Dropping lectures actually boosts comprehension!

"A study by Nobelist Carl Wieman published in Science Magazine in 2011, for instance, found that dropping the lecture component in introductory physics and using an interactive, peer-focused approach boosted comprehension by 20%. Students read the material ahead of time, come to class with questions about what they don’t understand, and the students teach each other under the guidance of the professor."

This is very consistent with what David Boud says about the lack of sustainability in current models which encourage students to become dependent.

Read more:

http://www.bigthink.com/ideas/42161

David Boud talks about sustainable assessment

A very interesting talk from David Boud about the future of assessment.  Particularly interesting, that as someone who has researched peer and self assessment for years, he now thinks these practices do 'bugger all'.  Instead, he talks about developing reflexive learners, active engagement, a shift in identity from being a recipient to being a player (or playa?).

More at assessmentfutures.com

Fish Writes Blog

Stanley Fish has come out as a blogger, see his column in the New York Times
http://opinionator.blogs.nytimes.com/2012/01/09/the-digital-humanities-and-the-transcending-of-mortality/