Another nail in the lecture coffin


As reported in U Connecticut’s Daily Campus newspaper, N. Katherine Hayles, a professor at Duke University, recently gave a lecture on the impact of everyday digital media use on university students. The bottom line: the perpetually connected lifestyles of today’s students means they are coming to the classrooms with significantly shorter attention spans than previous cohorts. Professors can ignore that, stay calm and lecture on — or we can respond by adjusting our teaching styles.

Hayles suggested:

“If the environment is highly technologically engineered, humans become technologically savvy but also dependent. Some cognitive scientists have realized that GPS technology has changed our sense of direction and left us more dependent on getting around, since no one will have to read a map anymore.”

Similarly, back on campus it follows that:

“Students nowadays are increasingly multitasking. No longer do students go to the library to write their papers; they’re watching T.V., surfing the internet, listening to music, and viewing webpages. All of these aspects influence their research and essays.”

In her research Hayles “toured many colleges and heard a lot of professors say that young people nowadays can’t read whole books, so they assign chapters, and students can’t read whole novels, so they assign short stories.”

All things considered, Hayles concluded:

“The challenge for educators is to build bridges between the rapidly changing generations of students with newly integrated learning through other forms of digital media, ending the traditional lecture which is becoming outdated.”

Another nail in the lecture coffin. Interesting.

For a very similar perspective on swapping lectures for more interactive techno-teaching, see Twilight of the Lecture — describing the groundbreaking work that Eric Mazur is doing in the classrooms at Harvard.

All of which leads me to wonder: in the age of TED talks, which we can’t seem to get enough of, why is the university lecture doomed?

Social Media Campus Talks

I have just booked a few on-campus talks at events seeking participants from across the disciplines, so the discussions should be really interesting. Join us!

Using Social Media for Health Promotion: Best Practices

February 2012
The Peer Health Educator (PHE) “Be Well Do Well” program run out of Health, Counselling and Disabilities Services at Queen’s University. This short talk will focus on how to effectively use social media tools, channels, and communications for health promotion and outreach. February 2nd. Location is Dunning 10, and the talk starts at 5:30pm.

Social Media in the Classroom

February 2012
Using social media platforms such as Facebook and Twitter are common practices in our personal lives, but what if we could also use them as teaching tools in our classrooms? In this workshop we will discuss about how we can effectively incorporate social media into our teaching practices. February 7, 2012. Queen’s University, Dunning 10, 7pm to 9pm. Registration is $2.

Social Media and Reputation Management

March 2012
This presentation is part of the lineup prepared for the Queen’s School of Business Innovation Summit 2012. This years theme is “get disruptive!” The presentation will cover topics including creative strategies, tools, and best practices in designing an online presence with professional impact. We’ll also discuss how to manage Facebook and other social media sites in the era of online recruiting, how to optimize a LinkedIn profile, and how to bury “digital dirt” from search engine results and how to improve personal SEO on Google. March 10, 2012. Queen’s University.

Visualizing Social Media Culture

For my online summer course on social media cultural trends, my students are tasked with creating an infographic. These (2nd to 4th year) undergraduate students came up with some fantastic and insightful creative work as is evident from the samples below (please click images for larger view).

To evaluate these infographics I used a rubric that assessed the quality of research and the impact of design choices. Students were also asked to submit a designer’s statement which documented that fewer than 10% of the 200 students in the class had any experience in using photoshop or similar image editing software. That made the results all the more impressive, because in this condensed 6 week course I do not offer any software instruction. Exit surveys confirmed that students found this infographic assignment to be the most challenging aspect of the course, stretching their digital creativity to the max. Here are my assessment guidelines for infographics.

Twitter Trends by Chris Palmer:

Digital Love by Melanie Fida

Information Freeway by Sam Rosenbaum

Fashion 2.0 by Nadia Yau

Social Music by Leanne Hein

Death of the Music Industry by Sarah Jacobs

Online News by Adam Seaborn

Technology on Campus


I just discovered this infographic (see below) about social, mobile and digital technology on campus — and while many of the findings reflect my experience (eg., students cherish their laptops more than their smartphones, one-third of profs can’t figure out how to get classroom tech to work, just 8% of students have iPads) — there are a few stats that are truly surprising. Here’s three of them:

1. First: 60% of students wouldn’t accept an offer of admission from a campus that doesn’t have a robust wi-fi environment? Don’t digital natives just assume that campuses are connected at this point? Who thinks to ask about wi-fi at application or acceptance time? I sincerely doubt wi-fi is actually factor in admissions decisions, but if asked in retrospect or theoretically, sure, most students told researchers it was a deal-breaker.

2. How about this: only 6% of students prefer to have online course options? In fact all of the figures regarding online learning environments and blended course components are very low in this research roundup. Is it the case that although e-learning serves a huge number of students, it actually only suits a very small minority of them?

3. Finally: can it be true that only 3% of students surveyed named Facebook as a site they “couldn’t live without” and considered “most essential” — while 2% named Yahoo!? Impossible. This had to be a malformed and massively misunderstood survey question. When they were asked which sites were “extremely valuable for academic success” 12% of the students picked Facebook — which seems a bit low, but is understandable considering how few faculty actually embrace the FB platform for teaching and learning. Yet while Facebook might not be a prime site for making the grade, it is surely ground zero for connected campus culture and far and away the top platform of choice for managing student lifestyles. If I posed that question to my students I would surely see more than three-quarters of them rank Facebook and Google on par as sites they could not live without.

I love infographics when they are as well-designed as the one below, and especially when they inspire critical thinking about surveys and stats such as the ones represented here.

Slide Stress?

When you give a presentation or lecture, do attendees have to scramble for your slides? Do they request/demand a copy of your powerpoint or keynote deck, and do you willingly provide one?  Do you distribute slides before or after your talk? What does the demand-for-slides say about your presentation?

This week I read a student’s review of one of my classes and in response to the question, “What was the most challenging aspect of the course for you?” they commented, “Prof Matrix’s slides are very attractive and zen, but you have to write down everything yourself” — because the slides are very text-light. I confess, I wondered why this student thought it was unreasonable to take notes in class. But the comment is significant insofar as it points to trends in the way we prefer to consume information in the digital age.

It’s true that many (most?) profs and presenters use what Garr Reynolds calls “slideuments” — combination slides and documents. Text heavy and filled with charts, when done well these slides do double duty on the screen and as a useful takeaway or study aid. When they are not done well, this design style inspires the phrase “death by powerpoint.”

But my slides are, to quote my student, very “zen” — inspired by Steve Jobs keynotes and by Garr Reynolds’ book Presentation Zen. In other words, the decks contain mostly mnemonic images instead of bullet points. I mention this because it means my slides do not contain the key content of my talks — in order to get that, you would have to take notes.

I love sharing my slides after presentations, and I am encouraged by the feedback and interest of attendees in my slides. But as a rule, I do not send or distribute slides in advance. Maybe this is because I think spoilers reduce engagement, and I think the concept of release windows has merit (I am a film prof after all!). Unfortunately it causes event managers anxiety because they want to avoid technology meltdowns on the big day (understandable) and because they want to distribute slides to attendees in advance (which I oppose). However I always post my decks online post-event via Slideshare.

Why are we (students, professionals, speakers, event planners) so anxious about/interested in having a copy of each others’ slides? Yesterday I chatted with another professional speaker about this issue and we commiserated a bit and compared notes, but arrived at exactly zero solutions or strategies to calm slide stress that results when decks are not distributed up-front.

I then went looking online for other perspectives and ideas, and ran across this very articulate observation, totally worth sharing:

Sharing slides is a gesture. Something extra the speaker does especially for you. Not sharing slides is not “evil”, it’s normal. There are plenty of reasons why a speaker wouldn’t upload his slides. Maybe he thinks the slides themselves shouldn’t be viewed because the viewer would miss out on so much background information and explanations that it makes the talk look plain and stupid. Maybe there’s a reason like copyright restrictions on used photographs, or maybe the speaker doesn’t want to share his slides because he wants to do the same talk somewhere else next month and he doesn’t like it when people in the audience are already reading his slides before he has even started the talk. ~ Harrie Verveer

I agree with Verveer that distributing slides to attendees should be an optional gesture and not a given. I also agree that attendees do expect a copy of the deck, and if they don’t get it they will be disappointed in the presenter (or prof). The result? Less than stellar performance reviews.

We want the slides before presos, and we want them after. Surely this has everything to do with info-dense slideument design practices, but also because it seems (to borrow an observation from my student) we do not want to take notes. I must admit I feel similarly sometimes.

I wonder what slide dissemination strategy would satisfy attendees, speakers, and event planners?