{"id":12794,"date":"2018-01-18T11:30:24","date_gmt":"2018-01-18T11:30:24","guid":{"rendered":"https:\/\/www.getsmarter.com\/blog\/?p=12794"},"modified":"2023-08-03T09:54:09","modified_gmt":"2023-08-03T07:54:09","slug":"harvards-professor-robert-lue-redefines-effective-higher-education","status":"publish","type":"post","link":"https:\/\/www.getsmarter.com\/blog\/harvards-professor-robert-lue-redefines-effective-higher-education\/","title":{"rendered":"Professor Robert Lue Redefines Effective Higher Education"},"content":{"rendered":"\n

9 out of 10 academics<\/strong> say teaching gives them a sense of satisfaction. This was revealed after the first ever Times Higher Education Teaching Survey was completed in 2017.<\/p>\n\n\n\n

What was discovered is no matter how often academics enjoy spending time in front of the blackboard, one of the major issues is ensuring successful impartation of knowledge to students.1<\/sup><\/a> Academic and Faculty Director of Harvard\u2019s Derek Bok Center for Teaching and Learning, Professor Robert Lue describes how teaching and learning is constantly changing subsequently forcing academics to evaluate engagement in higher education classrooms<\/strong> more than ever before.<\/p>\n\n\n\n

As an advocate of online education and the Course Convener of the Higher Education Teaching Certificate<\/a> offered by Harvard\u2019s Derek Bok Center for Teaching and Learning, Professor Lue is involved in conducting research on online pedagogies and pedagogical theories.<\/p>\n\n\n

\n \n \n \n \"PullQuote2_Mobile_Harvard_Rob_Lue\"\n <\/picture>\n <\/div>\n\n\n

He recently sat down with the nonprofit higher education research institute, Project Information Literacy (PIL) to define pedagogy and discuss teaching, learning and the value of higher education and classroom management.<\/p>\n\n\n\n

Below are Professor Lue\u2019s key ideas and viewpoints on continuing education:2<\/sup><\/a><\/p>\n\n\n\n

Changing pedagogical theories and rethinking teaching and learning<\/strong><\/h5>\n\n\n\n

“At the national level, one of the major drivers for changes in pedagogy has been the long-overdue emergence of online learning, as a solution to:<\/p>\n\n\n\n

    \n
  1. The problems we educators all face in terms of cost and scalability.<\/strong><\/li>\n\n\n\n
  2. Something that can be creatively integrated<\/strong> with what we do with students on campus.<\/li>\n<\/ol>\n\n\n\n

    For the first time, many instructors are taking seriously the possibility that you can use online tools and approaches like the flipped classroom to really change what the learning experience might look like for students and how effective that experience can be. This interest in changing the learning experience has also been driven by an ever-growing mountain of evidence from educational research indicating that the traditional ways in which we teach are really not as effective as we once thought.\u201d<\/p>\n\n\n

    \n \n \n \n \"FlippedClassroom_HarvardBOK\"\n <\/picture>\n <\/div>\n\n\n

    Has 21st-century teaching and learning put an end to traditional lecturing?<\/strong><\/p>\n\n\n\n

    \u201cEvery form of active learning includes context-setting, clarifying of perspective, and leading students through some kind of a discussion-engagement format. All of those things require compelling public speaking. To say lecturing is dead is inaccurate.<\/strong> Lecturing, and that form of projected public speaking, is now interspersed with a variety of other kinds of activities, so in my view, it\u2019s not \u2018either\u2019, it\u2019s \u2018and\u2019, you both lecture and do active learning.<\/p>\n\n\n\n

    Learners value the compelling, motivating context-setting that a really good speaker provides. To say activity-based learning has been the death knell of the lecture is not true; it has instead transformed how we lecture, communicate, and engage. We still need to stand up in front of a group and talk to them in a way that\u2019s motivating. That kind of oratory motivation remains very important in the teaching and learning process.\u201d<\/p>\n\n\n\n

    How to create an inclusive learning environment in a large classroom<\/strong><\/h5>\n\n\n\n

    \u201cA feeling of isolation can be really deadly. Students often fall into an isolated situation when they are struggling with a problem alone, and get stuck in a counterproductive loop.<\/p>\n\n\n\n

    What you need to get the student to do is:<\/p>\n\n\n\n