Development and evaluation of a re-usable learning tool to supplement didactic lectures
January 29, 2007
Jo Leonardi-Bee: “The Division of Epidemiology and Public Health teaches Evidence Based Practice/Medicine (EBPM) to a variety of postgraduate courses. A common theme across these courses is to enable students to put theory from didactic lectures into practice using computer based statistical software packages. However, there are no practical sessions to accompany a particularly difficult …
The acoustics of teaching facilities: a case study of the University of Nottingham
September 14, 2004
Peter Rutherford: “The acoustical design of lecture theatres, seminar rooms and classrooms is of paramount importance in meeting the required speech intelligibility for delivering effective teaching, irrespective of the teaching style employed. Given the nature of universities delivering content, new information is presented at such intensity that it is essential that speech intelligibility meet the …
The importance of visual aids
July 9, 2004
Video >> Do Coyle: “Throughout the visuals have got to be, well any of the aids you would use have got to be relevant. But now, with being able to transport images from the Internet, for example, we’re no longer forced into scruffy overheads, transparencies and so on. We can actually use colour and image …
Beginning a session with an exercise
Video >> Do Coyle: “OK. Could you, first of all, look inside your pack and find the vocabulary list. “Now as future language teachers you’re all going to be dealing with vocabulary. So what I’d like you to do first of all is to take the vocabulary list, I’m going to give you 3 minutes …
Managing small groups in large groups
Video >> Lecture room There is the sound of conversations in the room as students work in small groups. Interview Do Coyle: “I was giving a session with over 300 students in one of the tiered lecture theatres; it was a one hour session. I knew that there was going to be follow-up in smaller …
Demonstrations and visual aids in lectures
Video >> Liz Sockett: “I use props a lot in lectures, probably the least today actually, but it’s very important to have something that isn’t just PowerPoint. Not just because it’s monotonous having a lot of PowerPoint – you can hear people starting to get restless because you’ve done a lot of PowerPoint. “You also …
Asking questions of students in lectures
Video >> Liz Sockett: “Your average class, I would probably break it about 4 times with a straightforward question. In many of the subjects I teach it is easier to ask a question than in prions because I know that the chances of someone out here having had a relative with a prion disease is …
Explaining complex concepts
Video >> Liz Sockett: “One of the things that is very important when you lecture a subject like this is that you have drawn models that keep repeating. If you see the visual aids that I use, a lot of time was spent creating some simple models that I kept coming back to. “Although it …
Real life examples give context to learning in the lecture
June 9, 2004
Video >> Liz Sockett: “A lot of the diseases earlier in the course, bacterial diseases, we would stop and talk, for a couple of minutes, about. For example, ‘Who has had a sore throat?’ We actually monitor symptoms on the registers. So as the students are sitting in the lecture they are filling in a …
If lecturing is a performance, how do you prepare?
January 8, 2004
Video >> Christopher Barnatt: “A lot of people tend to think that you prepare a lecture by looking at the content and looking at the actual slides etc. When you think about a large group in particular, you have to think that there’s the content and there’s actually the delivery, or the performance of it. …
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