During the seminar 'What is the future of lectures?' lecturers and students share their experiences and knowledge about the online lectures of the past year and collaborate on how this relates to the perspective of key note speaker Dr Emily Nordmann. The seminar provides input for further development of teaching and the use of large scale lectures for the coming academic year.
|Date||2 June 2021|
Last year, a lot of lectures were organised online. Regularly, traditional lectures for large groups of students were offered online in an adapted form, for example with the use of micro lectures and knowledge clips.
The current question is what place and form large scale lectures will have in the new academic year 2021-2022. In this seminar, we will juxtapose the perspectives of lecturers, students, and key note speaker Dr Emily Nordman and engage in a dialogue about the future of lectures. Among others, Prof Dr Peter van Baalen will contribute to this seminar.
|15.00||Start and welcome||Dr Mariska Min-Leliveld|
|Teachers perspective||Prof Dr Peter van Baalen|
|Student perspective||Nina Hol (chair of Central Student Council)|
|15.20||Key note speaker||Dr Emily Nordmann|
|15.50||Break out session 1||Dialogue in small groups of participants on the different perspectives|
|16.20||Break out session 2||Dialogue in small groups of participants on the different perspectives|
|16.45||Debate: What is the future of lectures?|
|17.00||End of seminar|
In a short contribution Prof Dr Peter van Baalen will argue that the prominence of the (web) lecture requires a serious revision. Our own research shows that a substantial amount of student doesn’t attend lectures nor do the view the lecture recordings at home. Van Baalen calls this the Lecture Crisis. Current discussions about substitution of lectures by recorded lectures and the fear of low class attendance because of the availability of these recorded lectures are reflecting the unjustified prominence of the lecture, according to Van Baalen. Digital video and audio technologies have made it possible to produce a large variety of lecture formats which can be blended into new course designs, including the traditional lecture format. Finding the most appropriate blended course design for different learning objectives and diverse student groups is one of the biggest educational challenges of our time.
During her contribution, Nina Hol (chair of the Central Student Council) will address multiple perspectives of students. Opinions differ, and this is, among others, dependent on the student’s programme. She will discuss the possibilities of digitalization in education, and the opportunities that are offered when rethinking lectures. Digitalization has taken big steps in the past year. This has resulted in discussions about the future of our education. What has been shown to work and what should definitely go back to old? Hol argues that interpersonal interaction is minimized with online education. Because of this, online education should not be a replacement for the traditional way of teaching. Digitalization can, however, offer innovative solutions for flaws in classical education. For example, large-scale lectures are not ideal and should be replaced by interactive education on campus. With this, preparatory work should take place widely online.
Peter van Baalen is professor of Information Management and Digital Organisation at the University of Amsterdam. He is also the education director of the College of Economics and Business of this university and the former vice-provost of Innovation in Teaching and Learning. His research focuses on the impact of digital technologies (esp. digital platforms and artificial intelligence) on organizations and on work (including universities). Peter van Baalen also wrote many scientific articles and reports on higher education in journals like Journal of Information Technology, European Journal of Information Systems and European Management Journal, among others.
Nina Hol is currently chair of the Central Student Council. Last year she was vice-chair of the Law Faculty Student Council. She is a law student who is currently finishing up her bachelor’s degree.
Dr Emily Nordmann is a teaching-focused lecturer in the School of Psychology at the University of Glasgow. She teaches research methods, individual differences and programming. Her expertise is in first year course design and leadership. Nordmann's research predominantly focuses on the relationship between technology and learning, in particular, lecture capture and how it can be used as an effective study tool and the impact on students from widening participation backgrounds. Since the disruption of COVID-19, her work has pivoted to supporting staff and students with a transition to online learning.