December 16, 2009 at 08:57Training 3.0
Everyone who has ever studied at a university, institute, and other higher educational institutions is familiar with the standard model of education: a seminar - a lecture. Someone likes it, someone doesn’t, but nothing can be done. these are the foundations of education. Although sometimes there are teachers who distort this paradigm. Personally, I came across such an instance, and this is the head. our department of information security. He immediately offered us to give lectures in the form of a conversation - where he told us, and we did not write anything, but only listened to him and, if necessary, asked questions.
Of course, it was convenient that his personal book was attached to the subject, where everything he said was described in detail.
At home, we all (ideally, of course) read in detail, and already at the seminar we told him how we understood everything that he was talking about. So I wanted to tell you that such a model of education is much better (and everyone knows that) than the standard one, under which he would mutter to us under the dictation from his book, which can already be read. And it was thanks to this type of teaching that I learned the material better and better (after all, in this way the “think-tank” works).
In the general scheme, the idea can be expressed as follows:
Lecture 3.0 differs from Lecture 1.0 in what I said above, i.e. it takes the form of a story, where a student can ask a question on a topic to a teacher, and a student is given a book, a manual and other types of documents that literally print the contents of this lecture.
After that, the student comes home (or to the hostel) takes this manual and reads, tries to rethink the material and connect it with what he was told at the lecture.
Important in this model of education is also the information portal of the educational institution, where the student has his own account. Ideally, useful functions should be implemented there, such as statistics on student attendance (in percent and graphs), sections devoted to each subject, where you can find a lot of useful information: the same lectures, multimedia materials (for example, video of the physical process), various testing and training systems (especially in chemistry, you can make a whole constructor of formulas as in nigma).
After the student has prepared, he goes to the seminar and the teacher holds a seminar 3.0 with the group, which differs from the obsolete one only in that it rigidly imposes the rules for holding it. This means that no Vasily Petrovich or Anna Ivanovna will be able to turn the seminar into a farce and a punitive time where the teacher is silent like a donkey and puts only grades. But it should take place in the form of a type: what do you think, can you decide? And if you need to explain something again, then this is done immediately. Say using the same multimedia. A student who is not ready simply should not come to class. This eliminates excess meat that only interferes.
Of course, I did not discover the galaxy, and perhaps this is another invention of the bicycle, but we have only one subject in this way, and this is only because we came across such a teacher. Well, all the other items are like a dead, boring event.
Thank you habrachelovek!
Of course, it was convenient that his personal book was attached to the subject, where everything he said was described in detail.
At home, we all (ideally, of course) read in detail, and already at the seminar we told him how we understood everything that he was talking about. So I wanted to tell you that such a model of education is much better (and everyone knows that) than the standard one, under which he would mutter to us under the dictation from his book, which can already be read. And it was thanks to this type of teaching that I learned the material better and better (after all, in this way the “think-tank” works).
In the general scheme, the idea can be expressed as follows:
Lecture 3.0 differs from Lecture 1.0 in what I said above, i.e. it takes the form of a story, where a student can ask a question on a topic to a teacher, and a student is given a book, a manual and other types of documents that literally print the contents of this lecture.
After that, the student comes home (or to the hostel) takes this manual and reads, tries to rethink the material and connect it with what he was told at the lecture.
Important in this model of education is also the information portal of the educational institution, where the student has his own account. Ideally, useful functions should be implemented there, such as statistics on student attendance (in percent and graphs), sections devoted to each subject, where you can find a lot of useful information: the same lectures, multimedia materials (for example, video of the physical process), various testing and training systems (especially in chemistry, you can make a whole constructor of formulas as in nigma).
After the student has prepared, he goes to the seminar and the teacher holds a seminar 3.0 with the group, which differs from the obsolete one only in that it rigidly imposes the rules for holding it. This means that no Vasily Petrovich or Anna Ivanovna will be able to turn the seminar into a farce and a punitive time where the teacher is silent like a donkey and puts only grades. But it should take place in the form of a type: what do you think, can you decide? And if you need to explain something again, then this is done immediately. Say using the same multimedia. A student who is not ready simply should not come to class. This eliminates excess meat that only interferes.
Of course, I did not discover the galaxy, and perhaps this is another invention of the bicycle, but we have only one subject in this way, and this is only because we came across such a teacher. Well, all the other items are like a dead, boring event.
Thank you habrachelovek!