From: Conna Condon [mailto:
gandolf@cyberverse.com]
I am a firm believer in the art of facilitation. I am totally opposed to
courses that are simply "sage from the stage" talking "at" people.
On the other hand, I don't think facilitation relieves me of the
responsibility to balance my classes with "teaching" "learning" and
demonstration of understanding.
For example, one of the objectives for one of my courses is an understanding
of process flow analysis. I use a tool for process flow analysis, and I
use either Powerpoint (on ground) or html (the same powerpoint slides saved
in .gif format) (or .pps = powerpoint show) for online. That's the
teaching part. How and why to use the tool.
Next the students do the research ... that is the additional learning.
Finally, the students demonstrate that they have learned by doing a process
flow analysis themself. They use the same presentation tools I have,
depending upon media of education.
So, learning and demonstration is fine, but it is preceeded by teaching.
Conna
ps. I am a little plugged in about this topic because there is/was a rotten
math program they attempted in our local high schools that has the students
go learn math themselves without the teacher ever teaching it. It was a
HORRIBLE experiment that damage several years worth of our students. I
realize personal experience is not academically sound. Just personally
profound.