Of course, the Register is known for provocative statements and going on long limbs. But it's interesting in this case that the limb in question goes with a popular gripe: PowerPoint use can lead to bad presentations. In fact, it's funnyto note that the Register version isn't really about learning situation but more about the use of presentation software in sales pitches (in which the goal is to dazzle, not to teach).
Now, I don't have a problem rethinking my own teaching practises. And maybe I'm way off. I happen to think that my methods are fairly effective and I don't see a major problem with my lecturing style. But I'm always willing to question myself.
Constructive comments are deeply appreciated. But, please, don't flame me!
I must admit, I do use presentation slides in my lectures. (Zoho, Keynote, LaTeX, or even PowerPoint.) And, yes, they are bullet points. (Hey, take that flame-thrower away!)
Through Moodle (of course) I give students the material from my slides as lecture notes, either before or after lectures. In a way, it's the most effective way for me to structure my lectures and students get an idea of where I'm at when I'm going on a tangent (which happens quite frequently).
My courses aren't so much about retention of information as much as they are about understanding broad issues and connecting these issues together. In large classes, I do devote some time to making some of these connections myself but I specifically don't try to get participants to memorise the things I say in the classroom. For instance, when explaining a concept, I try to not simply give out definitions for people to remember but I do try to unpack concepts by relating them with issues we've discussed (or we'll be discussing) in other contexts.
So far, I've been quite happy with the results.
One thing I've often noticed is that, early in the semester, many students have a tendency to copy down the content of the slides. Because I assured students that this same content would be available on Moodle, it has been possible for me to get more students to change their note-taking habits.
This semester, my courses have been podcast. I don't have data to support specific claims but I get the clear impression that the podcast availability of the lecture content has helped us shift the focus from "rote learning" to "preparation for discussing issues." In fact, I lecture less and less.
Sweller's ideas (from which the "PowerPoint is bad for the brain" stance is coming) apparently have to do with distinguishing the material presented in written form from the spoken material. To me, it sounds as if Sweller's criticism targets the "reading from the slide" habit of some PowerPoint users. I would agree that this practise is ineffective. Yet, Sweller does seem to criticise the use of bullet points. Repeating that bullet content wouldn't work either.
Couldn't help but think of Stephen Colbert's "The Word" segment (with bullet points directly contradicting what Colbert says). If the interpretation of Sweller's counter-PowerPoint is accurate, Colbert's method should be more effective than the usual "bullet point as summary" practise.
Those of you who do use some slide presentations in class, what do you find is most effective?
Again: no flames, please!
