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- Bells and Whistles and Why
- Kevin Kvalvik 2003
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- How to embed the technology in the lecture on technology
- Content, Content, Content… Oration, Explanation, Demonstration,
Conversation, Facilitation/Application, Observation, Examination
- (Stimulation, Agitation,
Irritation)
- Analog vs. Digital: VCR, Overhead…
- Interactive vs. Passive
- Although not a fan of PowerPoint…
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- The lecture format—a technique of covering content that is preferred by
students with sequential auditory processing abilities only—continues to
dominate as a preferred form of teaching in many college classrooms.
- …learners who process primarily by sight become Easily frustrated by a
professor who mainly uses auditory, lecture approach to teach course
content.
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- We Speak to Groups
- It is heard by individuals
- Triage Mentality for Education
- Consider Individuals within the Group
- Provide Multiple Paths for understanding
- Textual Reinforcement and Scaffolding
- Mixed-Media Reinforcement and Supplement
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- Which Audience?
- Learner-Centered Lecture
- Sophistication and Preparation
- Interest Level and Capacity
- Cognition and Affective Inhibitors
- Studies that Discuss:
- How the Brain Processes Information
- How Students Retain Information
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- Embed Note taking and Organizational Strategies into Instruction
(scaffolding)
- Use of a Citation Device
- Consider Parallel Processing…
- Dual Coding “the creation of both verbal and visual memories of the
same information.”
- “you might remember the definition of a term that you read, and you
might also remember the corner of the page on which it was
represented.”
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- Attention vs. Will
- Repetition Continuity
- Artifact of Preparation
- Modeling Current Best Practice
- Remediation
- Seamless Transitions
- Novelty
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- Lecture 80% of College Class Time
- Student’s Scores
- Without noted info 15% chance of retention
- With noted information 50% chance of retention for a test
- Aiken, Thomas, & Schennum (1975)
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- Only 20-40% of Important Lecture Ideas
- Provided Skeletal Notes Promote Complete Note Taking
- Non-Skeletal Notes
- Skeletal Note Takers
- 56% of Ideas recorded
- Kiewra, Dubois, et al (1991)
- Lecture Cues Provided
- 30% w/o Visual Cues
- 80% of Board Notes
- Locke (1977)
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- Text Presentation Tools Pros & Cons
- OK, so there is PowerPoint
- Smartboard Technologies
- Web Tools-Authoring Pkgs, Word, Acrobat
- VCR, Overhead Projector, Easel, Manipulatives
- Chalk and Acetate (digital conversion?)
- Ucompass, WebCT, BlackBoard…
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- Multi-Media Presentation Tools
- Capture and Manipulate
- Audio or Video/Audio: Record, Store and Insert
- Scan, store and Insert
- Stills (camera) and Download, Correct and Insert
- Search, Download, Store, (Print) & Insert
- Still Image Capture from Screen
- Video Record, Download, Store,
and Insert
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- Adding a Guest Speaker who is not available, is at a distance,
- you will use repeatedly
- you reference, but will not ask over for a soundbite.
- Digital Citation
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- Multi-Media Presentation Tools
- Capture and Manipulate
- Audio or Video/Audio: Record, Store and Insert
- Scan, store and Insert
- Stills (camera) and Download, Correct and Insert
- Search, Download, Store, (Print) & Insert
- Still Image Capture from Screen
- Video Record, Download, Store,
and Insert
- Interface Record, Store, and Insert
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- Multi-Media Presentation Tools
- Capture and Manipulate
- Audio or Video/Audio: Record, Store and Insert
- Scan, store and Insert
- Stills (camera) and Download, Correct and Insert
- Search, Download, Store, (Print) & Insert
- Still Image Capture from Screen
- Video Record, Download, Store,
and Insert
- Interface Record, Store, and Insert
- AND THEN THE USE OF THE URL
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- Using Links with additional Media
- If you have a dependable computer.
- Always go there first
- Try to preload the site
- Or take an image,
- Or snap the screen
- Never Surf
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- Any lecture no matter how well prepared is always well received in small
doses, (OK so I do not practice what
I preach)
- with lots of OPI…
- Off Posterior Instruction
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- Finally, not as a disclaimer, but as the larger point, these tools
cannot serve as panacea, nor even as a quick fix. They do not improve
content, they serve to enhance it. They do not alter ability, they serve
to demonstrate an adoption of a current methodology, which must in turn,
be served by a meaningful pedagogy.
- Kevin Kvalvik
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