The Lecture as a Transmedial Pedagogical Form

Abstract

The lecture has been much maligned as a pedagogical form, yet it persists and even flourishes today in the form of the podcast, the TED talk, and the "smart" lecture hall. This article examines the lecture as a pedagogical genre, as "a site where differences between media are negotiated" (Franzel) as these media coevolve. This examination shows the lecture as bridging oral communication with writing and newer media technologies, rather than as being superseded by newer electronic and digital forms. The result is a remarkably adaptable and robust genre that combines textual record and ephemeral event, and that is capable of addressing a range of different demands and circumstances, both practical and epistemological.

Instructional Systems of Practice: A Multidimensional Analysis of Math and Science Undergraduate Course Planning and Classroom Teaching

“…Another facet of lecturing that is often obscured is the planning processes that lead to classroom instruction and the situational constraints (e.g., class size, student abilities) that may be shaping a faculty member's decision to use particular teaching methods (Henderson & Dancy, 2007;Hora, 2012). In accordance with prior research that dispelled the notion of lecturing as a monolithic practice (e.g., Brown & Bakhtar, 1987;Saroyan & Snell, 1997), and recent analyses that have championed the lecture as a potentially rich pedagogical experience (Friesen, 2011), we argue that the reduction of a faculty member's instructional practice to a single method or label is insufficient to capture the complexity of observed practice.…”

Undergraduate mathematics students’ reasons for attending live lectures when recordings are available

“…The invention of the printing press made this kind of lecturing superfluous as it became possible to reproduce texts on a much more economical, efficient, and wide scale. But lectures did not die out altogether -rather, they evolved into dramaturgical and hermeneutic events [1] where audiences would gather to hear a speaker illuminate some text.…”

¿Qué y cómo evaluar el desempeño docente? Una propuesta basada en los factores que favorecen el aprendizaje

“…Lo anterior se justifica en el sentido de que, regularmente, cierto tipo de pensamiento, creencias y significados de los profesores va a producir determinada manera de enseñar y de evaluar. Por ejemplo, es muy diferente el grado de compromiso y de acciones docentes si el maestro piensa que todos sus alumnos quieren y pueden aprender (Monroy & Díaz, 2001) y tiene altas expectativas sobre ellos (Friesen, 2011), a diferencia de otro que piensa "que la letra con sangre entra", o que tiene bajas expectativas sobre la capacidad de sus estudiantes o es poco comprometido con la docencia. Estos "marcos mentales", como los llama Hattie (2012), son fundamentales en la enseñanza.…”

“…O, como dice Friesen (2011), pensar que su labor es, únicamente, traspasar las notas de clase a los apuntes de los alumnos. Por ello, lograr un aprendizaje profundo o la comprensión por parte de los estudiantes será más probable de suceder si el docente tiene una teoría de la enseñanza compleja, sofisticada y profunda.…”