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.
I just had the opportunity to visit Tallahassee for the Florida Agricultural and Mechanical University (FAMU) Faculty Planning mini conference. I was there to present about the use of an audience response system as a way to increase student engagement along with its other benefits (and hurdles). It ended up being one of the best presentations I have given over the last several months because the attendees (faculty from various colleges at FAMU) were so inquisitive! Sometimes presentations don’t generate questions because they are not interesting or relevant; sometimes it is because there isn’t sufficient time allotted, etc. In this case, there was enough time and I got some great questions. I also conducted the session while using an audience response system, which helped stimulate discussion and questions after the fact.
I have posted the slide deck on Slideshare, which can be accessed by clicking on the title slide or here.
Disclosure: Presentation was part of TurningPoint Technologies Distinguished Educator lecture series.