Thanks for your thoughtful reply. In trying to puzzle this out it is really
helpful to bat ideas around.
Here are some thoughts raised by your post.
What if Peter Stearn's lectures were available individually? What if you
could get just those lectures that you really want? What if most of the
lectures of teaching historians were available individually? Given this
scenario it would be possible to compile playlists of the best lectures
available on any given topic. It also might create a long tail phenomenon
that could provide a small but important market for the lectures of those
teachers who aren't rock stars?
Regarding the role of teachers/professors in this possible new pedagogical
world, I think Chris Lehmann of SLA provides part of the answer. When asked
what he teaches, Chris likes to say "I teach kids." Perhaps as our schools
become more project based and student centered more of us will answer the
question the same way. Another part of the answer may be related to the
expectations for teachers at High Tech High. The teachers there are expected
to actively pursue their academic areas of interests. They are expected to
be learners.
I just watched this video about High Tech High again. If you are short on
time just watch from the 12 minute mark.
http://www.youtube.com/watch?v=xfP53Alnbhk
It doesn't seem like a model of being an educator that should be disturbing
to teachers.
Fred
On Sat, Apr 3, 2010 at 1:05 PM, Backon, Joel <jbackon@choate.edu> wrote:
> Fred, this is a fascinating discussion because it raises questions that we
> haven't fully explored to date, at least with respect to higher education.
> Forgive me, as I am thinking out loud again.
>
> Currently, if I wish to take a history course from Peter Stearns, I have
> two choices: attend George Mason University or buy the DVDs of his lectures
> from The Teaching Company. If Stearns were game, he could certainly deliver
> his lectures live to anyplace in the world, and the question then becomes --
> what would I be giving up if I were not sitting in the classroom with Dr.
> Stearns? Perhaps nothing, and in that case, I have a formula for accessing
> your "CD Collection." On the other hand, what if that live classroom
> experience does have an impact on learning? How much will I be sacrificing?
>
> There is a flip side to this argument that may be more disturbing to the
> average teacher. If I have a CD collection, I will always opt to select Led
> Zeppelin if I want to hear Stairway to Heaven. I'll never choose a cover
> band singing the same song. So, if I want to learn about Multiple
> Intelligences, why work with anybody other than Howard Gardner? I can select
> him from the collection. In the music industry, there are perhaps 50,000
> artists producing recorded music, but only 5,000 are listened to by more
> than 100 people (I am proposing these hypothetical numbers for
> illustration). Thus, there may be 10% of the teaching population in demand
> by students, and if there are no restrictions on virtual class size (supply
> of seats is infinite), then most of the student population will flock to 10%
> of the teachers. Whether these teachers are affiliated with universities or
> not in this virtual method of course delivery, what will happen to the other
> 90% of the teachers? Will they function as curriculum and grading assistants
> to the "rock stars?"
>
> I don't find these questions frightening, but I do find them disturbing
> enough to want more information before we sell schools with walls completely
> down the river.
>
> Joel
>
> --
> Joel Backon
> Director of Academic Technology / History
> Choate Rosemary Hall
> 333 Christian St.
> Wallingford, CT 06492
> 203-697-2514
>
>
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