Non-technological Alternatives to Lectures Teaching with Technology

1. Non-technological Alternatives to LecturesTeaching with Technology Rajiv Sinha

2. Non-technological Alternatives to Lectures • Discussion • Cooperative Group Learning • Mastery and Self-paced instruction • Independent study classes • Field trips and visits

3. Discussion • Superior to lecture in teaching analysis, synthesis, evaluation, problem solving and critical thinking • Not an efficient method for transmitting facts and data • Best to use as ‘breaks’ in lectures • Different from question sessions – style of interaction • Student-centered discussion • Instructor-led discussion

4. Conducting Discussions • Problem-solving discussions • Break the problem into parts and clearly tell the students which part to discuss • Techniques • Post ideas on the board • Serve as a gatekeeper • Encourage and recognize contributions • Test the consensus • Summarize the discussions

5. Problems in Discussion • Disagreement and conflict • Discussion climate has to be cooperative and not competitive • Topics and not personalities are to be argued • Learn to agree to disagree & still have a high opinion about others • Recognize similarities and differences to achieve near-consensus • Use the principle of debate • Non-participation • Over-participation or monopolizer

6. Cooperative Group Learning Students work together to understand the material, do homework, complete projects, and prepare for tests • Informal groups (short-term tasks) • Assign a task: solving a problem, answering a complicated question • Task: several possible solutions, intrinsically interesting, challenging but doable, allow all members to contribute • There must be a deliverable – to be presented in the end • Formal groups (long-term tasks) • Clear objectives and plan • Random or organized groups • Explain tasks, grading, promote interdependence • Monitor groups • Provide closure to group session • Evaluate the achievements

7. Cooperative Group Learning Students confront an emotional issue in a structured format and strive for a consensus. • Structured controversy • Useful for issues which combine technology with public policy • ‘Pro’ side and ‘con’ side in each group of four • Position statement and consensus position • Suggested rules • Do not argue • Do not change your mind just to avoid conflict • Do not use coin flips or majority votes • In case of stalemate, search for a compromise position • Look for difference of opinion as healthy and natural

8. Mastery and Self-paced instruction • Mastery • Mastering of material- divided into modules and objectives • Theoretically all students can earn ‘A’s but the time required would vary significantly (80-90% accuracy) • Problem-oriented – easy to test mastery • Synthesis questions – practical difficulty in grading • Issues about good instruction, size of modules, feedback, providing help etc. • Self-paced courses • Instructor-paced courses

9. Other methods • Group methods • Panels • Modified debates • Quiz shows • Independent study classes • Not suitable for fostering high level cognitive skills, communication skills ad teamwork • Field trips and visits • Seeing real equipment or manufacturing operations • Construction sites, wastewater plants • Designing field exercises e.g. geology, surveying

10. Teaching with Technology

11. General guidelines • Plan use for a particular audience • Define objectives relevant to the audience • Pick a technological medium and a teaching method best suited for the topic • Pick educators interested in using the technology • Plan a personal interaction, particularly among students • Monitor the course and change materials and methods as appropriate

12. Television and Video • Instructional delivery by TV and Video • Instruction at remote site (distance education) • Break a huge class into smaller sections • Flexibility to observe at any time • ‘Electronic’ field trips • Mode of delivery • Live audience with a studio (2-way) • Electronic blackboard • Audiographics • Major advantages • Excellent for showing visuals e.g. video of the site before and after construction of a bridge • Steps of laboratory experiments, instruments • Company-produced videotapes of plant tours Lecture Live TV Learners

13. Tutored Videotape Instructions • More flexible than live TV • Segmented video • Video shown for 5-10 minutes, halted for questions & then the next segment follows • For a remote site, a tutor is identified • Poor students are benefited most Lecture- Discussion TVI Learners Tutors with a discussion style are more effective than tutors who want to answer all the student’s questions

14. Instructional Hints • Be prepared and organized • Arrive early in the studio • Use an overhead camera for visuals instead of a blackboard • Presentation should be of high quality • Aim for variety in the presentation • Obtain group participation • Watch the tape and if necessary adjust your teaching style • Develop written instructions for tutors • Copies of the tape available to the library

15. Videotape feedback for students • Taping of student’s presentations and playing back for them • Mannerism and nuances

16. Computers in Engineering Education • Pre-requisites • Accessibility • High quality software • Faculty interest • Advantage • Student’s computer background • Computer tools • Spreadsheets • Equation solvers • Generic packages – user-friendly, requires little training

17. Computer-Aided Instruction (CAI) • Drill-and-practice mode • Interactive, instantaneous feedback • Tutorial mode • Example problems and figures in addition to content • Shouldn’t be completely externally controlled • Simulation • Obstacles: computer incompatibility, professorial indifference, cost, little rewards. Outlook for CAI is limited to courses that have large enrollments across the country

18. Interactive Laser Videodisc (ILV) • Facilitates live action! • Large number of media supported • Huge storage capacity • Possible applications • Remote locations • Individual self-study • Student tutorials • In-class use • Laboratory simulations • Outreach programmes

19. Audio-tutorial (AT) method • Course divided into 1-week modules • Clear objectives • A reading assignment in the text book • A journal article to read • Supplemental notes and study questions • A schedule of extra credit activities • Lectures recorded on audiotape • Stop in between and answer questions, examine other material or directed to do some experiments • Graded activities (when ready) • Short presentation on an item • Laboratory sessions • Quiz, tests, and an optional final • Extra and bonus points – general assembly, optional quiz or experiment Each student is challenged in the course yet each student can be successful!

20. Thank You