LEARNING ON CAMPUS/INFORMAL
Suddenly we have to wait in the classroom for five minutes until the classes start. During this time the major part of the students are just waiting and not doing any activity. This could be a very valuable time to show some interesting 5' video related to the subject of the class (taking advantage of the screens that some classes at Stanford have) This video should start automatically at the time that the classes start. For example in the past class of EDU 303x we can have a corporative short video of the SF Zoo, so in that way we have more information and a broad context when we do the exercise.
Agnes - I love this idea, the start of classroom should also be informative and well thought out, not just the content of class. I'm in a writing class right now where the professor actually puts up information on a powerpoint that tells us to start up on some activity before we even get started with discussions and lectures. Although it's not media, I think it's a great way to get thoughts flowing before class when there's nothing else better to do.
Peggy Chung Yes, this is true that sometimes the first 5 minutes of class are wasted. Agnes, it's great that your professor has a beginning of the class activity designed into his curriculum. That's definitely maximizing every minute of class time. But just thinking about "technology" in the classrooms with the projectors and all, I've noticed that many times professors don't know how to set up their laptops and that there's too many buttons to try out. There needs to be some sort of diagram at each of those stations that tells the user how to transfer their laptop screen onto the larger classroom screen, what the different "input" modes mean, and even how to use audio. Or, perhaps the problem is that these stations lack the proper cables and require the professor to bring their own or call the IT guys for emergency cables which stifles the amount of learning that could occur in the classroom should the teacher know HOW to use the technology available to them. In any case, once they know how to use the technology, then a 5 minute video or activity to stimualte the learners is a great idea.
Scott I agree -- I would love to see video used more in the classroom and this seems like a good moment to incorporate it. One question I have is: Is there a function that these 5 minutes are currently serving? Miles Davis and other virtuosos talk about how the space between the notes in a song is as important as the notes themselves. In this way, is it important that some of class time is not spent on learning at all but is spent on social or other activity?
Lauren Holthaus: Good point, Scott. I believe that there is a need for us to be with our peers in an informal, unstructured setting that this time allows us to forge relationships beyond the academic context. We can build on these relationships when we work within the academic context, thus they are enhancing our learning in a way. My question then is, can/should professors structure these social interaction or is the point lost when they are facilitated and unnatural?
Dan Gilbert: Great discussion, makes me see how the other side sees things. Also is a tribute to you all at the details that are noticed and not noticed. One of my goals is to facilitate a social network and it is my hope that the first few minutes of class do do that. Beyond Stanford the social network that you generate here will be a major factor in keeping your own personal learning community(ies) going. The broader point though about how to maximize time in space is noted, and I think it is really about maximizing time within the community and within the organization. Good comments; lets be sure to check this discussion again during the last week of class.