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> Why not create a set of lectures by the best in the field or even setup a committee of professors on how best to craft a particular lecture and create a video

> Why not create a set of lectures by the best in the field or even setup a committee of professors on how best to craft a particular lecture and create a video... A few things: - Professors, even best in the field, may disagree. In the first lecture for my AI course I talk about how cognitive scientists still can't agree on a definition for what intelligence IS. Extend that to other domains and I'm willing to bet there'd be similar opinions in deciding "best" - Not every domain can be distilled into a lecture. While I can (and have) recorded videos for martial art techniques, they still need to attend class to drill technique. - This builds on the above point, but 'time on task' is still one of our most identifying features for determining student mastery. This doesn't mean we should revert to drilling endless worksheets, but rather 'learning' takes time to occur and can't be achieved via watching videos - Building on the prior point, Mickie Chi's ICAP framework labels "watching lectures" as a passive activity. While learning can happen, more learning gains can be made with more engaging activities (drilling [active], self-explanation [constructive], and revising drafts [interactive]). - I don't mean for this point to make me sound like a miser, but the majority of students just won't read or watch the material. Again, not an attack on 'the youths', none of us read TOS and user agreements. Even in flipped classrooms, if not well designed then you'll have students that need to review the material and miss out of the in-class discussion. - "I believe each university should hire a powerpoint / slideshow person who can translate professors material into modern format to avoid repeating of work". That's sort of what some professors do with textbooks I do agree that once you establish a student's foundational knowledge, then you can "play" (as I've described it). The issue is that establishing that foundation is hard and how do you do it in less motivated students? One option is to say they need more self-regulated learning, but how do you build THAT up?

uolmir 3y ago
Low content reply I know but it's great to see ICAP having the mindshare to appear in this discussion on HN. It's such a great paper and concept. I also think it has a lot to offer practitioners by making "active learning" a defined and delineated idea.
- tsumnia 3y ago
  Absolutely! I based my dissertation on analyzing how students selected different lower level CS exercises (typing exercises, Parson Puzzles, output prediction, etc.) based on ICAP. What I observed was lower Active exercises benefit all students, the general order of exercise selection follows a sawtooth wave (work upwards to assessment, then reset for the next week), completers and non-completers in a MOOC selected 'next exercises' similarly, and no one likes pop ups recommending you to 'downgrade' if you're struggling on a problem. There are limitations to my work, like the order of how exercises were presented primed their selections, but the overarching theme I tried to convey was that lower-level drilling is an absolute necessity for learning.

uolmir 3y ago

Low content reply I know but it's great to see ICAP having the mindshare to appear in this discussion on HN. It's such a great paper and concept. I also think it has a lot to offer practitioners by making "active learning" a defined and delineated idea.

tsumnia 3y ago
Absolutely! I based my dissertation on analyzing how students selected different lower level CS exercises (typing exercises, Parson Puzzles, output prediction, etc.) based on ICAP. What I observed was lower Active exercises benefit all students, the general order of exercise selection follows a sawtooth wave (work upwards to assessment, then reset for the next week), completers and non-completers in a MOOC selected 'next exercises' similarly, and no one likes pop ups recommending you to 'downgrade' if you're struggling on a problem. There are limitations to my work, like the order of how exercises were presented primed their selections, but the overarching theme I tried to convey was that lower-level drilling is an absolute necessity for learning.