Ah, yes, spellling matrs, Mr. Kahn, but Mr. Klock has an excellent question.
The interactive texts typically have integrated things that used to be in a workbook such as
* vocabulary learning techniques of various kinds
* fact checking
* analytical questions
* speculative questions leading to higher order thinking
What is missing that we could add to texts and/or videos?
David
----- Message from jj2kk4@xxxxxxxxx ---------
Date: Mon, 12 Mar 2012 14:02:09 -0700 (PDT)
From: Joel Kahn <jj2kk4@xxxxxxxxx>
Reply-To: schoolforge-discuss@xxxxxxxxxxxxxxx
Subject: Re: [school-discuss] This illustrates a success in Free-Open Education.
To: "schoolforge-discuss@xxxxxxxxxxxxxxx" <schoolforge-discuss@xxxxxxxxxxxxxxx>
Please watch your spelling, Mr. Klock. It's Khan who has the academy, not Kahn. If I ever do form my own academy, I won't put my name on it--I can just imagine the confusion. :-)Joel Kahn
From: Mr. Klock <math@xxxxxxxxxxxxxx>
To: schoolforge-discuss@xxxxxxxxxxxxxxx
Sent: Monday, March 12, 2012 2:31 PM
Subject: Re: [school-discuss] This illustrates a success in Free-Open Education.
I, for one, am eager to see whether non-interactive video lessons, or interactive computer-based problem sets (both of which are available on Kahn's website) are successful for particular groups of students. We've heard lots of self-reported anecdotes of success from users of Kahn Academy, but there hasn't been any sort of rigorous, valid study of student outcomes, yet.My suspicion (backed by my own unscientific, self-reported anecdotal experience as a high school math teacher in an urban school) is that videos and interactive problem sets work well, for highly self-motivated students, but that hard-to-reach students will remain hard-to-reach.
James Klock
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