Lecture - Revision history

83.9.170.65 at 20:06, 4 February 2025

2025-02-04T20:06:53Z

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	{{For\|the academic rank\|Lecturer}}		{{For\|the academic rank\|Lecturer}}
	[[File:ADFA Lecture Theatres.jpg\|thumb\|upright=1.3\|Lecture at the [[Australian Defence Force Academy]]]]		[[File:ADFA Lecture Theatres.jpg\|thumb\|upright=1.3\|Lecture at the [[Australian Defence Force Academy]]]]
	[[File:Laurentius de Voltolina ~~001~~.jpg\|upright=1.3\|thumb\|A lecture at the University of Bologna in Italy in the mid-fourteenth century. The lecturer reads from a text on the lectern while students in the back sleep.]]		[[File:Laurentius de Voltolina Vorlesung vor Studenten - Min 1233 - Kupferstichkabinett Berlin.jpg\|upright=1.3\|thumb\|A lecture at the University of Bologna in Italy in the mid-fourteenth century. The lecturer reads from a text on the lectern while students in the back sleep.]]
	[[File:McClintock Nobel Lecture.jpg\|thumb\|upright=1.3\|[[Barbara McClintock]] delivers her [[Nobel Prize\|Nobel]] lecture]]		[[File:McClintock Nobel Lecture.jpg\|thumb\|upright=1.3\|[[Barbara McClintock]] delivers her [[Nobel Prize\|Nobel]] lecture]]

Monkbot: Task 20: replace {lang-??} templates with {langx|??} ‹See Tfd› (Replaced 1);

2024-10-25T05:27:06Z

Task 20: replace {lang-??} templates with {langx|??} ‹See Tfd› (Replaced 1);

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	[[File:McClintock Nobel Lecture.jpg\|thumb\|upright=1.3\|[[Barbara McClintock]] delivers her [[Nobel Prize\|Nobel]] lecture]]		[[File:McClintock Nobel Lecture.jpg\|thumb\|upright=1.3\|[[Barbara McClintock]] delivers her [[Nobel Prize\|Nobel]] lecture]]

	A '''lecture''' (from {{~~lang-~~la\|lectura}} {{gloss\|reading}}) is an [[speech\|oral]] [[presentation]] intended to present information or teach people about a particular subject, for example by a [[university]] or [[college]] [[teacher]]. Lectures are used to convey critical information, history, background, theories, and equations. A politician's speech, a minister's [[sermon]], or even a business person's sales presentation may be similar in form to a lecture. Usually the lecturer will stand at the front of the room and recite information relevant to the lecture's content.		A '''lecture''' (from {{langx\|la\|lectura}} {{gloss\|reading}}) is an [[speech\|oral]] [[presentation]] intended to present information or teach people about a particular subject, for example by a [[university]] or [[college]] [[teacher]]. Lectures are used to convey critical information, history, background, theories, and equations. A politician's speech, a minister's [[sermon]], or even a business person's sales presentation may be similar in form to a lecture. Usually the lecturer will stand at the front of the room and recite information relevant to the lecture's content.

	Though lectures are much criticised as a [[teaching method]], universities have not yet found practical alternative teaching methods for the large majority of their courses.<ref name=cirtl /> Critics point out that lecturing is mainly a one-way method of [[communication]] that does not involve significant audience participation but relies upon [[passive learning]]. Therefore, lecturing is often contrasted to [[active learning]]. Lectures delivered by talented speakers can be highly stimulating; at the very least, lectures have survived in [[academia]] as a quick, cheap, and efficient way of introducing large numbers of students to a particular field of study.		Though lectures are much criticised as a [[teaching method]], universities have not yet found practical alternative teaching methods for the large majority of their courses.<ref name=cirtl /> Critics point out that lecturing is mainly a one-way method of [[communication]] that does not involve significant audience participation but relies upon [[passive learning]]. Therefore, lecturing is often contrasted to [[active learning]]. Lectures delivered by talented speakers can be highly stimulating; at the very least, lectures have survived in [[academia]] as a quick, cheap, and efficient way of introducing large numbers of students to a particular field of study.

Omnipaedista: macrons and breves for Latin are not standard and are not to be normally used on Wikipedia

2024-09-24T06:56:08Z

macrons and breves for Latin are not standard and are not to be normally used on Wikipedia

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	{{Short description\|Oral presentation intended to present information or teach people about a particular subject}}		{{Short description\|Oral presentation intended to present information or teach people about a particular subject}}
	{{For\|the academic rank\|Lecturer}}		{{For\|the academic rank\|Lecturer}}
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	[[File:McClintock Nobel Lecture.jpg\|thumb\|upright=1.3\|[[Barbara McClintock]] delivers her [[Nobel Prize\|Nobel]] lecture]]		[[File:McClintock Nobel Lecture.jpg\|thumb\|upright=1.3\|[[Barbara McClintock]] delivers her [[Nobel Prize\|Nobel]] lecture]]

	A '''lecture''' (from {{lang-la\|~~lēctūra~~}} {{gloss\|reading}}) is an [[speech\|oral]] [[presentation]] intended to present information or teach people about a particular subject, for example by a [[university]] or [[college]] [[teacher]]. Lectures are used to convey critical information, history, background, theories, and equations. A politician's speech, a minister's [[sermon]], or even a business person's sales presentation may be similar in form to a lecture. Usually the lecturer will stand at the front of the room and recite information relevant to the lecture's content.		A '''lecture''' (from {{lang-la\|lectura}} {{gloss\|reading}}) is an [[speech\|oral]] [[presentation]] intended to present information or teach people about a particular subject, for example by a [[university]] or [[college]] [[teacher]]. Lectures are used to convey critical information, history, background, theories, and equations. A politician's speech, a minister's [[sermon]], or even a business person's sales presentation may be similar in form to a lecture. Usually the lecturer will stand at the front of the room and recite information relevant to the lecture's content.

	Though lectures are much criticised as a [[teaching method]], universities have not yet found practical alternative teaching methods for the large majority of their courses.<ref name=cirtl /> Critics point out that lecturing is mainly a one-way method of [[communication]] that does not involve significant audience participation but relies upon [[passive learning]]. Therefore, lecturing is often contrasted to [[active learning]]. Lectures delivered by talented speakers can be highly stimulating; at the very least, lectures have survived in [[academia]] as a quick, cheap, and efficient way of introducing large numbers of students to a particular field of study.		Though lectures are much criticised as a [[teaching method]], universities have not yet found practical alternative teaching methods for the large majority of their courses.<ref name=cirtl /> Critics point out that lecturing is mainly a one-way method of [[communication]] that does not involve significant audience participation but relies upon [[passive learning]]. Therefore, lecturing is often contrasted to [[active learning]]. Lectures delivered by talented speakers can be highly stimulating; at the very least, lectures have survived in [[academia]] as a quick, cheap, and efficient way of introducing large numbers of students to a particular field of study.
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	== References ==		== References ==
	=== Citations ===
	{{Reflist}}		{{Reflist}}

70.26.38.100: /* History */

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History

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	The practice in the [[medieval university]] was for the instructor to read from an original source to a class of students who took notes on the lecture. The reading from original sources evolved into the reading of glosses on an original and then more generally to lecture notes. Throughout much of history, the diffusion of knowledge via handwritten lecture notes was an essential element of academic life.		The practice in the [[medieval university]] was for the instructor to read from an original source to a class of students who took notes on the lecture. The reading from original sources evolved into the reading of glosses on an original and then more generally to lecture notes. Throughout much of history, the diffusion of knowledge via handwritten lecture notes was an essential element of academic life.

	[[File:Rembrandt - The Anatomy Lesson of Dr Nicolaes Tulp.jpg\|upright=1.3\|thumb\|[[Rembrandt]]'s ''The Anatomy Lecture of Dr. Nicolaes Tulp'']]		[[File:Rembrandt - The Anatomy Lesson of Dr Nicolaes Tulp.jpg\|upright=1.3\|thumb\|[[Rembrandt]]'s ''The Anatomy Lecture of Dr. Nicolaes Tulp'' (1632)]]
	Even in the twentieth century, the lecture notes taken by students, or prepared by a scholar for a lecture, have sometimes achieved wide circulation (see, for example, the genesis of [[Ferdinand de Saussure]]'s ''Cours de linguistique générale''). Many lecturers were, and still are, accustomed to simply reading their own notes from the lectern for exactly that purpose. Nevertheless, modern lectures generally incorporate additional activities, e.g. writing on a chalk-board, exercises, class questions and discussions, or student presentations.		Even in the twentieth century, the lecture notes taken by students, or prepared by a scholar for a lecture, have sometimes achieved wide circulation (see, for example, the genesis of [[Ferdinand de Saussure]]'s ''Cours de linguistique générale''). Many lecturers were, and still are, accustomed to simply reading their own notes from the lectern for exactly that purpose. Nevertheless, modern lectures generally incorporate additional activities, e.g. writing on a chalk-board, exercises, class questions and discussions, or student presentations.

2601:2C6:4785:48E0:C40E:FFC0:B30F:C734: On the picture with Golan Levin, changed "side" to "slide"

2024-09-19T12:14:17Z

On the picture with Golan Levin, changed "side" to "slide"

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	== Etymology ==		== Etymology ==
	[[File:Golan levin.jpg\|thumb\|upright=1.3\|[[Golan Levin]] lecturing using a projected ~~side~~]]		[[File:Golan levin.jpg\|thumb\|upright=1.3\|[[Golan Levin]] lecturing using a projected slide]]
	The noun "lecture" dates from 14th century, meaning "action of reading, that which is read," from the [[Latin]] ''lectus'', pp. of ''legere'' "to read." Its subsequent meaning as "oral discourse on a given subject before an audience for purposes of [[Education\|instruction]]" is from the 16th century. The verb "to lecture" is attested from 1590.		The noun "lecture" dates from 14th century, meaning "action of reading, that which is read," from the [[Latin]] ''lectus'', pp. of ''legere'' "to read." Its subsequent meaning as "oral discourse on a given subject before an audience for purposes of [[Education\|instruction]]" is from the 16th century. The verb "to lecture" is attested from 1590.
	The noun "lectern" refers to the reading desk used by lecturers.		The noun "lectern" refers to the reading desk used by lecturers.

78.163.228.65 at 19:52, 21 July 2024

2024-07-21T19:52:40Z

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	{{Short description\|Oral presentation intended to present information or teach people about a particular subject}}		{{Short description\|Oral presentation intended to present information or teach people about a particular subject}}
	{{For\|the academic rank\|Lecturer}}		{{For\|the academic rank\|Lecturer}}

Zoya Saleh: added new information and linked relevant Wikipedia page

2024-07-03T08:09:55Z

added new information and linked relevant Wikipedia page

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	== See also ==		== See also ==
	* [[Public lecture]]		* [[Public lecture]]
			* [[Online lecture]]

	=== Sources ===		=== Sources ===

Citation bot: Add: s2cid, bibcode. | Use this bot. Report bugs. | Suggested by LeapTorchGear | #UCB_webform 13/43

2024-02-22T05:26:29Z

Add: s2cid, bibcode. | Use this bot. Report bugs. | Suggested by LeapTorchGear | #UCB_webform 13/43

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	The conception of the lecture as needing to be a didactic event has been challenged by Meltzer and Manivannan (2002) and Sandry (2005) who maintain that lectures can involve active learning. However, Elliot (2005) sees difficulties in the encouragement of active learning with phenomena such as [[social loafing]] and [[Evaluation apprehension model\|evaluation apprehension]] causing audience members to be reluctant to participate. A possible solution to the encouragement of audience involvement in lectures is the use of an [[Audience response#Use in Educational Settings\|audience response system]] which allows audience members to participate anonymously.<ref>{{cite journal\|doi=10.1080/02602938.2015.1024199 \| volume=41 \| issue=3 \| title=Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education \| journal=Assessment & Evaluation in Higher Education \| pages=482–497\| year=2016 \| last1=Newton \| first1=Philip \| s2cid=144164927 }}</ref>		The conception of the lecture as needing to be a didactic event has been challenged by Meltzer and Manivannan (2002) and Sandry (2005) who maintain that lectures can involve active learning. However, Elliot (2005) sees difficulties in the encouragement of active learning with phenomena such as [[social loafing]] and [[Evaluation apprehension model\|evaluation apprehension]] causing audience members to be reluctant to participate. A possible solution to the encouragement of audience involvement in lectures is the use of an [[Audience response#Use in Educational Settings\|audience response system]] which allows audience members to participate anonymously.<ref>{{cite journal\|doi=10.1080/02602938.2015.1024199 \| volume=41 \| issue=3 \| title=Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education \| journal=Assessment & Evaluation in Higher Education \| pages=482–497\| year=2016 \| last1=Newton \| first1=Philip \| s2cid=144164927 }}</ref>

	Shoufan (2020) argues that with a proper usage of learning technology, the lecture can be omitted and completely replaced by learning activities. <ref>{{cite journal\|doi=10.1109/TE.2020.2989921 \| volume=63 \| issue=4 \| title=Lecture-Free Classroom: Fully Active Learning on Moodle \| journal=IEEE Transactions on Education \| pages=314–321\| year=2020 \| last1=Shoufan \| first1=Abdulhadi }}</ref>		Shoufan (2020) argues that with a proper usage of learning technology, the lecture can be omitted and completely replaced by learning activities. <ref>{{cite journal\|doi=10.1109/TE.2020.2989921 \| volume=63 \| issue=4 \| title=Lecture-Free Classroom: Fully Active Learning on Moodle \| journal=IEEE Transactions on Education \| pages=314–321\| year=2020 \| last1=Shoufan \| first1=Abdulhadi \| bibcode=2020ITEdu..63..314S \| s2cid=219501315 }}</ref>

	===Advantages===		===Advantages===

2001:8F8:1C65:1B6E:2123:304D:6D92:BDCF at 10:04, 4 November 2023

2023-11-04T10:04:59Z

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	Early editions of the book contained a reply paid evaluation card. This research showed that the section on alternative teaching methods within lectures was the most highly praised.<ref name=Bligh>{{cite book\|last=Bligh\|first=Donald\|title=What's the use of lectures?\|year=1998\|edition=5th\|publisher=Intellect Books\|isbn=9781871516791\|pages=316\|url=https://books.google.com/books?id=l-xxxqZXUU8C}} [http://isites.harvard.edu/fs/docs/icb.topic38998.files/Bligh_Ch1_and_Ch3.pdf Ch.1 and Ch. 3 reprint] {{webarchive\|url=https://web.archive.org/web/20141011213244/http://isites.harvard.edu/fs/docs/icb.topic38998.files/Bligh_Ch1_and_Ch3.pdf \|date=2014-10-11 }}</ref>		Early editions of the book contained a reply paid evaluation card. This research showed that the section on alternative teaching methods within lectures was the most highly praised.<ref name=Bligh>{{cite book\|last=Bligh\|first=Donald\|title=What's the use of lectures?\|year=1998\|edition=5th\|publisher=Intellect Books\|isbn=9781871516791\|pages=316\|url=https://books.google.com/books?id=l-xxxqZXUU8C}} [http://isites.harvard.edu/fs/docs/icb.topic38998.files/Bligh_Ch1_and_Ch3.pdf Ch.1 and Ch. 3 reprint] {{webarchive\|url=https://web.archive.org/web/20141011213244/http://isites.harvard.edu/fs/docs/icb.topic38998.files/Bligh_Ch1_and_Ch3.pdf \|date=2014-10-11 }}</ref>

	The conception of the lecture as needing to be a didactic event has been challenged by Meltzer and Manivannan (2002) and Sandry (2005) who maintain that lectures can involve active learning. However, Elliot (2005) sees difficulties in the encouragement of active learning with phenomena such as [[social loafing]] and [[Evaluation apprehension model\|evaluation apprehension]] causing audience members to be reluctant to participate. A possible solution to the encouragement of audience involvement in lectures is the use of an [[Audience response#Use in Educational Settings\|audience response system]] which allows audience members to participate anonymously.<ref>{{cite journal\|doi=10.1080/02602938.2015.1024199 \| volume=41 \| issue=3 \| title=Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education \| journal=Assessment & Evaluation in Higher Education \| pages=482–497\| year=2016 \| last1=Newton \| first1=Philip \| s2cid=144164927 }}</ref> Shoufan(2020) argues that with a proper usage of learning technology, the lecture can be omitted and completely replaced by learning activities. <ref>{{cite journal\|doi=10.1109/TE.2020.2989921 \| volume=63 \| issue=4 \| title=Lecture-Free Classroom: Fully Active Learning on Moodle \| journal=IEEE Transactions on Education \| pages=314–321\| year=2020 \| last1=Shoufan \| first1=Abdulhadi }}</ref>		The conception of the lecture as needing to be a didactic event has been challenged by Meltzer and Manivannan (2002) and Sandry (2005) who maintain that lectures can involve active learning. However, Elliot (2005) sees difficulties in the encouragement of active learning with phenomena such as [[social loafing]] and [[Evaluation apprehension model\|evaluation apprehension]] causing audience members to be reluctant to participate. A possible solution to the encouragement of audience involvement in lectures is the use of an [[Audience response#Use in Educational Settings\|audience response system]] which allows audience members to participate anonymously.<ref>{{cite journal\|doi=10.1080/02602938.2015.1024199 \| volume=41 \| issue=3 \| title=Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education \| journal=Assessment & Evaluation in Higher Education \| pages=482–497\| year=2016 \| last1=Newton \| first1=Philip \| s2cid=144164927 }}</ref>

			Shoufan (2020) argues that with a proper usage of learning technology, the lecture can be omitted and completely replaced by learning activities. <ref>{{cite journal\|doi=10.1109/TE.2020.2989921 \| volume=63 \| issue=4 \| title=Lecture-Free Classroom: Fully Active Learning on Moodle \| journal=IEEE Transactions on Education \| pages=314–321\| year=2020 \| last1=Shoufan \| first1=Abdulhadi }}</ref>

	===Advantages===		===Advantages===

2001:8F8:1C65:1B6E:2123:304D:6D92:BDCF at 10:02, 4 November 2023

2023-11-04T10:02:33Z

← Previous revision		Revision as of 10:02, 4 November 2023
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	Early editions of the book contained a reply paid evaluation card. This research showed that the section on alternative teaching methods within lectures was the most highly praised.<ref name=Bligh>{{cite book\|last=Bligh\|first=Donald\|title=What's the use of lectures?\|year=1998\|edition=5th\|publisher=Intellect Books\|isbn=9781871516791\|pages=316\|url=https://books.google.com/books?id=l-xxxqZXUU8C}} [http://isites.harvard.edu/fs/docs/icb.topic38998.files/Bligh_Ch1_and_Ch3.pdf Ch.1 and Ch. 3 reprint] {{webarchive\|url=https://web.archive.org/web/20141011213244/http://isites.harvard.edu/fs/docs/icb.topic38998.files/Bligh_Ch1_and_Ch3.pdf \|date=2014-10-11 }}</ref>		Early editions of the book contained a reply paid evaluation card. This research showed that the section on alternative teaching methods within lectures was the most highly praised.<ref name=Bligh>{{cite book\|last=Bligh\|first=Donald\|title=What's the use of lectures?\|year=1998\|edition=5th\|publisher=Intellect Books\|isbn=9781871516791\|pages=316\|url=https://books.google.com/books?id=l-xxxqZXUU8C}} [http://isites.harvard.edu/fs/docs/icb.topic38998.files/Bligh_Ch1_and_Ch3.pdf Ch.1 and Ch. 3 reprint] {{webarchive\|url=https://web.archive.org/web/20141011213244/http://isites.harvard.edu/fs/docs/icb.topic38998.files/Bligh_Ch1_and_Ch3.pdf \|date=2014-10-11 }}</ref>

	The conception of the lecture as needing to be a didactic event has been challenged by Meltzer and Manivannan (2002) and Sandry (2005) who maintain that lectures can involve active learning. However, Elliot (2005) sees difficulties in the encouragement of active learning with phenomena such as [[social loafing]] and [[Evaluation apprehension model\|evaluation apprehension]] causing audience members to be reluctant to participate. A possible solution to the encouragement of audience involvement in lectures is the use of an [[Audience response#Use in Educational Settings\|audience response system]] which allows audience members to participate anonymously.<ref>{{cite journal\|doi=10.1080/02602938.2015.1024199 \| volume=41 \| issue=3 \| title=Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education \| journal=Assessment & Evaluation in Higher Education \| pages=482–497\| year=2016 \| last1=Newton \| first1=Philip \| s2cid=144164927 }}</ref>		The conception of the lecture as needing to be a didactic event has been challenged by Meltzer and Manivannan (2002) and Sandry (2005) who maintain that lectures can involve active learning. However, Elliot (2005) sees difficulties in the encouragement of active learning with phenomena such as [[social loafing]] and [[Evaluation apprehension model\|evaluation apprehension]] causing audience members to be reluctant to participate. A possible solution to the encouragement of audience involvement in lectures is the use of an [[Audience response#Use in Educational Settings\|audience response system]] which allows audience members to participate anonymously.<ref>{{cite journal\|doi=10.1080/02602938.2015.1024199 \| volume=41 \| issue=3 \| title=Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education \| journal=Assessment & Evaluation in Higher Education \| pages=482–497\| year=2016 \| last1=Newton \| first1=Philip \| s2cid=144164927 }}</ref> Shoufan(2020) argues that with a proper usage of learning technology, the lecture can be omitted and completely replaced by learning activities. <ref>{{cite journal\|doi=10.1109/TE.2020.2989921 \| volume=63 \| issue=4 \| title=Lecture-Free Classroom: Fully Active Learning on Moodle \| journal=IEEE Transactions on Education \| pages=314–321\| year=2020 \| last1=Shoufan \| first1=Abdulhadi }}</ref>

	===Advantages===		===Advantages===

← Previous revision		Revision as of 20:06, 4 February 2025
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	{{For\|the academic rank\|Lecturer}}		{{For\|the academic rank\|Lecturer}}
	[[File:ADFA Lecture Theatres.jpg\|thumb\|upright=1.3\|Lecture at the [[Australian Defence Force Academy]]]]		[[File:ADFA Lecture Theatres.jpg\|thumb\|upright=1.3\|Lecture at the [[Australian Defence Force Academy]]]]
	[[File:Laurentius de Voltolina ~~001~~.jpg\|upright=1.3\|thumb\|A lecture at the University of Bologna in Italy in the mid-fourteenth century. The lecturer reads from a text on the lectern while students in the back sleep.]]		[[File:Laurentius de Voltolina Vorlesung vor Studenten - Min 1233 - Kupferstichkabinett Berlin.jpg\|upright=1.3\|thumb\|A lecture at the University of Bologna in Italy in the mid-fourteenth century. The lecturer reads from a text on the lectern while students in the back sleep.]]
	[[File:McClintock Nobel Lecture.jpg\|thumb\|upright=1.3\|[[Barbara McClintock]] delivers her [[Nobel Prize\|Nobel]] lecture]]		[[File:McClintock Nobel Lecture.jpg\|thumb\|upright=1.3\|[[Barbara McClintock]] delivers her [[Nobel Prize\|Nobel]] lecture]]