I've dreamed of facilitating an interactive broadcasted class for over a year now, and this semester the dream has finally become a reality. I am pleased to announce that we are now broadcasting lectures in the "Christianity and Western Culture II" class at Moody Bible Institute‒Spokane. The broadcasted lectures are interactive, publicly accessible, and absolutely free!
You can view our most recent lecture on Princeton Theology and the Nineteenth-Century Revivalists at https://www.youtube.com/channel/UCA87m8ntUE03XMLh2Rkf8KA?feature=
Via this same link, you can also subscribe to our YouTube channel and receive an email update and direct link for all of our future lectures.
For an information sheet containing step-by-step instructions on how to join these live lectures, please click here. Feel free to pass on this information sheet to anyone you know who might be interested!
The project grew out of an idea I had while watching a DVD of John Piper preaching at one of our morning chapel services at MBI. As John Piper delivered his sermon, I noted that he had four overhead screens on stage behind him. The screens were serving more or less as banners to decorate the stage. I leaned over to my wife who was sitting next to me and said, "I'd like to teach my church history class with four overhead screens."
It turns out that our small college campus only had two spare projectors on Tuesday mornings when I taught my church history class, and therefore I could have only a maximum of three overhead screens in class during the lecture. But the precise number of projectors in class was really beside the point, because I quickly discovered that I couldn't effectively manage even three screens alone! So, I recruited an assistant to run the PowerPoint presentations while I lectured.
Soon we learned that my assistant could also monitor an online chatroom during the lecture. Because I had over 100 students in the class that semester, and because it was simply impossible to stop the lecture every time a student had a question, the online feedback proved to be tremendously valuable. My assistant would answer the elementary questions (e.g., "how do you spell Bernard of Clairvaux?" or "what did Prof. Armstrong say happened in 1453AD?"), and he would post the more advanced questions on one of the three overhead screens. I could then discuss the more interesting questions with the class at a convenient moment in the lecture.
As the project grew, we realized that if we could broadcast the lectures live, we could create a geography-free, arbitrarily large, global classroom. This is a tremendously exciting project for me as it represents a significant step forward towards Aqueduct Project's goal of seeing quality theological education available at no or modest cost to every interested person on the planet.