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Table of Contents
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Lectures have been a mainstay in teaching for hundreds of years, as they can be used to convey information to many learners at once. In the past few decades, lecturers began adding multimedia presentations to supplement their delivery. In the online environment, lectures may be presented via written text, podcast, a slide presentation that may be narrated, or recorded lecture capture.
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For an accessible version of the table below, download Engaging Lecture Capture and the Seven Principles for Good Practice in Undergraduate Education.
Principle | Practice |
Encourages contact between students and faculty | Include questions in lectures that students need to respond to. After reviewing the lecture, the student responds to questions on a discussion board. Students can respond to other students' responses as well. Grade discussion postings. Faculty can review and provide feedback. "Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement." |
Develops reciprocity and cooperation among students | Assign a student the responsibility of summarizing and highlighting the important points of the captured lecture. Students can be divided into groups to do this. The instructor then reviews and prompts students for missed points. In addition, student groups can take case studies presented in the lecture and do additional research and follow-up. |
Encourages active learning | Require students to apply lecture material to a case study, problem set, or real-world application, instead of passively watching the lecture. |
Gives prompt feedback | Incorporate a synchronous component in the lecture capture system. This provides online students the potential to get immediate feedback to questions. In addition, this option provides a larger pool of diverse students in the class discussion. Online students from a broader geographical area can provide a diverse perspective. Ask students to post the "muddiest point" of the lecture so that faculty can clarify via the discussion board. Create quizzes based on material presented in the lecture that are graded automatically. Having students see what they missed focuses learning. |
Emphasizes time on task | Encourage students to review the lecture and learn before the next lecture is presented. This allows students to spend more time than would be available in a normal in-class session. "To improve learning outcomes, instructors must think creatively about using webcasting technology to free up valuable classroom time for more interactive discussion and activities." |
Communicates high expectations | Provide feedback on assignments in the lecture to emphasize course goals and expectations. Students can review this feedback throughout the term via the lecture playback system. |
Respects diverse talents and ways of learning | Support all learning styles: video and slides for visual, sound for auditory, and thumbnails and slide movements for kinesthetic learners. Different groups of students benefit from lecture capture in different ways. "The relationships between students' characteristics and the benefits they receive from webcasts are complex." |
The table appears with the permission of Margaret Martyn; Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 license.
Planning for Lectures/Presentations
Time is magnified in an online course, so for the benefit of your students—especially adult learners who have work, soccer practice for the kids, groceries, and other Life Matters on their plates—you will want to ensure that every bit of lecture content is intentional and meaningful. Of course, you have far more knowledge and understanding of the subject than most of your students will, but you will really need to separate the must-know from the good-to-know and save the latter for other learning activities that follow the presentation. Your students will be more likely to retain the essential information and be better able to pursue the auxiliary information outside of the lecture if they have experienced active participation in the lecture content.
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PLEASE GO: In the following YouTube video, Oscar Retterer of Franklin and Marshall College discusses four stages for creating effective multimedia presentations: plan, produce, practice, and present: Principles of Effective Presentations (9:06 min.)
Designing for Lectures/Presentations
In his book Brain Rules, Dr. John Medina suggests the following lecture design (in the book, the design was written for face-to-face classrooms, but the ideas can apply to the online environment):
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Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. American Association of Higher Education Bulletin, 39(7), 3-7. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/instructional-methods/7-principles
Chua, S. (2009). Remote presentations that rock. [Slide presentation] Retrieved from http://www.slideshare.net/sachac/7-tips-for-remote-presentations-that-rock
FacilitadorTube (Producer). (2010, February 2). E-Learning: How to Deliver an Engaging Virtual Classroom Presentation. [Video] Retrieved from http://www.youtube.com/watch?v=VxY22IhbaH4
Lambert, C. (2012, March-April). Twilight of the lecture. Harvard Magazine, March-April 2012, 23-27. Retrieved from http://harvardmagazine.com/2012/03/twilight-of-the-lecture
Martyn, M. (2009). Engaging lecture capture...Lights, Camera...Interaction! Retrieved from http://www.educause.edu/ero/article/engaging-lecture-capture-lights-camera-interaction
Medina, J. (2013). Attention. Retrieved from http://www.brainrules.net/attention/?scene=1
Medina, J. (2009). Brain Rules. Seattle, WA: Pear Press.
Nielsen, C. (2008). Building better PowerPoint presentations. Retrieved from http://www.nnu.edu/fileadmin/Elearning/ELS/BestPractices_PPT.pdf
Pickett, A. M. (n.d.). Fifty alternatives to lecture. Retrieved from https://edocs.uis.edu/boakl1/www/FiftyAlternativesToLecture.html
Retterer, O. (Producer). (2009, November 19). Principles of Effective Presentations. [Video] Retrieved from http://www.youtube.com/watch?v=XxR8lh9riFg
Reynolds, G. (2008). Brain rules for presenters. [Slide presentation] Retrieved from http://www.slideshare.net/garr/brain-rules-for-presenters
Reynolds, G. (2005). Top ten slide tips. Retrieved from http://www.garrreynolds.com/Presentation/slides.html
Richardson, D. (2008). Don’t dump the didactic lecture: Fix it. Advances in Physiology Education, 32(1), 23-24.
Examples of Lectures/Presentations
Example 1
Lecture/Presentation from UF100 Intellectual Foundations Course at Boise State University
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Example 2
Lecture/Presentation from Engineering 100 Course at Boise State University
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