In a prior post, I was bragging about moving my PowerPoint lectures outside of the classroom by creating presentations with audio through Adobe Presenter. This is a lot of work, by the way, and I am not doing this just for fun. But why am I doing it? Yesterday, I received this email from one of my students: "I apologize if this seems like a dense question, but after watching the slides and doing the reading, it seems like they cover exactly the same thing. Am I correct about this?"
Um ... yeah. Suddenly, I realized that by moving the slides outside of the classroom, I had changed their function. This was my response:
Actually, that is not only a perfectly sensible observation, but it also made me stop to consider why I am doing these slides. (That was sort of implied in your question, right?)
When I first started PowerPoint in the 90s, I used the slides as a means of getting everyone's brain on the topic in class. Then it occurred to me that this was not a terribly valuable use of class time. So I revised my slides to aid in organizing the class discussion. Rather than just lecturing from them, I would use them in conjunction with Socratic questioning. I actually liked that fairly well.
Putting them online destroys both of these functions, but several of your classmates have pointed out different functions: (1) some have told me that they are visual or aural learners, and the slides (especially the diagrams) really help them to understand the principles better; and (2) the slides provide an emphasis that the reading assignments lack (i.e., you can tell something about what I think it important by the subjects I choose to discuss and the subjects I choose to omit from the slides). Finally, I believe that repetition is quite beneficial to learning, so reading the book and listening to the slides are mutually reinforcing activities.
Now I will ask you the question that I asked my student: is that a convincing case for online slide presentations?
The question is whether using PowerPoint in this way is a material aid to learning. I should disclose the that students like the slides, and many have commented with approval on my decision to move them online. Some have told me that they listen to the presentations more than once. Another student told me that she takes notes while she listens and that having the presentations online allows her to stop the audio so that she can complete her notes or reflect on the principles being covered. Of course, she could do the same thing from the casebook, but she uses the slides (after reading, of course ... she is a conscientious student).
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1. Posted by bsmith on September 5, 2008 @ 9:37 | Permalink
I contend they do NOT cover the same material. First, you provide much more detail on background and legal principles than the reading provides. Second, you provide an analysis of the case, rather than just the case itself. Whether this creates an incentive to avoid reading by simply listening to the slides is another question.
I think the better question (better than whether it is redundant and a waste of time, that is) is whether students now have an incentive to not read, thereby robbing themselves of the opportunity to do their own legal analysis of the cases. The "conscientious" student may be disciplined enough to listen to the slides only after mulling over the cases on their own. It may be a stretch, however to presume such conscientiousness in others.
2. Posted by Jake on September 5, 2008 @ 21:55 | Permalink
"The question is whether using PowerPoint in this way [i.e., online presentation] is a material aid to learning."
Gordon, let me ask: How many PowerPoint slides are in your online presentation?
The reason I ask is that I've learned the hard way in the courtroom that more than about 10 (at most) PowerPoint slides dulls the perceptions of the audience. Oral presentation is far more effective. A few strategically chosen PowerPoint slides can enhance an oral presentation, of course.
Larger sets of PowerPoint slides are ineffective for imparting knowledge in any lasting and meaningful sense.
A simple hypothesis for law student approval of online PowerPoint slides from the lawprof is that online PowerPoint slides are a cheaper alternative to a Gilbert outline, and less time consuming than a student-created outline.
3. Posted by Cliff on September 6, 2008 @ 18:22 | Permalink
To be candid, I think that if I was in your class I would likely view your slides in the same light in which I viewed my first year contracts and civil procedure assignments to read a treatise in conjunction with my case book.
I thought it was a terrific idea, and I began both semesters doing my best to read the treatise, but both semesters flamed out in the same manner.
After a long day of classes and studying when I could either be cracking the treatises or going home to be with my family, I chose my family. (I was pretty fuzzy in the head by that time anyway.)
After the kids were in bed and I finished my leftover work for class, job hunt, outline upkeep, etc, and I could either choose sleep (it was usually around 10:30 - 11PM by then) or the treatise, I inevitably chose sleep.
The treatise got read as much as I could fit it in, but by mid-semester it always became apparent that I wasn't getting anywhere near enough reading in the treatise to make a difference, and the treatise got dumped.
Great idea, best of intentions, but low feasability and ultimately minimal utility. Perhaps others were more efficent and disciplined than I...
To be short, your argument is somewhat persuasive, but ultimately impractable, IMO.
4. Posted by Doug H. on September 6, 2008 @ 21:37 | Permalink
As someone who loathed powerpoint presentations when I was in the workforce I've been surprised how much I love them in law school.
I think the biggest reason I like them is the insight they give into the professor's thinking. Your power point slides are a far more efficient and effective class supplement than any commercial outline or treatise because they are tailored to your specific curriculum.
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