LEARNING OUTCOMES: Taking this module gives you competencies to:
- Use lecturing as an activating and knowledge construction evoking teaching method
- Support your students’ development of expertise on your lectures
- Analyze your own experiences of lectures as a teacher and/or as a student
- Select lecturing methods that best fit you and your students’ learning goals
Follow the steps below and study the materials. Watch the video series by Professor Erno Lehtinen and take a small activating task after each video. Read also articles 1-3. The activating tasks under the videos are not the same as as the guided study task. If you are taking an online-course, you can find instructions to the guided study task by contacting your own University.
ARTICLES: Read articles 1-3 after watching the videos and taking the collaborative tasks
- Charlton, B. 2006. Lectures are an effective teaching method because they exploit human evolved 'human nature' to improve learning. Medical Hypotheses 2006; 67: 1261-5.
- Lonka, K. & Ketonen, E. 2012. How to make a lecture course an engaging learning experience? Studies for the Learning Society, Vol, 2, Issue 2-3, 63–74.
- Kember, D. & Kwan, K. 2000. Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science 28: 469–490.
READ MORE: These are extra readings about the topic of the module
- Knight, J. & Wood, W. 2005. Teaching More by Lecturing Less. Cell Biology Education. 2005 Winter 4(4): 298–310.
- Steinert, Y. & Snell, L. 1999. Interactive lecturing: strategies for increasing participation in large group presentations. Medical Teacher, 21(1), 1999, 37-42.
- Jones, S.E. (2007). Reflections on the lecture: outmoded medium or instrument of inspiration? Journal of Further and Higher Education Vol. 31, No. 4, November 2007, pp. 397–406.
Contact your own University for information regarding guided studies based on the materials.
THE MODULE CREATED BY UNIPS
Content: Professor Erno Lehtinen, Department of Teacher Education and Centre for Learning Research, University of Turku