[ExI] education again

[William Flynn Wallace]

Hmmm, I hope so.  But the techniques enabled by KA isn’t necessarily a
transferrable format.  Those videos are all set up as 10 minute or less
segments.



spike

I guess what I am asking is this:  is there anything about Khan that
suggests that it might be superior in a setting where peer mentoring is
done?


OK - ten minutes and most watchers have mastered that concept.  Then turn
on another one?  How fast did your kid go through the videos?  Did he ever
replay one?


Or this:  would 5 Khan videos equal one 50 minute regular class session?


I think I will enroll and take a class or two just to see.  Recommendations?


BTW, my time is yours and I'll share any of my so-called knowledge with you
like I did in the beginning.


bill w

On Fri, Jun 3, 2016 at 5:00 PM, spike <spike66 at att.net> wrote:

>
>
>
>
> *>…* *On Behalf Of *William Flynn Wallace
> *…*
>
>
>
> ​>…What I have wondered about is the impersonal nature of watching a
> video, however well executed.  So I have these questions, probably for
> Spike:
>
>
>
> >…When the Khan Academy videos are used in schools, what happens after
> the video?
>
>
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> The student works on exercises and demonstrates mastery of that topic.
>
>
>
> >…Is the video watched by a group which then discusses it?
>
>
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> No I wouldn’t think so.  The students are all at different places in their
> courses.  IN my son’s school, all the students working on KA have
> individual computers with headphones.
>
>
>
> >… Or maybe the teacher gives more examples or problems?
>
>
>
> Khan Academy does a pretty good job of finding the balance between
> over-practice and under-practice.  If they get several in a row right, they
> don’t need more.  On they go.
>
>
>
>
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> >…  Since the Khan Academy videos are so popular, I assume math and other
> teachers are watching them for tips on how to teach… bill w
>
>
>
>
>
> Hmmm, I hope so.  But the techniques enabled by KA isn’t necessarily a
> transferrable format.  Those videos are all set up as 10 minute or less
> segments.
>
>
>
> spike
>
>
>
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>
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