Re: Not ready for it. (shorter)

[Joel Rauber <Joel_Rauber@SDSTATE.EDU>]

> 5) Transactional learning paradigm (for the next century)
>
> No need for "sages on stages" or for "stars in seminars".
> Computer-mediated education will lead to an explosion of self-
> crafted, ad hoc, and customized learning modules, where the
> great historical divide between instructor and student will start
> disappearing. Why should an instructor be both the authority
> within a particular discipline and the organizer of all academic
> content? Self-tutoring according to needs will dominate. The
> true freedom of the mind will be possible after the dissolution
> of structures.

> Traditional book-based curriculum is passive by
> its nature, while the new stages of digital scholarship are wide
> open.

I strongly disagree with the above comment, for the obvious reasons; and for
the simple reason that "reading" is *not* necessarily passive activity;
particularly if done "right".  That is reading a text should always be done
in an active manner, if one knows how to read.  This is a skill most of my
students do not have.

> I strongly disagree that the 5th paradigm should be promoted.
> Active learning (problems, labs, discussions) are already essential
> components of an ideal physics course. We should continue improving
> its effectiveness in real courses within the existing paradigm. Those
> who know should lead novices along well designed and tested paths.
Huzza Huzza!!!

> Any comments from those who are active in the physics education
> community? Do we need research to demonstrate that teaching
> science without an organized structure, imposed and supervised
> by experts, is impossible? Do have physics education data comparing
> the effectiveness of the Internet versus the face-to-face teaching?

I have some anecdotal data; which deals with long distance "interactive"
teaching.  It is limited, but our results haven't been promising when I
compare the same courses I've taught through traditional means and through
interactive TV means between three simultaneous sites.  I won't say more
here as I don't have the time right now.  But I don't believe that
interactive technology education, via internet or interactive long distance
classrooms can ever be better than standard modes; if for no other reason
than anything that is good about them can also be done in the standard
on-site classroom situtations.  So I imagine that the best they can be is
equivalent.

> We may need that kind of ammunition very soon.

Its probably too late; other stronger forces are at work here.

Joel