THE CLASSROOM AND THE COMPUTER SCREEN Online Education - Page 8

because such personal work demands wisdom and tact . These weak administrators use bureaucracy to compensate for their own inadequacy ; they remain within the comfortable confines of their office desk , and reach into classrooms with the long arm of overly-detailed curricular demands . Capable administrators , by contrast , understand that teaching is a personal activity , so they will step into messy
intelligent , articulate scholars on audio or video , and deliver the audio or video to a student ’ s computer . This has some value ; even Yogi Berra acknowledged that you can observe a lot by watching . Student-spectators can learn from watching videos about history , literature , science , mathematics , and a host of other subject areas — especially videos featuring great teachers . Some enterprising folks group many such
classrooms and mentor the novice teachers they oversee . But wherever we find teachers who are skilled in their craft , and where
Capable administrators , by contrast , understand that teaching is a personal activity , so they will step into messy classrooms and mentor the novice teachers they oversee .
videos into a series and refer to the resulting package as “ a course .” Such videos ( and video courses ) supply one key benefit that comes from communication technology : they capture
they are allowed the freedom to practice it , physical classroom spaces are proven venues for excellent education . How does online education measure up to physical classrooms ?
faraway scholars and place their voices and images conveniently onto the computer screen in front of you . But these videos also reveal the limitations of video recordings . Any teacher whose
performance is captured on video does
Educating vs . Spectating
Some purveyors of online education offer their students a spectator experience , somewhat like the experience of watching televised baseball . They capture the voices of
not engage sympathetically with students who view the video . The teacher ’ s actions are recorded for playback on screen and speakers , and thus can never adjust for the studentviewer . The teacher ’ s performance
8
because such personal work demands intelligent, articulate scholars on audio wisdom and tact. These weak or video, and deliver the audio or video administrators use bureaucracy to to a student’s computer. This has some compensate for their own inadequacy; value; even Yogi Berra acknowledged they remain within the comfortable that you can observe a lot by watching. confines of their office desk, and reach Student-spectators can learn from into classrooms with the long arm of watching videos about history, overly-detailed curricular demands. literature, science, mathematics, and a Capable administrators, by contrast, host of other subject areas—especially understand that teaching is a personal videos featuring great teachers. Some activity, so they will step into messy enterprising folks group many such classrooms and mentor the novice teachers they oversee. But wherever we find teachers who are skilled in their Capable administrators, by contrast, understand that teaching is a personal activity, so they will step into messy classrooms and mentor the novice teachers craft, and where they oversee. videos into a series and refer to the resulting package as “a course.” Such videos (and video courses) supply one key benefit that comes from communication technology: they capture they are allowed the freedom to faraway scholars and place their voices practice it, physical classroom spaces and images conveniently onto the are proven venues for excellent computer screen in front of you. But education. How does online education these videos also reveal the limitations measure up to physical classrooms? of video recordings. Any teacher whose performance is captured on video does Educating vs. Spectating not engage sympathetically with Some purveyors of online education students who view the video. The offer their students a spectator te 6W.( 27F2&R&V6&FVBf WW&V6R6WvBƖRFP&667&VVB7VW'2@WW&V6RbvF6rFVWf6V@FW26WfW"FW7Bf"FR7GVFVBЦ&6V&FW6GW&RFRf6W2`fWvW"FRFV6W.( 2W&f&6P