I agree with much of what Stephen has written. I have tried a variety of
approaches. When I first started using multimedia, it was nothing more than
an electronic chalkboard.
In year two, I included video clips, laserdisc clips, audio, and anything
else I could think of that would elaborate on the material.
In year three, I reverted to a skeletal approach, probably because I felt
threatened by the technology, and sensed that students were frantically
copying everything, including trying to copy animations.
In year four, I got a wireless mouse, infused my lectures with imagery when
appropriate, turned the equipment off when appropriate, and felt a great
sense of accomplishment at having mastered the application of so many tools
(by tools, I also mean talking, chalkboard, WWW, etc.) that might lead to a
change in the thinking of my students.
I am a work in progress, as I suspect we all are when it comes to teaching.
I embrace the new and the old. My next strategy is to provide students with
the PowerPoint lectures before they come to class, intentionally leave
several keywords missing, and provide them with the missing components as
part of my in-class presentation. Of course, the absent student can simply
get the missing information from a classmate, however, at my college we have
an attendance policy so such transactions will be limited.
Best wishes to you all.
Chuck
+++++++++++++++++++++++++++++
Charles M. Huffman, Ph.D.
Chair, Psychology Dept.
Cumberland College, Box 7990
Williamsburg, KY 40769
(606) 539-4422
+++++++++++++++++++++++++++++
-----Original Message-----
From: Stephen Black [mailto:[EMAIL PROTECTED]]
Sent: Thursday, May 03, 2001 11:37 PM
To: TIPS
Subject: Powerpointing: a contrarian view
On Wed, 2 May 2001, Pollak, Edward wrote:
> >
> As someone who has observed MANY faculty using power point over the years,
I
> have strong feelings on the matter. You're right that power point slides
> need to be kept "skeletal" lest the students are so obsessed copying them
> they neglect to listen. <snip>
> Folks who use powerpoint or overheads (especially the
> overly detailed type) often don't give the students enough time to write
> down the material.
This brings up an interesting question. Why do students have to
copy the slides down? This seems to be an old-fashioned way to
make use of new technology. Since the information is stored
electronically, it's trivially easy to make it available to
students to print out for themselves. This obviates the need to
have them laboriously transcribe it manually, requiring slow
pacing, students attending to their notes rather than to you, and
the necessity to keep slides "skeletal". If they don't have to
copy, you can pack the slides with information.
What's the downside? Well, if students can download a complete
lecture any time they like, they don't have to come to class. So
a professor might want to withhold information from the slides to
ensure attendance. I used to think like this. But I decided it
was more of a trick to induce attendance than a technique with
sound educational justification.
So I withhold information no more. Skeletal slides are gone,
replaced by the well-nourished, plump with detail. I even include
a complete reference for every experiment I discuss. Undoubtedly,
attendance has decreased. But if students can learn the material
without attending class, why should they be compelled to be
there?
I have one restriction. I only make my lecture slides available
after each class is given. This allows me to update them until
just before class, and lets me retain an element of surprise in
my presentations. But students can be free of the stress of being
recording secretaries because they know it will all be available
afterwards.
-Stephen
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Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470
Department of Psychology fax: (819) 822-9661
Bishop's University e-mail: [EMAIL PROTECTED]
Lennoxville, QC
J1M 1Z7
Canada Department web page at http://www.ubishops.ca/ccc/div/soc/psy
Check out TIPS listserv for teachers of psychology at:
http://www.frostburg.edu/dept/psyc/southerly/tips/
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