Bringing the 'Dismal Science' to Life: Teaching Economics Through Multimedia
AbstractThis article examines the pedagogical benefits of using multimedia in the teaching of economics at undergraduate level. It also provides an example from my own teaching to serve as a reference for lecturers interested in creating an interactive learning environment, which prompts genuine two-way discussion in the classroom and produces better learning outcomes for students. The final section ties in the use of multimedia with broader debates among economists about the appropriate level of government intervention in the economy. The paper concludes by arguing that the use of multimedia has strong pedagogical advantages in stimulating greater student engagement and helping to rectify the image of economics in the wider community. Lecturers interested in using multimedia in their teaching will find an extensive list of web resources at the end of this paper.
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Bibliographic InfoArticle provided by Economics Network, University of Bristol in its journal International Review of Economics Education.
Volume (Year): 11 (2012)
Issue (Month): 2 ()
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Postal: University of Bristol, BS8 1HH, United Kingdom
Fax: +44(0)117 331 4396
Web page: http://www.economicsnetwork.ac.uk/iree
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Don Leet & Scott Houser, 2003. "Economics Goes to Hollywood: Using Classic Films and Documentaries to Create an Undergraduate Economics Course," Journal of Economic Education, Taylor and Francis Journals, vol. 34(4), pages 326-332, January.
- Robert Lawson & Joshua Hall & G. Dirk Mateer, 2008. "From Abba to Zeppelin, Led: Using Music to Teach Economics," Journal of Economic Education, Taylor and Francis Journals, vol. 39(1), pages 107-107, January.
- G. Dirk Mateer & Herman Li, 2008. "Movie Scenes for Economics," Journal of Economic Education, Taylor and Francis Journals, vol. 39(3), pages 303-303, July.
- Roland G. Fryer & Jacob K. Goeree & Charles A. Holt, 2005. "Experience-Based Discrimination: Classroom Games," Journal of Economic Education, Taylor and Francis Journals, vol. 36(2), pages 160-170, April.
- William E. Becker & Michael Watts, 2001. "Teaching Economics at the Start of the 21st Century: Still Chalk-and-Talk," American Economic Review, American Economic Association, vol. 91(2), pages 446-451, May.
- Avinash Dixit, 2005. "Restoring Fun to Game Theory," Journal of Economic Education, Taylor and Francis Journals, vol. 36(3), pages 205-219, July.
- Becker, William E & Watts, Michael, 1996. "Chalk and Talk: A National Survey on Teaching Undergraduate Economics," American Economic Review, American Economic Association, vol. 86(2), pages 448-53, May.
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