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Evènement pour le groupe Séminaire du LaBRI
Date | 2009-02-12 14:00-15:00 |
Titre | Sém. LaBRI. Teaching Considered Harmful. John Hamer |
Résumé | "Teaching Considered Harmful"
Learning through contribution: reinventing Computer Science pedagogy
Computer Science has, in its youthful way, evolved a pedagogy by
adopting elements from its parent disciplines of Mathematics and
Engineering.
However, if we characterise Mathematics as dealing with
disembodied knowledge, and Engineering with established, stable
subject knowledge, then clearly Computer Science is unlike either
of these. Much knowledge in Computing is ephemeral, and one of
the key skills in the discipline is knowing where to look for a
solution and how to evaluate its utility.
Nevertheless, our "signature" pedagogy centres around traditional
lectures, handing out extensive course notes (in lieu of
textbook), and setting individual assignment work.
In this talk, I present an alternative approach to teaching and
learning in the subject, in which students take on some or many
of the roles of the teacher. Two of the techniques described
(peer assessment, and multiple-choice question authoring) are
ideally suited to large classes, while others (such as
collectively authoring a course textbook) are intended for use
with smaller groups. The claim that the approach leads to
enhanced and deepened learning is evaluated in the light of the
research evidence we have collected. |
Lieu | Amphi LaBRI |
Orateur | John Hamer |
Email | J.Hamer@cs.auckland.ac.nz |
Url | Visiting Researcher, University of Glasgow |
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