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
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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
- 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.
- 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.
READ MORE: These are extra readings about the topic of the module
- Kember, D. & Kwan, K. 2000. Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science 28: 469–490.
- 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.
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