1. LILAC 2007
Tuesday 27th
March 2007
Are We Having Fun Yet?
Developing interactive lectures and
presentations
Andy Jackson
Teaching & Learning Librarian
University of Dundee
2. Yellow – the Cephalonian Method
Blue – Other interactive techniques
Green – Educational principles
Pink – the Induction Lecture
Orange – Introduction
3. What should I expect to get out
of this session?
• A chance to see the Cephalonian Method in action
• Some ideas on potential ice-breakers or learning
activities for your lectures & presentations
• An opportunity to see how interactive techniques
can be used to facilitate deep learning in lectures
• A renewed sense of purpose, or a chance to catch
up on some sleep…
5. It’s 2007. Surely every
possible refinement
has been made to the
face-to-face lecture
format?
6. o Despite the advent of the VLE, there are
still people doing face-to-face teaching!
The pressure on F2F teaching is now greater
than ever – eLearning has raised the bar
We need to recognise the expectations of
students that they be entertained as they are
educated (whether we like this idea or not)
o There isn’t much in the Library press on
the subject of lecturing…a bit more in the
general educational press, however!
o Most of us in educational institutions
have to do a lecture at some point
7. What interactive techniques will
be discussed in this session?
o These are ideas or examples drawn from experience to
illustrate the idea of lecture-theatre interaction
o It’s by no means an exhaustive list of techniques – you
may have your own tips or ideas which work for you
Library Bingo
Cephalonian
Method
Audience Response
Systems
Small-group work
8. I don’t do any lecturing. Have I chosen
the wrong session to come to?
o It may be that you are going to do some
lecturing
Save yourself the hassle of
developing purely didactic lectures –
start from the interactive slant
o If your contribution to Library induction
is only in tours or visits, you could still
bring interactive elements in
Map drawing exercise – self-
orientation of Library
Library bingo can work with
induction tours too!
9. Why do you think the induction
lecture is so important?
10. • Induction lectures usually take place early on – in
the ‘information ghetto’ (i.e. week one/two of a new
course and divorced from the academic content of the
course)
o The Library lecture competes with other lectures and
presentations, often with greater perceived importance
or immediacy
o Delivery early on in a course means student hasn’t had
time to assimilate what they need to know and what
they can come back to
o You only get one chance to make a first impression!
o We have to ensure that we don’t ruin any subsequent
opportunities to lecture to students…or students will
vote with their feet!
13. • Characterised by:-
Maximised interactions between audience and
lecturer
A less didactic approach
Use of music, colour and images
Use of appropriate humour
Overall sense of informality
o Degree of randomness about the running
order, so questions must be designed to stand
alone
o Degree of risk as it requires engagement from
both sides – which can’t easily be planned!
14. Why should I use the Cephalonian
style of lecture?
www.greekhotel.com/greekislands/cephalonia/kef10.jp
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15. o It’s distinctive – students may not always remember
what you told them, but they’ll remember the way you
did it!
This may make them more disposed to using the Library if
they associate it with something positive
o It is student-focused
o It is based on genuine interaction rather than a purely
didactic approach
o Gives the audience a sense of participation
o Revitalises the ‘information giving’ type of presentation
which can be boring
o Relates the content of the information to the context in
which it might be useful (see the ‘Miguel’ question in
Morgan & Davies’ original Cephalonian presentation)
18. o This is a technique based on a simple
conceit – that of bingo or lotto – which is
understood by most
o Use it to make audience think about their
impressions of Libraries and what
services/resources they expect from it
Students asked to write down five things
(resources or services) which they expect a
Library to provide (give an example –
‘books’)
A small prize is offered for the winner to
hold the attention (chocolate works!)
/continued
19. Ostensibly at random (but in an order you decide
upon!) put up slides for services/resources you
offer (Photocopiers/ Journals collection/Web
access)
• Ensure the less-guessable services/resources come up
first, to increase the tension! Make something common
(e.g. journals/magazines) the last one
Give brief explanations of each slide in turn
When ‘house’ is called (and the fights over the
prize die down), you can ask students to flag up
things on their lists which haven’t been
mentioned
• Gives you a chance to say ‘yes we do that’ …
• …or to explain why the Library doesn’t provide the
service or resource
21. o Simple ‘breakaways’ to discuss relevant trigger
questions, spread throughout the lecture
o Return and share with the rest of the audience
o Can be fact-based (identifying ‘correct’ answers
through discussion) or opinion/anecdotal (student
impressions of libraries)
o Must be clear tasks, prefaced by an explanation
of why we are doing it and used to move the
lecture on
o Examples – working in pairs for 2 minutes
When did you last use a Library?
What was the reason for your visit?
What were your impressions of it?
Feedback
22. What is an
Audience Response System?
A: A pointless gadget B: A suggestive acronym
C: An expensive toy D: A useful interactive toolD: A useful interactive tool
23. o Just like ‘Ask The Audience’ on Who Wants To Be
A Millionaire – a familiar format which shouldn’t
require explaining
o Many systems on the market - Turning Point,
ACTIvote etc
o Obviously requires some financial input – your
Learning Technologists may already have the kit?
o Can be used to engage audiences, particularly in
structured discussions or to check understanding
Formative/Summative exercise, e.g. Referencing techniques?
Instant response and therefore instant, contextualised
feedback
Use for in-class evaluations? Guaranteed 100% response!
25. Is it really possible to facilitate
deep learning in a lecture?
Source : www.learning-styles.co.uk/
Interested Student
Seeking meaning/forming
their own ideas or opinions
Deeper Understanding?
Warburton, K., 2003. Deep learning and education for sustainability. International Journal of Sustainability in Higher Education. 4 (1), pp 44 - 56
26. o Our role in using interactive techniques is
primarily to create an environment where
learning can take place
o Interaction is the key to engagement…you
expect something of the audience – they
are required to engage!
o Develop a motivation to understand
o work with academics to make Library/Info Lit
skills a measurable component of the course
o dangle carrots, e.g. better marks!
27. These all sound a bit gimmicky. Can these
approaches be linked to sound
educational theory?
“Learning in action is grounded in the inquiry-reflection
process” (Coghlan 2004)
“Expository lecture is endemic in large classes…not
because it is the most appropriate way…but because many
will see it as the only way” (Biggs 2003)
“Learners will be happy to coast through a lecture as it is a
familiar and non-threatening experience for most of them.
Try to challenge them and the format” (Webb & Powis 2004)
28. What problems might I encounter if I
open my lecture up to interaction?
o Silence – students may be used to a more passive style of
learning, or they may be self-conscious
o Loss of focus
the medium is NOT the message…content is still king
Interaction is a device under your control, not to ingratiate
yourself with students
o Loss of control – you must manage the interactions…
o settling the audience after group segments is crucial
o Requires particular skills –
You have to be confident in dealing with interactions
You mustn’t be the sort to be fazed by being in the spotlight
You have to be able to handle unexpected interactions
you have empowered the students to participate…don’t be
surprised when they do!
29. I don’t feel comfortable using this more
light-hearted approach to lecturing. Is
this normal?
From www.wernhamhogg.co.uk/thedance.html
30. o It’s tempting to try and put on a show and
be entertaining for its own sake
o We are not there primarily to entertain, but
to educate
o Make the material relevant before you try and
dress it up in funny clothes
o We use humour or cultural references
only to focus or enhance the educational
content
o If you’re not comfortable with a humorous
or light-hearted approach don’t even
attempt it
31. Is there research evidence for the
efficacy of these techniques?
o Not a lot of research on the Cephalonian Method
Morgan & Davies (Cardiff University) continue to research the
method extensively
Also some work being done at Loughborough University?
o Research on other techniques
MMU (Jones, Peters & Shields article in Journal of Information
Literacy)
Read Webb & Powis (the bible for IL Skills teaching!)
32. Thank you for participating
Are there any questions, comments,
feedback?
33. LILAC 2007
Tuesday 27th
March 2007
Are We Having Fun Yet?
Developing interactive lectures and
presentations
Andy Jackson
Teaching & Learning Librarian
University of Dundee
Hinweis der Redaktion
Despite the advent of the VLE, there are still people doing face-to-face teaching!
The pressure on F2F teaching is now greater than ever – eLearning has raised the bar
We need to recognise the expectations of students that they be entertained as they are educated (whether we like this idea or not)
There isn’t much in the Library press on the subject of lecturing
Bit more in the general educational press
Most of us in educational institutions have to do one at some point, so it seems an area overdue for discussion
These are ideas or examples drawn from experience to illustrate the idea of lecture-theatre interaction
Not an exhaustive list – you may have your own tips or ideas which work for you
May be that you are going to do some lecturing
Save yourself the hassle of developing purely didactic lectures
If your contribution to Library induction is only in tours or visits, you could still bring interactive elements in
Map drawing exercise
Library bingo works with induction tours too!
Induction lectures usually take place early on – ‘in the ghetto’
Competing with other lectures and presentations, often with greater perceived importance or immediacy
Early on in a course means student hasn’t had time to assimilate what they need to know and what they can come back to
Only get one chance to make a first impression!
(CLICK) Have to ensure that we don’t ruin any subsequent opportunities to lecture to students
Use of music, colour and images
Use of appropriate humour or informality
Degree of randomness, so questions must be designed to stand alone
Degree of risk as it requires engagement from both sides
Student focused
Based on genuine interaction rather than a didactic approach
Sense of participation
Revitalises the ‘information giving’ type of presentation which can be boring
Relates the content of the information to the context in which it might be useful (‘Miguel’ question)
This is a technique based on a simple conceit – that of bingo or lotto – which is understood by most
Use it to make audience think about their impressions of Libraries and what services/resources they expect from it
Students asked to write down five things which they expect a Library to provide (give an example – ‘books’)
A small prize is offered for the winner to hold the attention
Ostensibly at random (but in an order you decide upon!) you put up slides for services/resources you offer (Photocopiers/Journals collection/Web access)
Ensure the less-guessable services/resources come up first, to increase the tension! Make something common (e.g. journals/magazines) the last one
Give brief explanations of each slide in turn
When ‘house’ is called (and the fights over the prize die down), you can ask students to flag up things on their lists which haven’t been mentioned
Gives you a chance to say ‘yes we do that’ …
…or to explain why the Library doesn’t provide the service or resource!
I was sceptical about how this could work until I saw it done at eLit a few years ago
Simple breakaways to discuss
Return and share with the rest of the audience
Can be fact-based (referencing) or opinion/anecdotal (Impressions of libraries)
Must be clear tasks, prefaced by an explanation of why we are doing it and used to move the lecture on
Examples – working in pairs for 2 minutes
When did you last use a Library?
What was the reason for your visit?
What were your impressions of it?
Just like ‘Ask The Audience’ – a familiar format which shouldn’t require explaining
Many systems - Turning Point, Powervote etc
Can be used to engage audiences, particularly in structured discussions or to check understanding
Summative exercise?
Referencing techniques?
Instant response and therefore feedback
Use for in-class evaluations? Guaranteed 100% response!
Key concepts to consider:-
Interested student
Seeking meaning
Formation of ideas/opinions
Our role in using interactive techniques is primarily to create an environment where learning can take place
Interaction is the key to engagement…you expect something of the audience – they are required to engage!
Motivation to understand –
work with academics to make Library/Info Lit skills a measurable component
dangle carrots, e.g. better marks, promise them 10%!
Biggs states ‘expository lecture is endemic in large classes…not because it is the most appropriate way…but because many will see it as the only way’
Webb & Powis ‘learners will be happy to coast through a lecture as it is a familiar and non-threatening experience for most of them. Try to challenge them and the format’
Various theories of interaction in education support the idea that students will gain more through participation in the process rather than as simple recipients
Silence – students may be used to a more passive style of learning, or they may be self-conscious
Loss of focus –
the medium is NOT the message…content is still king
Interaction is a device under your control, not to ingratiate yourself with students
Loss of control – you must manage the interactions…settling the audience after group segments is crucial
Requires particular skills –
you have to be confident in dealing with interactions
being in the spotlight
Handling unexpected interactions – you have empowered the students to participate!
A line from The Office ‘I’m a friend first and a boss second. Probably an entertainer third’ – ugh!
We are not there primarily to entertain, but to educate.
We use humour or cultural references only to focus or enhance the educational content
If you’re not comfortable with this, don’t even attempt it
Not a lot of research on the Cephalonian Method
Morgan & Davies
Tracy Marshall (Loughborough)
On general techniques
MMU (Jones, Peters & Shields)
Webb & Powis (the bible!)
Unfamiliarity with Cephalonian style – first time used
not even observed others using it!
Only one chance of doing it with the ‘control group’ – couldn’t afford to make a mess of it
Not a comparison with a traditional ‘vanilla flavoured’ lecture as the ‘other’ lecture was also a little innovative in nature