Understanding of Lecturing and Tutorial

      School of law and business in Charles Darwin University uses lecturing and tutorial to transfer of knowledge between lecturer and his/her students.  Here is an easy about introducing of lecturing and tutorial from some sources.

         Lecture, as every one of us knows, is one of the oldest, most basic, most commonly and widely used method of teaching. It is a method in which a lecturer delivers a speech to an audience.  It is rather a one man show in which the lecturer is active and the audience/students are passive[1].

Lecture method has its own advantages and disadvantages.  Khamborkar (1980, pp. 18-19) lists them in detail as follows[2]:

       The advantages of its are : it is easy to communicate facts, ideas, opinions straight a way without any distortion; The communicator can reach a large number of audience in a short span of

time:  There is no difficulty in making arrangements in general nor is preparation necessary on the part of listeners;  On a topical or current subject, the lecture method is bound to create interest; A group of well experienced and knowledgeable participants can have an opportunity to get to know many things within a short time;  If the subject is not controversial or there is no scope for discussion, the lecture method is quite appropriate for a large group.

          In contrast, the disadvantages of this method are  a one-way process. There is no feedback either to the lecturer ; If the lecture is not interesting it becomes a matter of boredom; The average  attention span being very short, the listeners may not pay full attention; The level of retention is low; The audience tend to be passive listeners. There is no opportunity to check the information through questions.

       Nowadays there are some variants of lecture method such as lecture-discussion, question-lecture (answer), lecture-demonstration, lecture-recitation, lecture-laboratory and chalk and talk method.  In a lecture-discussion method, the lecturer speaks for five to fifteen minutes and then stimulates a few minutes of discussion around key points made in the lecture.  In question-lecture method, the lecturer spends most of his time in answering questions posed by students.  The lecturer mainly uses student’s questions to determine the points which need further explanation.  In lecture demonstration method, the lecturer uses device to illustrate the subject.  In lecture recitation, the lecturer requests the students to read out prepared material aloud.  We can use it as a variant which is the reverse of question-lecture method.  In this, the lecturer provides the questions and the students have to answer them. In lecture-laboratory method, students follow short lectures by making their own observations, experiments, or other independent work. In chalk and talk method, information is provided through talk but the black board or whiteboard  is used for aiding the talk.  

        Tutorial method will emphasize an individualized approach with the student pacing his own work within the framework of the course. No quizzes will be given, but occasional written papers will be required. The class work will be relatively undirected as compared with the Drill—Recitation method. The instructor will bring other elementary texts for references and demonstration apparatus to class. He will not conduct the class formally, but will be available to the students for consultation throughout the hour. The students will utilize the hour for study and consultation. The instructor will endeavor to help the student to find the answer to his questions rather than answering them himself. Social conversation will be prohibited. This method is based on that reported favorably by Scheidemann[3] (Sch. and Soc,1927, 25, 672-674.).

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[1] Lakshmi Reddy, M.V. and Daswani, C.J.. 2009.Teaching and Training Methods and Techniques in Adult Education. http://hdl.handle.net/123456789/32480 11 May 2011 06.15

[2] Khaunborkar, K. R. 1980. Training Tmching Techniques. Akola: Saoji Bangalow, Ranpis& Nagar.

[3] Scheidemann in Harold Guetzkow, Lowell Kelly and McKeachi. An Experimental Comparison of Recitation, Discussion and Tutorial Method in College Teaching. Journal of Educational Psichology. Number 4 Volume 45 April 1954.

Tuesday, 3 May 2011

Tuesday, 3 May 2011
10am
Prof. Ram ask me to join his meeting which is about "Integrated Learning" at Orange Precinct, Building 4, 2nd floor, room 33. Pak Banu wrote what they are talking about and I recorded. Honesty, only 60 % I understood what they mean. After taking a picture, Prof. Ram ask us to make a resume about Integrated Learning.

12  
Prof. Ram guided us to meet Prof. Siva whom is chief of Accounting. Pak Banu and I interviewed him about pedagogy of Accounting.

2-5pm
I searched and collected articles about Integrated Learning

9-11.30
I asked Pak Ruri to listen recording togather and made a resume.

Wednesday
0-2am
I made a resume of  Integrated Learning

Here is the resume about "Integrated Learning"

What is (Work) Integrated Learning ?

Integrated learning is used to reflect how pedagogy, curriculum, learning resources and environments work together in a seamless and integrated way to be responsive to student expectations and new developments in technology.

It’s an umbrella term used to describe a range of approaches that integrate theory with the practice of work within a purposefully designed curriculum.

The most common form of WIL involves a student placement or project within a workplace. Universities, students and employers work together to design and create a learning experience that benefits all parties. The student’s progress and learning outcomes are monitored and assessed by the university, with input from the employer.

Benefits and importance of (W)IL

For students, the experience is invaluable and plays an important role in their preparation for the work force. For employers, the experience goes beyond altruistic outcomes; the student can –and often does– add demonstrable value to workplaces in small, medium and large businesses.  

For employers, there are many benefits such as recruitment pathway, Flexible options, Partnerships with Universities Workplace-ready graduate, Return on investment and Fresh ideas and approaches

An opportunity to closely examine the skills and suitability of students before they graduate. For others, it may provide an enthusiastic, short term ‘employee’ who can undertake projects or tasks which might not otherwise get done while providing existing employees opportunities to learn valuable mentoring and management skill.

Students bring fresh ideas and approaches to the workplace, sharing the latest research and thinking in the field they study. Students who have experienced workplace learning graduate from university with workplace-ready skills. And that benefits students, universities, government, employers and industry.

Work-integrated learning (WIL) is very important way especially to link between graduates and employees. WIL promoted as a way of:  Applying learning immediately to real issues/tasks, Bringing learning to the fore in enterprises, Encouraging learners to take responsibility for their own learning, Learning through doing, with support and expert input at appropriate times, Transferring learning to a range of situations, and Enhancing the development of transferable generic skills such as critical thinking, communication, team work, problem-solving, organising and managing.

Some Approaches to gain WIL :

1. A Partnership Approach

Productive work integrated learning programs rely on a negotiated three-way partnership between the employer, the university and the student. The three parties work together to agree the tasks and/or project to be undertaken by the student and the associated workplace learning goals. The university prepares the student for their WIL experience and provides advice and support to the employer. As WIL is an important requirement of the university course, the employer and the university assess the student’s learning and workplace performance.

2. English Conversation

With a large number of student participants, many of whom have English as a second language, it is necessary to improve their conversation English ability to be fluently.

3. Professional Spirit and Skill

The curricula able to integrate discipline specific knowledge and skills with relevant professional work. For example simulations (eg moot court, in-house productions, simulated stock exchange, design proposals), professional work placements (including virtual placements),   internships, practicum, field/clinical placements,  service learning,  community service,  industry projects, site visits  and guest lectures.

4. Assessment

The University, through the committee is responsible for monitoring and assessing student progress in consultation with the on-site supervisor and unit coordinator.

 WIL in UMS

                Integrated Learning System should be adopted by the ministry of Higher Education of Indonesia to implement the method of undergruate learning.

                Even though UMS doesn’t use term “Work-Integrated Learning”, some of activities are similar with WIL. The University and faculty should facilitate, support, back up and coordinate this program with faculties and departments.