I have been experimenting with one of my previous lectures, How To Fight Lecturalgia, in terms of incorporating the feedback, questions, and discussions that have followed after presenting it at several universities.  This new presentation is titled, The Science Behind Engaging Students in Class.  My primary aim was to make the scientific or evidence-based approach I used more readily apparent.  I specifically wanted  to enhance its literature-driven  model to give some depth as to the ‘why’  of the recommendations to augment the ‘what’.  So this presentation represents the attempt to provide theoretical and research underpinnings for use of an audience response system as well as visual design and cognitive load elements used to engage students.



  1. Thanks for the comment. I think this kind of atvtiicy also echoes the kinds of information-gathering activities in which students are likely to engage in down the road. Just a couple of weeks ago, I was preparing for a presentation and needed a good example for a particular topic. I asked for one on Twitter, where I have almost 500 followers, and within 15 minutes a friend had sent me a link to a perfect example. I can see our students doing similar light crowd-sourcing work in the future.

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