I realise that in my enthusiasm for the infographic I probably didn’t explain well what I meant in my last post: Flip, this is good.
- material prepared by the teacher(s)
- 5-10 minute videos (often made with presentations with voice over (using a screen capture tool – like CaptureFox)
- similar length audio segments (where the notes/visual elements were less important
- short written explanations of key ideas
- a glossary
- other material (both self-discovered and linked by the teacher)
- book chapters
- journal articles
- blog posts
Note that these resources would need to cover the same sorts of topics as we traditionally think of as the content of our courses, but the list might need some adjustments (in the light of how important/relevant a topic is really for student learning. Since students would discover their “need to know” they would be motivated to learn about arcane topics like intertextuality or the Hebrew verb system.
Many of the “resources” would be the same things (like my 5 Minute Bible podcasts) that I currently point students to when they email me with questions… though some would need preparation, and others might need preparing as the course unfolded. The same approach would work with distance and onsite students, but in both cases the “class time” would focus on the problem or situation, not on the “content”, developing skills and thinking, and leaving the information to be delivered by less time intensive means.