03:29 +0000 http://blog.sciencegeekgirl.com/?p=457#comment-1042 [...] sciencegeekgirl » The burden of proof: What does education research really tell us? [...] [...] sciencegeekgirl » The burden of proof: What does education research really tell us? [...]

]]> By: sciencegeekgirl http://blog.sciencegeekgirl.com/2009/02/25/the-burden-of-proof-what-does-education-research-really-tell-us/comment-page-1/#comment-1040 sciencegeekgirl Thu, 12 Mar 2009 04:37:00 +0000 http://blog.sciencegeekgirl.com/?p=457#comment-1040 Another recent conversation with a faculty brought this all home to me again; He said that without disequilibration (ie., if their internal story of "what education is" seems to hold) then there's no reason for them to consider another model. Just like students, with faculty (and anyone else), to change our ideas of how things work, we need dramatic demonstration that our way of thinking about things isn't well founded. We need a double-take moment, and we need to *experience* that double-take moment. Just reading this post won't change anybody's minds. They have to be in the middle of a situation, and learn by direct experience, that their view of education may be incomplete. Ironic, isn't it? Direct experience is the only way for us to learn that active engagement is the best way that people learn. Check out the pingback comment above (at elearnspace) for an alternative view on what this all means for the "lecture vs activity" debate, and my opinion on her opinion. :-) Hope this all makes sense, it's a little late, I'm a little sick. Another recent conversation with a faculty brought this all home to me again; He said that without disequilibration (ie., if their internal story of “what education is” seems to hold) then there’s no reason for them to consider another model.

Just like students, with faculty (and anyone else), to change our ideas of how things work, we need dramatic demonstration that our way of thinking about things isn’t well founded. We need a double-take moment, and we need to *experience* that double-take moment. Just reading this post won’t change anybody’s minds. They have to be in the middle of a situation, and learn by direct experience, that their view of education may be incomplete. Ironic, isn’t it? Direct experience is the only way for us to learn that active engagement is the best way that people learn.

Check out the pingback comment above (at elearnspace) for an alternative view on what this all means for the “lecture vs activity” debate, and my opinion on her opinion. :-)

Hope this all makes sense, it’s a little late, I’m a little sick.

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