Thank you for this interesting post. I believe every instructor should see this connection between acting in a play and teaching in a classroom. The goal of both actions is to deliver a message or an idea to the audience. However, I feel it is really hard for an instructor to reach the suspension of disbelief but it is not impossible. I think with well designed in class activities, students can be immersed into performing their role in the activity and forget about learning for some time until at the end they realize that they have actually learned what they were supposed to learn as a consequence of performing this activity.

Thank you for this interesting post. Based on your definition of a knowledge machine, the way I envision it is when a student turned to be part of the process of knowledge creation in the lecture. Traditionally, an instructor is just pouring the knowledge from his head to the heads of his students without students being actually part of the instruction process. Using a knowledge machine, students can be engaged actively in the instruction process by performing activities. During the activity, knowledge is created and it is now easier for students to grasp this knowledge as they are part of its creation process.

Thank you for this interesting trial example. I’ve heard before about active learning, but ninja learning in which knowledge is injected in the activity without the students know that they are actually learning seems very interesting. However, it may be the case that some students are embarrassed of participating in the activity. Accordingly, sometimes it may be necessary to tell them explicitly that we are doing this to learn so and so.