I have been in many learning situations over the years. Increasingly, presenters and trainers are integrating PowerPoint presentations. As a visual learner, I find seeing information on a PowerPoint slide helps me remember. Axtell and Maddux (2008) presented evidence that college students retained information more successfully when the lecturer used a PowerPoint presentation rather than an overhead projector and transparencies or no visuals. This seems reasonable to me.
However, I do not appreciate having a PowerPoint presentation when the presenter simply reads verbatim from the slides. I perceive this as a waste of time, especially if a handout is given to me. I could simply read the handout, oftentimes faster than the time it took read the slides. I do appreciate when the presenter elaborates on the slide content. This gives me more information than I am seeing.
Making connections and engaging learners involves more than reading slides to them. I taught a class this spring on using topographical maps and satellite imagery, but there was not a lot of information out there to match our state standards. During my search, I found Google Earth and used it during class. I also gave students the opportunity to interact with topographical maps on the whiteboard, and we discussed practical uses of topographical maps and satellite imagery. One student was into geocaching, which fit into the lesson perfectly. The student was able to add to the lesson in ways I could not.
As teachers step pot of their comfort zones, authentic learning and sharing can take place.
Axtell, K., Maddux, C., & Aberasturi, S. (2008). The effect of presentation
software on classroom verbal interaction and on student retention of higher
education lecture content. International Journal of Technology in Teaching
and Learning, 4(1), 21–33.
I am a similar learner. I learn best from information that I can hear, see and do. I have to take notes in order to learn. If I just sit and listen, I am going to retain very little. I become very bored very quickly when an instructor is a PowerPoint reader. I think that educators are especially critical of this because we understand how to research, create presentations and deliver information effectively. (I would hate to be the instructor to a group of teachers…talk about a tough crowd!)
ReplyDeleteHow do you help your students when teaching online to interact and engage with the lesson if it PowerPoint? When I am watching Dr. Dunn’s presentations, I print the handouts ahead of time and I take notes and if the video is moving faster than my hand and brain, I pause the presentation. Do you offer your students handouts or do you offer questions with feedback during your presentations? In my EDUC 633 class we had to do that online lesson and I incorporated notes, worksheets, presentations, questions within the presentation, and blogs. It was so much work to create an online class, but I think it is equitable with all the effort I put into my traditional class. I think it felt different because it was novel to me.
I admire your “out of the box” use of Google Earth. Your use was much different than its traditional use and I think it would have been a very effective tool for your lesson. Did you use this in Elluminate or some other collaborative online tool?
I enjoyed it and thanks for sharing!
Kimberly, It looks like I have some things in common with you and Tiffany. I really struggle when a teacher reads a PowerPoint slide verbatim and does not deviate from what is on the slide. I could not agree more that if a handout was passed out prior to the instruction there is no reason for the teacher to brief exactly what is on the slide. This is a complete waste of time and in my opinion a lack of preparation from the instructor. I succeed and benefit from presentations that strive to create an interactive theme throughout the entire presentation. The interactivity forces students to stay alert and engaged which ultimately fosters a healthy dynamic for any class. I enjoyed reading your post!
ReplyDelete@ Tiffany
ReplyDeleteWhen teaching in Elluminate, the PowerPoints are set up differently than a traditional lecture. I set up t-charts for students to type or write responses on the whiteboard. I use webtours of websites. Sometimes, I file transfer notes or worksheets to students; however, I try to be mindful of student printing costs so I refrain from doing this too often. Many of our students are eligible for free or reduced lunch; I don't want to place undue burdens on families. We also use chat and polling tools extensively. Students can type responses to questions in chat. I ask for volunteers to read sections of articles from the screen, but many middle schoolers are very shy speaking in Elluminate via the microphone. They seem more comfortable using chat.
Google Earth was an Elluminate activity using a webtour, since I wanted to retain some control of the activity. If I want students to explore on their own, I'll push out the website to them.
Thanks again for letting me "talk" about my school!
Kimberly, I could not agree with you more, when presenters read what is written in the PowerPoint; I always say to myself "Why have the PowerPoint if you’re going to read it verbatim” Some people do not understand that presentation software are supplemental tools for communication, it is used simply to cover main points, and not used as the sole piece of communication.
ReplyDeleteIt was refreshing to hear your openness to the student who offered the geocaching idea. Whether or not you are an expert in technology, you just cannot know everything. When opportunities arise for students to contribute their own relevant knowledge to you as the instructor and to peers, it is beneficial for everyone. This also encourages student engagement. As long as the technology stays a tool that serves lesson objectives (as opposed to just a fun toy to play with during class) then all is well.
ReplyDeleteThanks for sharing. It sounds like you have some neat things going on in your classes!