A brief history of the lecture: a multi-media analysis.

Autor/in	Friesen, Norm
Titel	A brief history of the lecture: a multi-media analysis.
Quelle	In: MedienPädagogik, (2014) 24, S. 136-153Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1424-3636
DOI	10.21240/mpaed/24/2014.09.30.X
Schlagwörter	Bildungsgeschichte; Autorität; Medienpädagogik; Autorität; Vortrag; Medienpädagogik; Vorlesung; Digitalisierung; Frontalunterricht; Informationsverhalten; Lehren; Informationsvermittlung; Wissenstransfer; Lehren; Frontalunterricht; Soziale Software; Digitalisierung; Vorlesung; Soziale Software; Darstellungsform; Vortrag; Informationsverhalten; Informationsvermittlung; Goffman, Erving
Abstract	The lecture has been much maligned as a pedagogical form. It has been denigrated as a "hot medium" that has long been "superseded" by the cooler dialogical and televisual forms. Yet the lecture persists and even flourishes today in the form of the podcast, the TED Talk, Kahn Academy and the "smart" lecture hall (outfitted with audio, video and student feedback technologies). This persistence should lead us to re-evaluate both the lecture and the role of the media that have been related to it over time. This paper examines the lecture as a site of intersecting media, as "a site where differences between media are negotiated" as these media evolve. This study shows the lecture as bridging oral communication with writing and newer media technologies, rather than as being superseded by newer electronic and digital forms. The result is a remarkably adaptable and robust form that combines textual record and ephemeral event. It is that is capable of addressing a range of different demands and circumstances, both in terms of classroom pragmatics and more abstractly, of the circulation of knowledge itself. The Web, which brings multiple media together with new and established forms and genres, presents fertile grounds for the continuation and revitalization of the lecture as a dominant pedagogical form. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/1