Resuscitating the wrong opinions of dead men: A Case Study on the History of Economic Thought
What do you do when you have a very dry topic to teach and the snores from the lecture theatre are drowning out your words?
Kevin Deane, a new Lecturer in International Development in NBS, faced exactly that problem, some 5-6 weeks into the term. Feedback from the students was clear – “we are bored by this and we are not engaging”. It was time for a radical rethink.
Kevin and I spent about two hours batting ideas back and forth over how to help his class see how the opinions of these long dead men could be relevant to them as 21st century students of economics. I had made a choice not to lecture a group of postgraduate students during a three hour session but instead to spend that face-to-face time on the application rather than the acquisition of knowledge. Could a similar approach be utilised in this context?
The answer came in the form of an academic poster exhibition with each group producing a poster on a different economist which they had to present at an exhibition at the end of term to fellow students and staff within NBS. They also had to explore the relevance of each economist – did they agree with their theories; were their opinions wrong? This had the effect of ensuring a higher level of participation than might otherwise have been the case, given that the poster was not being assessed.
The subsequent 4 weeks of lectures were therefore abandoned and the time allocated to group work on the posters. In spite of some initial discontent Kevin made it clear to the students that this was simply a different approach to teaching and that the students would still be expected to attend and participate. Success was also encouraged by ensuring that students had weekly interim goals and deadlines to work to.
At the exhibition, it was evident that the students I spoke to had engaged with the material and enjoyed finding out about their allocated economist. They had also grasped the concept of what an academic poster was about! A number of staff from NBS were present to ask questions and to help Kevin judge the best poster(s) – three prizes were awarded in the end.
On reflection, Kevin will definitely repeat this approach for this module, but will add an element of assessment to further increase participation and engagement. To read more about the what’s, why’s and wherefore’s, please read his case study – Kevin Deane – Histor.
For now though, this process of resuscitating the wrong opinions of dead men shows that the theories really do live on.
Recent Posts
- Spotlight on Excellence
- Building on Success: Fix Your Content Day at UON with Deborah Gardner
- Blackboard Upgrade – October 2024
- Small Changes, Big Impact: Fix Your Content Day
- “I can use the tools available to me to create online video tutorials for students”
- Stress-Free Submissions: How Practice Can Transform Digital Assessments
- AI Conversation: New feature September 2024
- Unlocking the Power of Kaltura: My Content Analytics
- Enhance Accessibility with AI-Generated Alternative Text in Blackboard Ultra
- Blackboard Upgrade – September 2024
Tags
ABL Practitioner Stories Academic Skills Accessibility Active Blended Learning (ABL) ADE AI Artificial Intelligence Assessment Design Assessment Tools Blackboard Blackboard Learn Blackboard Upgrade Blended Learning Blogs CAIeRO Collaborate Collaboration Distance Learning Feedback FHES Flipped Learning iNorthampton iPad Kaltura Learner Experience MALT Mobile Newsletter NILE NILE Ultra Outside the box Panopto Presentations Quality Reflection SHED Submitting and Grading Electronically (SaGE) Turnitin Ultra Ultra Upgrade Update Updates Video Waterside XerteArchives
Site Admin