Stephen Downes

I write both as someone who enjoys lecturing and believes he is good at it, as well as someone who has come close to falling asleep during numerous lectures. This article recommends saving the lecture by alternating it with learning activities. This makes sense for, say, a three-hour workshop, but I have on numerous occasions been riveted by and edified by the standard 50-minute talk. I think perhaps that one of the main problems with the lecture is that there are so few good lecturers, and also that many topics (like say, introductory algebra) don't really lend themselves to lectures. But for weaving a narrative, drawing our an argument, or rousing to action, a lecture can be a powerful tool.