What are the strengths of live classroom teaching?

What are the strengths of live classroom teaching?
by
Goh Poh Sun (First draft 0800am, on June 7, 2015)

What are advantages of live classroom teaching? Why do we take time, and pay for the experience of a live concert performance? Even when a video of a teaching presentation, often in high quality and modular; or a concert performance is available online? I believe we value the experience of a live teaching session, the immediacy of being present and engaged, through more than a digital visual and auditory experience. A live teaching session gives an additional sense of space, and place. Live teaching, and a live concert performance engages more of our senses, even when there is no opportunity to interact directly with the teacher or performer. We see a presentation, in a wider context. We hear a presentation, both with our ears, and by feeling it. Live teaching or a performance offers the possibility of "live" audience engagement, by posing questions, and having an interactive conversation with some audience members. Attending a live teaching session reduces the possibility of outside, or online distractions. Our attention is more focused. We are more present in the moment.
Many of these qualities can be replicated with an online educational experience. This is increasing with the wider use of multimedia, videos, interactive elements, audience engagement tools, and soon to enter mainstream immersive 3D and virtual reality interfaces. Our task as educators is to constantly focus on using sound educational and pedagogical practices, while simultaneously blending the strengths of live teaching, with online learning.

Replicating classroom activities online

Replicating classroom activities online
by
Goh Poh Sun (First draft 0600am, on June 7, 2015)

"See one, do one, and teach one". A common classroom sequence is for the teacher or instructor to illustrate and demonstrate a concept or idea, a problem solving technique or approach, a technical skill; followed by a request to the students to demonstrate their understanding by using this knowledge, or demonstrate a skill, with feedback by the instructor. When students are able to teach other students, this gives the teacher further assurance and evidence of deeper learning. One challenge in class is to allow all students to demonstrate their learning at the same time. Online workspaces and digital tools can facilitate this. This can occur on a digital online writing wall where all students can write and post material, with the teacher moderating; or even through the use of simple email and SMS texts. The key idea is to use widely available, easy to use technology platforms to facilitate and support learning. The principle is to promote active learning.

Time on task

Time on task
by
Goh Poh Sun (First draft at 0830hrs on June 6, 2015)

It takes time to learn anything worthwhile. To accumulate knowledge and skills. To integrate this new learning, and be able to, and be confident applying this in the workplace, and real life settings.
This is the difference between undertaking a program of training, and formal courses, compared with short symposia and workshops, or an isolated lecture. Formal training programs gives students time, space, and a place to learn. On a regular basis. This promotes a cumulative increase in learning. Combining theoretical learning with practical case studies integrates basic principles with practice points, and promotes transfer of learning from the classroom to the real world. Online learning programs should include elements from traditional classroom practices which facilitate learning. This includes scheduled time to review the learning material, to work on applying what is learnt by working on assessments and assignments, individually and by learning collaboratively with peers; as well as provide opportunities for timely feedback from instructors.

Preparing for a teaching session, and live teaching, is much easier when your educational materials are available on hand

Preparing for a teaching session, and live teaching, is much easier when your educational materials are available on hand
by
Goh Poh Sun (First draft at 0530am, on June 6, 2015)

Preparing for a teaching session, and live teaching, is much easier when you have access to educational materials online. Teaching and interacting with students using an educational website takes advantage of educational content that has been created and curated previously, and made easily accessible via an indexed hyperlinked online teaching repository. To use a cooking analogy, as teachers, we now have ready access to a well stocked and organised grocery store and food ingredient larder (our educational repository of reusable learning objects); potential recipes (our curricular and teaching plans); as well as semi-prepared and previously given teaching sessions (items in our fridge and freezer). We are now able to efficiently prepare a meal (deliver a teaching session), even a live cooking demonstration (live teaching session), as our educational materials are available on hand, and can be easily illustrated and demonstrated on a teaching or educational website.

The utility of digital content that has been indexed and hyperlinked

The utility of digital content that has been indexed and hyperlinked
by
Goh Poh Sun (First draft at 1030hrs on June 5, 2015)

Once digital educational content has been indexed and hyperlinked, its utility and usability increases manifold. One single digital copy can be accessed via the internet, used, reused, and referred to without limits, and without the necessity of creating multiple copies. Updating this piece of content is also easy, with any updates of the original copy immediately accessible online, via a hyperlink or "citation". This process makes digital educational content truly reusable. Digital "reusable learning objects" form the backbone of any eLearning program as the educational content.

Deliberate practice and training for mastery

Deliberate practice and training for mastery
by
Goh Poh Sun (First draft on June 5, 2015 @ 5am)

An established method to improve performance is to expose students and trainees to practice scenarios which are just beyond their current level of competent and proficient performance, coupled with feedback on their performance. When this is done systematically, as part of a program of training, cumulative improvement in performance is an expected outcome. The discipline to undertake a regular program of deliberate practice is supported by intrinsic and extrinsic motivation factors; and underpins the development of high level expertise, and mastery in any discipline and area of professional practice.

Understanding basic theory using a few illustrative examples. Mastering a topic by exposure to and experience with many examples

Understanding basic theory using a few illustrative examples. Mastering a topic by exposure to and experience with many examples
by
Goh Poh Sun (First draft June 4, 2015 @ 7pm)

Typical examples or real-life scenarios can be used to illustrate theory, and help students understand fundamental principles. Mastering a topic usually requires exposure to and experience with many examples, both typical and atypical, common to uncommon including subtle manifestations of a phenomenon. The traditional method of doing this is via a long apprenticeship, or many years of practice with feedback and experience. A digital collection of educational scenarios and cases can support and potentially shorten this educational and training process. Particularly if a systematic attempt is made to collect and curate a comprehensive collection of all possible educational scenarios and case-based examples, across the whole spectrum of professional practice. Online access to key elements, parts of and whole sections of these learning cases; used by students with guidance by instructors under a deliberate practice and mastery training framework, can potentially accelerate the educational process, and deepen learning.