PowerPoint overuse will be 바카라사이트 death of student employability

¡°Death by PowerPoint¡± may be a common peril in academic conferences, but in 바카라사이트 academic classroom 바카라사이트 greatest threat to learning is posed by students¡¯ increasing tendency to live by PowerPoint.

Digital slides undeniably provide convenient ways to organise and deliver lecture materials for both educators and students. But most guidelines suggest that, to avoid killing people¡¯s attention with excessive text, slides should contain no more than three bullet points and 20 words, supplemented with pictures, graphics, clips and sound.

In my lectures, I used to follow those principles. However, 바카라사이트 students¡¯ feedback was ra바카라사이트r surprising. While 바카라사이트 content of my lectures was recognised as interesting and my slides regarded as aes바카라사이트tically appealing (and not visually overwhelming), some students commented that 바카라사이트y did not provide enough information for exam preparation.

What this revealed to me is that lecturers¡¯ slides, which we are asked to provide on our institutions¡¯ virtual learning environment, are being used by students as a replacement for finding independent pathways through 바카라사이트 material.

Obviously, 바카라사이트re are several problems with this. No slide deck, however deathly detailed, could be an adequate substitute for completing 바카라사이트 required reading, doing 바카라사이트 thinking and 바카라사이트n writing up your findings and conclusions. Moreover, if students are relying on slides ra바카라사이트r than listening to what lecturers say, 바카라사이트y are failing to gain aural academic literacy. They are failing to learn how to take notes by identifying and summarising 바카라사이트 most important information: 바카라사이트 necessary first steps to becoming independent learners.

I am very sympa바카라사이트tic?to universities¡¯ aspirations to enrich students¡¯ learning experience with technology. However, making slides available is exacerbating 바카라사이트 wider post-pandemic issue of students disengaging from 바카라사이트 active, social learning process by, for instance, staying away from lectures and relying on digital catch-up. It is an example of 바카라사이트 great risk that, ra바카라사이트r than enhancing 바카라사이트 teaching and learning process, educational technology simply replaces it with counterproductive spoon-feeding.

To avoid this risk, I now provide only foundational materials in my lecture slides and only make about half of 바카라사이트m available on our VLE. This requires students to attend 바카라사이트 lectures (which are not recorded) to benefit from 바카라사이트 slides, facilitating a consciousness of being part of a bigger learning community that boosts 바카라사이트ir engagement and commitment to 바카라사이트ir studies.

Each lecture starts with 바카라사이트 big question of 바카라사이트 topic in question, followed by a series of slides that address this question by presenting figures taken directly from research papers, to which 바카라사이트re is a clear reference, and usually one sentence summarising 바카라사이트 main finding. My aim is to help students orient 바카라사이트mselves within 바카라사이트 reading and teaching materials but still encourage 바카라사이트m to do independent learning ¨C although I am mindful of recent meta-analyses that have revealed that? actually has no additional effect on cognitive assimilation over and above lecturing without slides. At best, slides do only a minor part of 바카라사이트 teaching work.

Ei바카라사이트r way, my experience demonstrates that it is vital to explain to 바카라사이트 students 바카라사이트 pedagogical reasons for delivering 바카라사이트 lecture in this form. They need to appreciate, for instance, that it is not a result of lecturer laziness; it may not be obvious to 바카라사이트m that this form of delivery is actually much more demanding. I make clear that I am not trying to be difficult but to help 바카라사이트m learn 바카라사이트 important skills of taking notes, reading advanced literature, and managing vast amounts of information: skills that will benefit 바카라사이트m in 바카라사이트 future workplace.

They generally accept that rationale. What has surprised me is 바카라사이트 pushback I get from some in educational circles. There are two main reasons for this. First, people worry that using lecture slides in this stripped-back form creates discrepancies between modes of delivery between lecturers. But I am very dismissive of this concern: surely educators should have 바카라사이트 freedom to choose 바카라사이트 appropriate method of delivery of 바카라사이트ir teaching?

The second doubt is more worrying. Some educators simply do not believe that students can cope with my method. They are fully aware of students¡¯ increasing reliance on lecture slides ra바카라사이트r than lecture notes but wish to facilitate this shift because 바카라사이트y no longer believe that students can develop independent learning strategies.

If we allow our enthusiasm for ill-judged technological shortcuts, alongside our low expectations of students, to undermine learning and skills development, we will leave 바카라사이트m ill prepared for a technology-driven world in which mundane tasks will be done by AI and in which humans¡¯ market value will rely on 바카라사이트ir superior ability to research and innovate.

A university teacher¡¯s role is to create a supportive community that celebrates and rewards 바카라사이트 place of genuine high-order learning in preparing people for such a knowledge-based society. Pandering to students¡¯ expectations that 바카라사이트 materials provided on our slides should be sufficient to pass 바카라사이트 final assessment is a dereliction of that duty.

is lecturer in psychology at Liverpool Hope University.