Interesting posting from our the from the Professional & Organization
Development Network in Higher
POD@listserv.nd.edu . Though the below
posting are from this other list, I invite responses to Mg-Ed-Dv.
Cybercollaborating,
Charles Wankel
Mg-Ed-Dv List Director
------------------------------------------
On Behalf Of ehrmann [
ehrmann@tltgroup.org]
Sent: Tuesday, October 15, 2002 8:29 AM
To:
POD@listserv.nd.edu
Subject: Re: [POD] Effective PowerPoint use.
Dave,
Interesting point about not using projection if you hand out the slides
on
paper!!
As I think about it (and I'm going to think more about it), I've got at
least four reasons for projecting:
a) when I project slides, I do stand near the screen occasionally to
point
at something; that would be impossible if the workshop participants only
had
paper copies of my slides.
b) i sometimes put buttons and URLs in slides so I'm not just clicking
linearly but instead use each slide as a gateway leading to more
choices,
c) I alternate between slides and other documents such as a word
processing
file on which I'm taking visible notes on what workshop participants are
saying in class,
d) I often make changes up to the last minute, so the projected slides
are a
more up to date (and better) framework for my teaching than the handouts
which date back to a day or two earlier.
In short, for me, not using projected slides doesn't save money on
projectors, computers, etc. in the classroom.
With regard to the original point (getting feedback from students in
order
to improve teaching), point "b" would be a good topic for getting
student
feedback (is my use of links and buttons helping me respond to the
workshop?
confusing?)
Steve Ehrmann
**********
Stephen C. Ehrmann, Ph.D.
Director of the Flashlight Program for the
Study and Improvement of Educational Uses of Technology
Vice President, The Teaching, Learning, and Technology Group
One Dupont Circle, Suite 360
Washington, DC 20036-1143
202-463-1786 (v)
240-606-7102 (c)
202-467-6593 (f)
The Flashlight Program:
http://www.tltgroup.org/programs/flashlight.html
The TLT Group:
http://www.tltgroup.org
Ehrmann Web page:
http://www.tltgroup.org/about/ehrmann.html
-----Original Message-----
From: David Starrett [mailto:
starrett@cstl.semo.edu]
Sent: Monday, October 14, 2002 10:58 PM
To:
POD@listserv.nd.edu
Subject: Re: [POD] Effective PowerPoint use.
At 09:35 AM 10/14/2002 -0400, Ed Neal wrote:
>I would add three more questions to Steve Ehrmann's list regarding
>PowerPoint use:
>
>* Could the PowerPoint show be conducted even if there were no students
in
the
>class? (If the answer is yes, it is probably a bad sign, especially if
>the PP show
>is over 15 minutes long. Master teachers provide opportunities for
>interaction
>with the students, questioning them about the content of the slides or
>asking for
>interpretation of charts, graphs, pictures, etc.)
>
>* What is the relationship of the PowerPoint show to the *rest* of the
>lesson? (If
>the PowerPoint show IS the entire lesson, it is probably another bad
sign.)
>
>* Does the PowerPoint show consist primarily of bulleted lists and
blocks
>of text
>(and does the teacher read the slides to the students)? (If so,
students
>would be
>justified in rioting and forcing the wireless mouse down the teacher's
>throat).
Another interesting question to ask: If slide handouts are made and
distributed, is there still a need to show the PowerPoint presentation
(if
not, then the PowerPoint may not be adding any more than a way to
present a
lecture note outline; better to hand it out and let students annotate it
than have them furiously scribble it down off the projection screen).
Dave
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