Not exact matches
Those who took notes by laptop were much faster — typed
lecture notes come out at a rate of about 33 words a minute, compared to 22 words a minute for handwritten notes — but the tendency to take verbatim notes meant they were not truly
engaging with the
content.
We can't have eLearning without
content, but that doesn't mean we have to subject our learners to a series of text - filled screens that equate to a
lecture only without the possibility that the presenter will breathe some life into the
content with their humor and
engaging personality.
I think remixes and mashups can be particularly
engaging tools for teaching and learning, so I was delighted when I discovered the work of John D. Boswell, a.k.a melodysheep, the creator of Symphony of Science, a project that remixes science
lectures and
content into music videos, made using the often over-used and much - blighted audio tool Auto - Tune.
Why would they be inclined to sit through a long
lecture, when they can watch to the same
content through multiple
engaging podcasts, or videos?
All three programs emphasized the importance of students
engaging with the text itself — rather than just learning the
content, which they could have done through videos or
lectures.
Multimedia
lecture recordings and fully - searchable video
content make courses more
engaging for online, blended, and flipped classrooms.
The variety of texts students will encounter in today's science classrooms require creating
engaging inquiry around science
content rather than simply conveying the
content through
lectures.
This entry takes up where I left off last December, when I documented my encounter with electronics artist Rafael Lozano - Hemmer who
lectured at the High Museum of Art (Atlanta) about art that
engages in «the realm of social interaction and
content.»