Staff and Departmental

Development Unit

September 2014

Rebecca Dearden, SDDU

LCS: Support for

Lecturing

Part 1: Reflecting on our

lecturing style

Part 2: Promoting Student

Interaction

Part 3: Using recordings to

support student learning

Part 1 : Reflecting on our lecturing style

• Reflect on a variety of presentation styles in lectures and

factors regarded as helpful

•Consider one’s own presentation style

•Explore methods for gaining feedback on presentation and

analysing the effect of presentation style on student learning

Presentation styles

TED http://www.ted.com/

MIT Opencourseware http://ocw.mit.edu/index.htm

OpenLearn: http://www.open.edu/openlearn/

I found it useful as a relatively junior lecturer, to monitor my

own performance as it were. ….I am more conscious of

certain things and certain sentences I wish I'd not said, but

yeah that was useful.

I think it is [less intimidating than having somebody sit

there] ... although I don't know, talking to some colleagues

they find the idea of being filmed incredibly intimidating.

Yeah it has been useful towards my own personal

development purposes definitely.

Matthew Jones, Lecturer Nottingham

…. the main thing about using Lecture Capture that worked

was it didn't make me change my style.

And this is one of the downsides of Lecture Capture from

some colleagues' point of view, I don't think you want to

necessarily change your style if you're going to use it, you

want to be able just to use it and it to be as in the

background as possible, you're not to be aware of it.

Phil Ansell, Newcastle University

Presentation

skills

Structure

Delivery

Planning

Visual

Aids

OHP

Flipchart

35 mm

PowerPoint

Nerves

Enthusiasm Confidence

Voice Stance

Content

Clear overviews

Clear flagging of stages

Repetition of key points

Visual display of all key points

Clear summaries

• Reflect on a variety of presentation styles in lectures and

factors regarded as helpful

•Consider one’s own presentation style

•Explore methods for gaining feedback on presentation and

analysing the effect of presentation style on student learning

Part 2 : Promoting Student Interaction

• Discuss reasons for promoting interaction in lectures

• Identify a variety of methods for promoting interaction in

lectures

•Plan to include interactive elements

Attention

Time

A B

C D

24 Hrs 9 Weeks

% of

information

from

lecture

retained

100%

0%

Student does nothing

with lecture material

until 9 weeks later Line 1

Student made active

use of material within

24 hrs of lecture Line 2

Derek Bok Center for Teaching and Learning (2002) Participatory Lectures

http://isites.harvard.edu/fs/html/icb.topic58474/TFTlectures.html

Liebman, Judith S. (1996) Promoting active learning during lectures OR/MS Today, 23(6)

http://www.lionhrtpub.com/orms/orms-12-96/education.html

Shreyer Institute for Teaching Excellence (scroll down to point 4)

http://www.schreyerinstitute.psu.edu/pdf/Large_Class_FAQ_Active_Learning_Elements.pdf

Rest for 2 minutes

Read notes for 2 minutes

Read another's notes - swap with neighbour

Write down one or two questions

Ask your questions to the people around you

Work on an uncompleted handout

Draw a diagram

Read some material on the handout

Discuss a question in pairs

Apply a concept

Tackle a problem

Do a calculation

Do a short test

Silent reflection

Plan further work on the topic

Classical

• Overview: 4 parts: part 1; part 2;….: summary

Problem Centred

• Problem: possible solutions: criteria: conclusions

Sequential

• Problem/question: chain of reasoning: conclusion

Comparative

• Intro: possibilities 1, 2, 3…..: criteria: conclusions

Thesis

• Assertion: evidence: counters: conclusions

• Discuss reasons for promoting interaction in lectures

• Identify a variety of methods for promoting interaction in

lectures

•Plan to include interactive elements

Part 3 : Using Recordings to support student learning

• Identify ways of integrating recordings to support achievement

of learning outcomes

•Support students to use recordings in learning

•Evaluate the impact of recordings on student learning

• Tomorrows Professors http://cgi.stanford.edu/~dept-

ctl/tomprof/posting.php?ID=1042

•LSE Report on students use of recorded lectures

http://eprints.lse.ac.uk/50929/1/Karnad_Student_use_recorded

_2013_author.pdf

Link to future sessions

• Set questions to encourage review

Support structured note-taking

• encourage students to make notes based on their

reflections of the lecture

Incorporate into revision materials

• Support recap of key areas

http://library.leeds.ac.uk/skills-lecture-capture

• Identify ways of integrating recordings to support achievement

of learning outcomes

•Support students to use recordings in learning

•Evaluate the impact of recordings on student learning