Un article sur la manière denseigner et lavenir quon peut espérer pour nos institutions, TRES intéressant. Quelques citations notables puisque cest un long article. Financial dysfunction is only the most obvious way in which higher education is troubled. In the past half millennium, the technology of learning has hardly budged. The easiest way to picture what a university looked like 500 years ago is to go to any large university today [...] Lectures, Kosslyn says, are cost-effective but pedagogically unsound. “A great way to teach, but a terrible way to learn.” Some of the studies are ancient, by the standards of scientific research—and yet their lessons are almost wholly ignored. For example, he points to a 1972 study by Fergus I. M. Craik and Robert S. Lockhart in The Journal of Verbal Learning and Verbal Behavior, which shows that memory of material is enhanced by “deep” cognitive tasks. In an educational context, such tasks would include working with material, applying it, arguing about it (rote memorization is insufficient). The finding is hardly revolutionary, but applying it systematically in the classroom is. The pedagogical best practices Kosslyn has identified have been programmed into the Minerva platform so that they are easy for professors to apply. They are not only easy, in fact, but also compulsory, and professors will be trained intensively in how to use the platform. “He said the reason elite university education was so great was because you take an expert in the subject, plus a bunch of smart kids, you put them in a room and apply pressure—and magic happens [...] They’re trying to sell magic!” theatlantic/features/archive/2014/08/the-future-of-college/375071/
Posted on: Mon, 17 Nov 2014 18:05:53 +0000