{"id":48097,"date":"2019-05-30T12:15:30","date_gmt":"2019-05-30T19:15:30","guid":{"rendered":"http:\/\/world.edu\/?p=48097"},"modified":"2019-05-30T17:32:21","modified_gmt":"2019-05-31T00:32:21","slug":"studying-using-powerpoint-only-makes-students-more-stupid-and-lecturers-are-more-boring-lets-not-use-it","status":"publish","type":"post","link":"https:\/\/world.edu\/studying-using-powerpoint-only-makes-students-more-stupid-and-lecturers-are-more-boring-lets-not-use-it\/","title":{"rendered":"Studying using PowerPoint only makes students more stupid and lecturers are more boring: Let’s not use it"},"content":{"rendered":"

\"\"<\/p>\n

Which university lecturers can forget about their failures when giving lectures.\u00a0On such occasions, I felt I had lost all students from the start: those who were out of focus, looked lethargic and anxious.\u00a0Without shame, I focus more on\u00a0my\u00a0PowerPoint<\/em>\u00a0presentation\u00a0to save my face.\u00a0Years later, I can still hear myself reading aloud the points of the presentation and then turning to students to convey these points to them.<\/p>\n

Fortunately, I don’t remember what the students thought about it, but my most painful memory was the experience of making myself bored.\u00a0When that happens, I am sure that it is time to change the way to teach.\u00a0That’s why I forbid the use of\u00a0PowerPoint<\/em>\u00a0in college.<\/p>\n

There are a number of reasons why lectures are not good: lectures that are not well planned, inadequate preparation, lack of enthusiasm for the day, uninterested students, too large a crowd, poorly designed auditorium.\u00a0PowerPoint<\/em>\u00a0is another reason.<\/p>\n

Physical face-to-face lectures allow for complex and open interactions between students, reading material, lecturers, and case and theory-based problems.\u00a0PowerPoint<\/em>\u00a0presentations\u00a0limit lectures to a form of teaching that ignores any input other than the lecturer’s own ideas prepared the day before.\u00a0This reduces the possibility of improvisation, and the opportunity to receive input from students without deviating from the curriculum.<\/p>\n

This is what usually makes such presentations very tedious: while students quickly find out clearly the direction of the lecturers’ conversations, the opposite is true for lecturers who have to explore all the points, when students hope the next page presentation may be more interesting.<\/p>\n

Not suitable for lecturers<\/h4>\n

However, to be interesting and relevant in a lecture, lecturers need to ask questions and experiment, not provide solutions and results.\u00a0Unfortunately,\u00a0PowerPoint was<\/em>\u00a0designed to provide the opposite.\u00a0Initially\u00a0PowerPoint was<\/em> designed for Macintosh<\/a>\u00a0, the company that designed it was later bought by Microsoft.\u00a0Once launched, this software is increasingly targeted at business professionals, especially consultants and busy sales people.<\/p>\n

But during the 1990s\u00a0PowerPoint was<\/em>\u00a0adopted more generally by companies because it became part of the Microsoft Office package.\u00a0PowerPoint<\/em>\u00a0describes the executive summary, in one line sentence, and the plan is “easy to convey”.\u00a0His presence in the academic world was later supported by increasing pressure from the faculty to provide more teaching and the increasing demand for a more diverse student population, which needed concrete guidance.<\/p>\n

However,\u00a0PowerPoint<\/em>\u00a0does not empower academics.\u00a0The basic problem is that a lecturer does not sell knowledge in points to students, but they must make students solve problems.\u00a0Such a learning process is slow and difficult, and cannot be summed up neatly.\u00a0PowerPoint<\/em>\u00a0produces ignorance, which is why some people, such as American statistician Edward Tufte say that\u00a0PowerPoint<\/em> is “evil”<\/a>\u00a0.<\/p>\n

Of course, new presentation technologies such as\u00a0Prezi<\/em><\/a>\u00a0,\u00a0SlideRocket<\/em><\/a>\u00a0or\u00a0Impress<\/em><\/a>\u00a0add many new features and 3D animations, but I would argue that these things only make things worse.\u00a0The debated points did not become relevant to the move made.\u00a0The truth is that\u00a0PowerPoint is<\/em>actually difficult to follow and if you miss a point, you will easily feel left out.<\/p>\n

\"\"

No one has peer review of PowerPoint . Lex Photographic \/ flickr<\/p><\/div>\n

Above all, an ambivalence arises from what is contained in these points.\u00a0In my presentation, the text on the slide is really only my personal thoughts and which is often hastily written.\u00a0Unlike my work published and reviewed by other colleagues, no one has seen or criticized\u00a0my\u00a0PowerPoint<\/em>\u00a0.\u00a0But students consider my points to be the right thing, and they often quote them in their assignments instead of finding a way out by finding the points in the lecture book.<\/p>\n

Free from\u00a0PowerPoint<\/em><\/h4>\n

When we succeeded in\u00a0banning Facebook<\/a>\u00a0and using other social media in our Masters program in\u00a0philosophy and business<\/a>\u00a0at Copenhagen Business School, in Denmark, we also recently banned lecturers from using\u00a0PowerPoint<\/em>\u00a0.\u00a0This decision is in line with the decision of the United States armed forces.\u00a0Brigadier General Herbert McMaster banned the use of PowerPoint<\/em><\/a>\u00a0because it was considered a bad tool for decision making.\u00a0We agreed, even though we still allow lecturers to use it to display images and videos and quotes from the main authors.<\/p>\n

Without using\u00a0PowerPoint<\/em>\u00a0, the lecturers write with chalk on the board (or markers on the board).\u00a0Contrary to what\u00a0PowerPoint<\/em>\u00a0allows\u00a0, chalk and chalkboard allow us to record points from students and connect to the points we develop ourselves.\u00a0Most universities actually defend Microsoft’s monopoly secretly, architecturally prioritizing projectors and\u00a0PowerPoint<\/em>\u00a0rather than other technologies such as blackboards.<\/p>\n

Of course, by not using\u00a0PowerPoint<\/em>\u00a0, the burden for lecturers increases for lecture planning.\u00a0However, in our Masters program, we as lecturers have a clear plan in terms of what should happen every minute of the lecture, the right content must still be made different and open.\u00a0To support interaction, students sit with visible signs, also introduced in the first lecture.\u00a0In this way, less active students can be called to develop concepts and connections that grow on the board, either from their chair or by coming to write on the board.<\/p>\n

In the years I used\u00a0PowerPoint<\/em>\u00a0in the traditional way, students complained about not getting materials before college.\u00a0Now, students don’t ask for\u00a0PowerPoint<\/em>\u00a0material\u00a0at all – they just ask for better formulation on my board.\u00a0They are right, in contrast to\u00a0PowerPoint<\/em>\u00a0presentations\u00a0, the actual order of the whiteboard can be fixed directly.<\/p>\n

Without\u00a0PowerPoint<\/em>\u00a0, the lecturer has nothing but students.\u00a0This seems like a far more promising moment.<\/p>\n

Author Bio:<\/strong> Bent Meier S\u00f8rensen is Professor in Philosophy and Business at Copenhagen Business School<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Which university lecturers can forget about their failures when giving lectures.\u00a0On such occasions, I felt I had lost all students from the start: those who were out of focus, looked lethargic and anxious.\u00a0Without shame, I focus more on\u00a0my\u00a0PowerPoint\u00a0presentation\u00a0to save my face.\u00a0Years later, I can still hear myself reading aloud the points of the presentation and […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":48098,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[295274],"coauthors":[11733],"class_list":["post-48097","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-instructional-design"],"acf":[],"yoast_head":"\nStudying using PowerPoint only makes students more stupid and lecturers are more boring: Let's not use it - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/studying-using-powerpoint-only-makes-students-more-stupid-and-lecturers-are-more-boring-lets-not-use-it\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Studying using PowerPoint only makes students more stupid and lecturers are more boring: Let's not use it - 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