Face-to-Face Teaching

Anyone going to follow Clay Shirky & ask students to put laptops away?

Not Allowed!

Not Allowed! By My Sideways World on Flickr

Back in February I blogged about attention and and whether students were checking out of the flipped classroom.   In the post I mentioned the work Howard Rheingold has done around attention literacy and videoing one of his classes and then subsequently only allowing one or two students to take notes on laptops in his classes.

Several months on I continue to mull over these issues and so probably no surprise that a tweet linking to a piece on Medium from Clay Shirky outlining why he’s asked his students to stop using laptops and mobile devices in his classes caught my attention.  Shirky has banned the use of laptops in class unless they are required and in the piece he explains his rationale.  He says:

Over the years, I’ve noticed that when I do have a specific reason to ask everyone to set aside their devices (‘Lids down’, in the parlance of my department), it’s as if someone has let fresh air into the room. The conversation brightens, and more recently, there is a sense of relief from many of the students. Multi-tasking is cognitively exhausting — when we do it by choice, being asked to stop can come as a welcome change.

So this year, I moved from recommending setting aside laptops and phones to requiring it, adding this to the class rules: “Stay focused. (No devices in class, unless the assignment requires it.)”

Shirky goes on to outline the problems with multi-tasking, including the long term negative impact it can have on declarative memory.  He says:

People often start multi-tasking because they believe it will help them get more done. Those gains never materialize; instead, efficiency is degraded. However, it provides emotional gratification as a side-effect. (Multi-tasking moves the pleasure of procrastination inside the period of work.) This side-effect is enough to keep people committed to multi-tasking despite worsening the very thing they set out to improve.

On top of this, multi-tasking doesn’t even exercise task-switching as a skill. A study from Stanford reports that heavy multi-taskers are worse at choosing which task to focus on. (“They are suckers for irrelevancy”, as Cliff Nass, one of the researchers put it.) Multi-taskers often think they are like gym rats, bulking up their ability to juggle tasks, when in fact they are like alcoholics, degrading their abilities through over-consumption.

Shirky doesn’t say how his students have taken to this laptop ban though he does highlight that some students will opt of paying attention anyway (something which has always happened anyway even in the days when we didn’t laptops).

Has Shirky been too radical? It would be interesting to hear what lecturers and students think about banning laptops.  Is anyone else thinking of banning laptops or already done it.  How has that gone down with students.

 

Attention & students checking out of the flipped classroom

Following a couple of conversations with students over the past week and reading a few articles in Clinical Teacher and Medical Education I’ve been thinking about attention in lectures and student learning skills.  The picture above isn’t too far removed from the daily view our lecturers see, a sea of MacBooks and laptops, there are growing numbers of iPads and other tablets and some students will be interacting with 2 or 3 devices.  It’s a sight that some teaching staff find disconcerting.  They question what students are really up to, are they paying attention, are they on Facebook, texting their mates?
After being hit by a sea of laptops in a tutorial she was delivering Hannah Beckwith (1) has asked if we’re hitting a wall in teaching undergraduate medical students.  Hannah was taken aback and questioned why students felt the need to have their laptops.
First of all, I found myself asking the question ‘why?’ Why had the students felt it necessary to bring a laptop to the tutorial? Were they scared? Had previous sessions been too interactive, and did they feel the need to place a physical barrier between the ‘interrogator’ and themselves? Or were topics too complex, and learners struggling to keep up? Such that they needed to search the internet during the tutorial to supplement understanding? Or were they bored, and using the time to check e-mails or Facebook, messaging their friends around the globe complaining about their ‘ridiculous timetables’?
I tweeted the link to this and got a couple of responses
If I was a student today I’d be taking my iPad or laptop along to lectures and tutorials in the same way I used to take along a note pad.  I do it at conferences, I take notes, might tweet or Google to look up something that’s been mentioned so I have it saved for future reference. I do however fully accept that there are students who have an issue with attention in lectures and classes and that lecturers may find it off putting not being able to make face contact with students as they are hidden behind laptop screens.

Students switching off in lectures is nothing new, I remember boring lectures where students ended up playing hangman or battle ships or keeping a tally of how many times a lecturer repeated a particular phrase or word. We had some great lecturers and some weren’t so good.  Lectures get a bad press these days because they don’t necessarily promote active learning and higher order thinking, for me lectures provided a framework to build on in my own study time and I’ve referred previously to the fact that students do still get inspired in lectures.  Howard Rheingold has also written extensively about attention and I’ve often thought it would be interesting to replicate what he has done. Videoing a class and then showing them what’s it’s like from the teacher perspective and then showing what the students were doing on their laptops and then running classes where only one or two students are allowed to use a laptop for notes taking for the class.

[blip.tv http://blip.tv/play/Aaz4dwI.x?p=1 width=”720″ height=”433″]

After MOOCs perhaps one of the other things most talked about is the flipped classroom and there is growing interest in applying this approach where students watch condensed video lectures or engage with pre-reading resources before coming to the class and then applying that knowledge in various learning activities in the lecture session. Whilst appreciating the attraction of this approach, I’ve never really thought it was anything particularly new given that we’ve always had smaller group teaching sessions where students are required to come prepared and engage with pre-class resources.  I know many colleagues get exasperated because many students simply don’t come prepared and so half the session is spent trying to get everyone to the place where they can start to effectively take part in the learning activities they’ve planned.  It was interesting therefore to read a paper by Casey White and colleagues (2) at the University of Virginia School of Medicine and their experience of the flipped classroom in their new curriculum.

Virginia School of Medicine has redeveloped its curriculum to encourage more student engagement and active learning in the classroom based around constructivist and adult learning principles. The flipped classroom was adopted as an approach and there was a hope that this would also address falling attendance at lectures.  Students seemed to like these flipped sessions when they worked well but teaching staff noticed ‘dwindling’ attendance over the course of the phase of the pre-clinical curriculum and a growing issue around student attention with students being distracted from the learning task in hand.  Student evaluation highlighted only 25% of the class regularly attended these sessions and that the sessions varied in quality.

White and her colleagues ran student focus groups to investigate why students weren’t engaging with these flipped classroom sessions (allbeit the groups were volunteers and represented less than 10% of the year group).  Analysis of the discussions highlighted a number of issues including that

  • students did not always appreciate the value of collaborative working
  • some students lacked the skills for self-directed learning
  • some did not have reflective skills
  • others did not have the motivation required for adult learning.

In sessions where students could sit where they wanted they were less prepared as they would typically sit with their friends and would chose their table based on fun rather than who knew their stuff. The session for some served as a ‘social catch-up’ others admitted they watched videos.  There was however a difference in approach to team-based learning sessions where students were assigned into groups, they were more likely to prepare as they were more concerned about appearing stupid.  They also found the sessions more helpful and enjoyable because they were prepared.  Some recognised that sitting with their mates wasn’t always a good move and would switch groups based on the activity.  Students also highlighted the variation in the quality of the activities and their tendency to disengage if they weren’t great.

In terms of student engagement comments included:

More and more people are less and less prepared, that’s why you see a decline in attendance. With the problem sets, if you don’t feel prepared and ready to contribute, your time is better spent [at home] doing your own work.

There are some lectures where the resources are so good – I can read the book and understand everything and I don’t really gain too much from going to the lecture… But if I have read the material and don’t understand it by the time I’ve done the pre-reading, then I’m going to the lecture.

Others mentioned hiding at the back to avoid being called upon an they used the phrase ‘checking out’ to describe being present in body but “intellectually disengaged”.  They outlined how they resisted engaging in learning activities by allowing themselves to become distracted.  Some questioned why there had been away from traditional lectures.

Liz Mossop (3) in her  commentary on this paper in Medical Education titled, ‘The curse of the teenage learner‘, suggests we need to change the learning culture and train students in active learning. In a previous post I considered whether we spoon feed students and consequently don’t help them to develop their learning skills.  This has also been discussed elsewhere such as in this piece in the Times Higher which highlights the need to treat students as independent scholars.  As students are now faced with paying fees the focus seems to be students as consumers, I don’t think this is a helpful move.  It does seem that many students don’t know how to learn independently as so we do perhaps need to consider supporting our students to develop learning skills, but I’m surprised by the comments from the students at Virginia.  In the USA medical students graduates and it’s concerning that they don’t have adult learning skills.
What’s not clear in this paper is what approach the Virginia Medical School actually took in flipping the classroom and what sort of activities were developed and whether there was any assessment associated with the learning.  For example were students using electronic voting systems so that lecturers could address gaps in knowledge and understanding?  Was there any assessment attached to the sessions as is the case in some other implementations of the flipped classroom?
This is obviously just one paper, but I wonder whether others have had similar experiences to Virginia in introducing the flipped classroom?  Maybe these issues can be addressed by better designed sessions and staff development to better prepare and equip teachers for this type of learning  and teaching approach.  Do these sessions work better when linked to assessment – given the good old adage that assessment drives learning?  With growing interest locally in piloting some flipped classroom sessions and similar experiences with falling lecture attendance this paper has certainly sparked my interest to look at what else has been published to determine if there’s a sense of an evidence-based best practice approach to running this.  I’d be interested to hear how others have got on trying out the flipped classroom.
References

Learning – Do students want face time or screen time?

Over the weekend I read a piece about a report on the future of learning according to millennials published by Millennial Branding and Internships.  This study surveyed 1,345 US College students about the future of education and reports that today’s students are more willing to learn online and that they see the future of learning as being virtual and social media driven.  I’ve not read the full report, but was struck by the fact that this study specifically asked “about students’ perceptions of and thoughts about online colleges and classes”, so it doesn’t perhaps provide an accurate picture of what students really think about the future of learning.  Despite this one of the findings is that

50 percent of students said they don’t need a traditional classroom to learn, but 78 percent do think that it’s easier to learn in a traditional classroom than online.
So in other words 50% do want a traditional classroom and 3 out of 4 students think it’s easier to learn in a traditional setting, which essentially highlights they want face to face contact.  Another report I came across this evening has looked at US teens aged 13-17 and how they view their digital lives and social networking.  This study highlights that the teens surveyed prefer to communicate face to face.
These findings are similar to those in a study undertaken by one of our former students, Robert McMillan.  This study was done three years ago and looked at whether students preferred using an elearning approach to a more traditional poster board resourced teaching session.  Robert found that whilst students liked the online resource, and would refer to it again to support revision etc they didn’t want online learning at the expense of small group teaching and 68% of students favoured elearning as part of a blended learning approach. Three years on I don’t think our students’ views have changed, they like and want more online learning that simulates clinical situations and scenarios and is rich in formative assessment and feedback which lets them see how well they are performing. They find these particularly useful for revision, but again they don’t want to lose face to face teaching contact.
With all of this in mind it was interesting to read another piece this evening in the Guardian titled, It’s too early to write off the lecture. Here Jonathan Wolf, Professor of philosophy at UCL writes,
For as long as the lecture is regarded as better than internet-based learning, it will survive on a substantial scale. And wherein lies its superiority? An interesting question. It is live. It is real. It is put on with you in mind, even if you are one of a large crowd. You experience it with other people. And, perhaps the clincher: it takes place in a university, bursting with life and interesting people who will inspire you in unexpected ways. Somehow live learning can be open and transformative in a way that transcends its educational function. Maybe one day we’ll work out how to do this better some other way. For the moment, while internet technology, if used well, can certainly enhance university teaching, and provide smooth access to excellent education for those unable to attend university, it is too early to write the lecture’s obituary.
Having just celebrated graduation it’s clear from chatting with our new graduates that they’ve been inspired by local ‘legends’ in the Medical School in lectures and clinical teaching. They’ve also received support and encouragement from teachers, doors have been open to discuss ideas, there have been research project opportunities and lots other activities to engage with.
Given all this there’s maybe life still in the old dog of traditional face-to-face teaching in higher education and we shouldn’t just assume that our students want to do all their learning online.
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Contingency plans for teaching in the midst of UK snow

UK snow

UK snow

The University is formally closed again today because of the snow. This is just as well as I’m pretty well snowed in, the only cars getting out of our road are 4x4s.  This is the first time I can remember the University being formally closed.  We do seem to have had large amounts of snow fall, the buses aren’t running today and the roads are a mess.

So far this week our students will have lost two and a half days of teaching, for our 3rd year medical students that’s half of their week long block on aging.  With more snow forecast we could lose another day tomorrow and, if this keeps up, possibly almost a full week.

It’s yet to be seen how much more snow and disruption to teaching we’ll see this winter, but this current dose of UK snow has made me think about whether we should have some sort of contingency plans to ease the disruption to teaching.  I know that some medical schools along with other schools across Universities are already recording lectures and so students can access these easily online and via hand held devices.  At the moment we don’t record our lectures, but maybe we should record the ones that were due to be delivered this week with Camtasia so that students can at least receive some of their timetabled teaching.  Or perhaps it’s at times like this that we should be capitalising on our Adobe Connect licence and delivering the teaching online so that students can still be taught whilst at home.  These sessions can also be recorded for students who don’t have access to the internet from home.  It would be more difficult to run virtual clinical skills and ward based teaching sessions online, but there are other small group teaching session which could be delivered virtually.

What do you think?  Do you have contingencies for delivering teaching in the midst of closures due to UK snow?

Death by PowerPoint – Fact or Fiction?

Image by HikingArtist.com – Flickr

I’m working on an assignment at the moment for my PG Cert in Teaching in HE looking at the use of technology in lectures and classroom teaching.  For me e-learning means the use of technology in learning opportunities, but there are still many involved in teaching in HE who are unsure about embracing technology and are concerned about teaching being technology driven etc.  Yet probably most lecturers make use of technology in their face to face teaching in lectures, seminars etc because they use PowerPoint or Keynote as a presentation aid in their teaching.

I think it’s important not to be wowed by technology and to use it just for the sake of it, but rather to think about whether we can use it to help us improve and enhance our teaching.  Using technology can help us to deliver more active learning opportunities to our students and encourage more peer to peer learning and collaborative learning. The question I have is how has the use of PowerPoint enhanced teaching and learning and is there any evidence that it has?  Were chalk and talk and OHPs worse, are our students really experiencing death by powerpoint?  Have we just blindly adopted it to help us transmit information without much thought about our teaching style or how we engage students in lectures?

I’ve got a pile of papers to read through this weekend which will hopefully help me to begin to answer some of these questions and I’d also welcome anyone’s else’s thoughts on the use of PowerPoint in teaching or links to any articles on this.  In the meantime here are a couple of slideshare presentations by Garr Reynolds who runs the Presentation Zen website, which I thought were worth sharing as good examples of Powerpoints but also because they give some helpful tips on designing your slides.  Many thanks to Vicki Davis for the tip off about the first presentation, which I came across on a post on her Cool Cat Teacher Blog.

Should Powerpoint handouts be uploaded to the VLE before or after lectures?

lecture handouts

Photo credit - libraryman

My PG Cert in Teaching in Higher Education kicked off last week with a workshop and one of the group activities involved us all delivering a short 5 minute micro teaching slot.  We had been forewarned about this so most of us had prepared a few Powerpoint slides to support our slots.  After we’d done our stint we had to evaluate our own efforts and then we got feedback from the other members of our small group and a course tutor.  This exercise stimulated some interesting discussion around student engagement and whether students today expected to be spoon-fed, in contrast to when we were all students when you had to take your own notes during lectures as there wasn’t the luxury of being able to download from the VLE what was written on the OHP or blackboard.  This discussion continued in the plenary session.  Some lecturers highlighted that they tended to use keywords on Powerpoint slides rather than have lots of text, which all seems to make good sense, but students weren’t happy because there wasn’t enough information for them on the slides.  Were they unhappy because they would actually have to listen and make notes …  I don’t know.

The debate about lecture Powerpoint handouts continued with some colleagues at the end of last week.  We currently make our lecture Powerpoint handouts available after the lecture has been given.  In a poll (run with Turning Point) in the last lecture of a 4 week teaching block one of the questions we asked was, ‘When did students want the Powerpoint handouts for lectures uploaded to Blackboard’. The options we gave them were before the lecture, after the lecture, at the end of a teaching block or not at all.  95% of them said they wanted them uploaded before the lecture.  Discussing this with a couple of lecturers there doesn’t seem to be much enthusiasm for doing this.  The reasons for this are that, one they think that students won’t bother coming to their lectures if the handouts are available beforehand, and secondly as many of our lecturers are also busy NHS doctors they often don’t have their Powerpoint slides completed until just before the lecture.

I’ve had a very, very quick squint to see if I can find any literature that provides any evidence that releasing the lecture notes before the lecture affects learning outcomes for students and their performance in assessment etc or their attendance.   I haven’t really found much on this yet that I can get access to, but intend to do a bit more serious searching.

I’m interested in whether other institutions have protocols or guidelines on whether lecture slides should be made available prior to lectures, what are you encouraged to do?  What’s the rationale for making them available before hand rather than afterwards?  Does this approach affect attendance at lectures or learning outcomes.   Does giving out the handouts before the lecture encourage the students to come to the lecture more prepared and stimulate more interaction in the lecture or do you think it’s just spoon-feeding them?

I’d be interested to hear what others think!

Photo credit libraryman