Drawing Wild Conclusions, And Complaining.

First off, I all of my lectures have been bearable in Queens College, so I honestly don’t understand those who dislike them.

Now, I  my thoughts on the digital ethnography are a little mixed. I feel like at powerful statement made in the video was that the average student had to somehow balance their 26.5 hour life into a 24 hour day, but almost  13 hours of the time was negotiable.

“A Lecture From The Lectured” sets their point with  “Maslow’s hierarchy of needs, J. Crew 50 percent off, Darwinism, Facebook “. With those things falling under the bottom most layer, the individual is unable to reach self-actualization.

I look at human interaction, care, trust, and everything else numerically. We each have 24 hours a day, 8760 hours a year, and at 18 years of age I have about 630720 hours left. This type of thinking is bound to make you desire efficiency above all else, as well as a defensive precaution to how we spend our time.

Professor must teach efficiently, and the hour long lecture allows for the Professor to reach hundred of students and align their thinking to what they need to succeed in the course. This can be supported by the fact that most lecture classes are for hundreds of people in a new field. Not all of those students are going to remain in that field, professors don’t need to learn the names  of every student they teach.

 The authors of ,”A Lecture From The Lectured”, seem to want a genuine human interaction with someone who already has to budget their personality and time among hundreds of others.

The final ethical part of the video seems to undermine the struggle of school with the struggle of living in this era. Because the students have to deal with current problems, but no one dedicates time to thinking about them, or trying to make a difference.

Do you think a lecture should be the primary source to effectively learn about a subject?

What can the students do in order to work around a “Bad” class?

4 thoughts on “Drawing Wild Conclusions, And Complaining.”

  1. In my opinion, I disagree with your statement that professors don’t need to learn the names of every student they teach. In my own experience, I can say that I have college professors who remember my name after 3 years of graduating, professors who would ask my relatives how Im doing after graduating. And this is very important, because a professor’s job is not only teaching a lesson; a professor should be more human and should be a role model for their students. College is not only the place to gain knowledge; it is also a place to gain life experience, connections and different perspectives about life and career path.
    In response to your question, I don’t think that there is such a thing as a “bad” class, there are more difficult ones than others, and there can be miscommunications that arise, however these are the classes where the student should try to put the most effort.

  2. I agree very strongly that teachers should desire efficiency in their lectures because the students need to know the important points of a field they are taking that class to understand. When a professor is teaching their class they should think of the time it takes out of class to fully understand the topic because the one hour lecture cant cover all the information needed for the class.
    In total your post showed almost to a point how I feel about the current lecture system and what changes should be required.

  3. I also found the video to be powerful. I think that, unlike the articles we’ve been reading for class, it simply presented numbers and statistics which removes any argumentative tone something might have. This simply allows the viewer to react to the staggering numbers that were presented. The 26.5 hours a day stat caught my eye as well, but not because it was a surprising number. It caught my eye because all I’m wondering is was that poorly gathered or estimated data? Or is that the actual tally of hours that the University of Illinois prescribes but just hasn’t realized that its over 24…. And also if you spend 1.5 and 3 hours watching tv and on the internet respectively, that doesn’t make you have a 26.5 hour day. That whole part was wacky. Cocnerning lecturing as a teaching format, I think that it has to be reexamined. You said that your lecture classes have been “bearable.” Why should anybody have to pay (a lot) for something to be bearable? And also, the point of the purchase and time that you even spend at a lecture is to learn. I personally remember probably less than half of the things that I learned in lecture classes because I was uninvolved, depending on my teacher. So if I can’t remember most of the material that I paid to be taught no more than 2 years out of that class, then higher education and getting a general eduction with your degree is an illusion. Those classes become nothing more than something that you paid somebody (your college) to say that you once took this class (your degree) but realistically remember nothing from it. To me it appears to be an illusion that allows colleges to make more money.

  4. “Not all of those students are going to remain in that field, professors don’t need to learn the names of every student they teach.” Kevin, I strongly agree with you on this one. Although I do think it is important for professors in smaller classes to get involved with their students, a professor teaching a large lecture is just as at a disadvantage similar to the student. How is a professor is a 200 student lecture supposed to remember the name of the student sitting in the back on his laptop all throughout class? I will not discredit the fact that professors are responsible for getting their students involved, but students are beyond responsible for putting in effort themselves. If a student is not being persistent in participating or contributing to the large class whatsoever, how is he/she supposed to be noticed by the professor?

    As far as your question concerning lectures, a lecture should not be the primary source in effectively learning a subject. Students have different learning techniques, and lecture halls just aren’t for everybody. Some learn more successfully with active learning.

    Going back to my student responsibility reference, students should not use the excuse of a “bad” class to not succeed in that course. I have personally dealt with disengaged professors and many classes that student labeled “bad,’ but not once did I allow that to impact my effort when it came to that subject. The professor is at fault, but the student cannot allow their running potential to run short because of that.

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