Transcript Dundee University Library

LILAC 2007
Tuesday 27th March 2007
Are We Having Fun Yet?
Developing interactive lectures and
presentations
Andy Jackson
Teaching & Learning Librarian
University of Dundee
Orange – Introduction
Pink – the Induction Lecture
Yellow – the Cephalonian Method
Blue – Other interactive techniques
Green – Educational principles
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…
The Induction
Lecture
It’s 2007. Surely every
possible refinement
has been made to the
face-to-face lecture
format?
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
What interactive techniques will
be discussed in this session?
Cephalonian
Method
Library Bingo
Small-group work
Audience Response
Systems
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
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 – selforientation of Library
 Library bingo can work with
induction tours too!
Why do you think the induction
lecture is so important?
• 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!
The Cephalonian
Method
Can you briefly explain the
Cephalonian Method?
• Characterised by: Maximised interactions between audience and
lecturer

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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!
Why should I use the Cephalonian
style of lecture?
www.greekhotel.com/greekislands/cephalonia/kef10.jpg
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)
Other Interactive
Techniques
How does Library bingo work?
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
 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
How can small-group interactions
be used in a lecture setting?
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
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When did you last use a Library?
What was the reason for your visit?
What were your impressions of it?
Feedback
What is an
Audience Response System?
A: A pointless gadget
C: An expensive toy
B: A suggestive acronym
D: A useful interactive tool
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!
Educational
Principles
Is it really possible to facilitate
deep learning in a lecture?
Interested Student
Seeking meaning/forming
their own ideas or opinions
Deeper Understanding?
Source : www.learning-styles.co.uk/
Warburton, K., 2003. Deep learning and education for sustainability. International Journal of Sustainability in Higher Education. 4 (1), pp 44 - 56
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!
These all sound a bit gimmicky. Can these
approaches be linked to sound
educational theory?
“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)
“Learning in action is grounded in the inquiry-reflection
process” (Coghlan 2004)
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!
I don’t feel comfortable using this more
light-hearted approach to lecturing. Is
this normal?
From www.wernhamhogg.co.uk/thedance.html
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
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!)
Thank you for participating
Are there any questions, comments,
feedback?
LILAC 2007
Tuesday 27th March 2007
Are We Having Fun Yet?
Developing interactive lectures and
presentations
Andy Jackson
Teaching & Learning Librarian
University of Dundee