Re: learning from lectures Re: Stone article
Jay Lemke (JLLBC who-is-at CUNYVM.CUNY.EDU)
Wed, 08 May 96 13:28:35 EDT
I have certainly had some very active engagements with/during
lectures, as some of my notes (even from/during talks at AERA!)
would show. The trouble is that while I am making meanings of my own
with and around the meanings I'd just made from the speakers' words,
those words keep coming ... so I get a lot from what I actively
respond to, but I miss other parts meanwhile ... if only I could
'pause' the lecturer on videotape -- but then we'd miss the real-time
infrasemiotics of the 'dance' of live interaction. These are
trade-offs, and I suspect there are no optimal formats (seminars
have the disadvantage that you can't always speak when you need
to, that others are often not worth listening to, that monologues
happen there too, etc., etc., while in one-on-one there is a lack
of diversity, of third-party remediation of meanings to help the
whole flow become more semopotent, etc.)
Maybe instead of our tradition of research looking for what's
best, or what's better, we need more research that really finds
out from many participants' viewpoints what the advantages and
disadvantages of different format appear to be, and then to see
how one can practically arrange things to allow greater flexibility
and diversity of arrangements. JAY.
JAY LEMKE.
City University of New York.
BITNET: JLLBC who-is-at CUNYVM
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