# data[].attributes.body
For:
1. structuring learning
2. exemplifying higher-order cognitive skills
3. within a spectrum of teaching styles, the lecture caters to certain student needs - some learn in a passive mode

Against:
1. cognitive overload
2. ignores psychology of learning
3. encourages passive learning

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For:
1. Bonding / discipline / networking
2. unique insight on a subject
3. expectation / baseline of the subject

Against:
1. maintaining attention / data tells us they can't pay attention that long
2. lack of skill set to engage students
3. no clear baseline knowledge of where the students are at, and lack of feedback

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For:
1) Efficiency
2) Adaptability to Different Teaching Methodologies on the Spot
3) Provide new information that may not be available from other sources

Against:
1) Passive learning
2) Overloading students
3) Research active staff can be focused solely on research, rather than teaching and lack motivation to teach.

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Learn by doing
Cognitive overload
Limited interaction and engagement

# data[].attributes.body
For:
Ensuring content is delivered and an opportunity for learning is provided
Solid foundation/groundwork for prompting further study/reflection/interest
opportunity to have something explained in depth

Against:
encourages surface learning with no appreciation for depth of knowledge
cognitive overload - limit to how much info can be assimilated
Gaps in knowledge - if they don't understand but don't act upon the gap in knowledge - later revision is lacking - only revise what they already know

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Convey basic concepts  to build upon
Can be inspiring
Time efficient

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For

1) Real world work is boring. You are preparing people for the work place and the reality that life isn't always fun and interactive
2) lecturing CAN be interactive; this is a false dichotomy between lectures and everything else you've set up. You're assuming lectures are 'traditional' imparting of knowledge
3) this is a part of university for a reason.

Against

1) lecturing represents a disconnect from extant pedagogical ideas about classroom learning. Why do we bother doing this in uni when most pedagogy goes against it?
2) Google is their lecturer now, students increasingly are pushed for time. We need to offer something new

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1. Lack of interaction
2. Attention drops after 20 min
3. Focus on teaching, not student

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For

1. Efficient

2.Cost effective for key note speakers

3.Developing Method of note taking

4.Consistent message to large audience e.g. mandatory training

Against

1.Attentional demands/cognitive overload – design to learning style

2.One-shot only i.e. no representations

3.Alienate people with reasonable adjustments

4. Not good for international students.

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Best things about lectures
• Useful for proving structure to learning and navigating complex information
• Lectures can be interactive and be collaborative with students through use of technology
• Cost effective way of teaching – can be used online, could be monetised
Worst things about lectures
• Can be boring
• Cognitive overload – no chance to revisit information
• No chance for the lecturer to check that learning has happened

# data[].attributes.body
1. Provides a framework
2. Accepted form of communication
3. Contact with experts

# data[].attributes.body
1. Does not ensure retention
2. Engagement / does not promote critical learning
3. Poor training of lecturers / lecturer engagement

# data[].attributes.body
1. Efficient use of limited staff/student time
2. Builds sense of community
3. Leading by example

# data[].attributes.body
FOR:
1. Performativity of live may lead to engagement, particularly if led by an expert
2. Introduction/framework/foundation to aid other learning in and outside clasroom
3. Students want them

AGAINST:
1. Little interaction/participation/'infodump'
2. One hour rather than 25 mins (e.g. limits of human attention)
3. Limited to learning in a single room and time. May be discriminatory