This is an abridged transcript of the session - What's Still Good about Lectures?
-------------------------------
(03/02/2012 13:41) -------------------------------
David
McCurry, TLT Group: Welcome to Friday Live!
Bonnie
Mullinix, TLT Group: We love to hear where you are from (institution, location)
and your role.... and always (whenever): your interests in TLT Group & this
session
Bonnie Mullinix,
TLT Group: Home base Web Pages: www.tlt.gs/tltswg
Bonnie
Mullinix, TLT Group: www.tlt.gs/necselfdecept
Irina
Ivliyeva, MissouriS&T: There is nothing wrong with the lecture as
format! If the lecture is student-focusd, adn not
instrucrto-focused, it is thill a very effective tool.
------------------------------- (03/02/2012
14:17) -------------------------------
Sharron L
Terrell: Lecutres facilitate focus on important concepts
Steven
Volk: Lectures can be good to the extent that they engage the students - you
can read your students and know what is working and what has put them to sleep.
Leo:
Lectures where consensus is actively pursue between students and instructor
regarding a course topic
Eric Werth:
I like short lecture (15min) followed by activities/student interaction. I sometimes will follow up with more
instruction/lecture.
Cindy Kump,
University of Saint Francis: My high school history teacher was great. He
didn't 'lecture,' he told stories.
Kathryn
Rhodes -- RSCC: Lecctures that ask for student interaction -- the Socratic
method
Gwen
Rodgers: I enjoy lectures that I relate to in some way... interesting story or
illustration that makes the point
Irina
Ivliyeva: the best lecturers I have learned from we good story tellers. They
new how to factor in their personal experiences into the content material.
Olena
Zhadko: It works for some subject areas
Jane
Marcus, Stanford University: good lectures take you on a narrative journey
through the material with the message/lesson the lecturer has crafted
Frederick
Winter: Good: incorporate difference
between oral and written scholarship, are delived with sense of performance,
structured in way to reinforce a relatively limited set of points.
Sharron L
Terrell: can illustrate complicated concepts
Leo:
Authentic learning matched to authentic teaching
Irina
Ivliyeva: Oh, the power of the pause!
Sam Eneman,
Univ. of North Carolina Charlotte: the trick is to wait and not worry about
silence until someone asks a question
Bonnie
Mullinix, TLT Group: enjoy lectures that I relate to in some way... interesting
story or illustration that makes the point
Bonnie
Mullinix, TLT Group: can illustrate complicated concepts
Arun
Nambiar, California State
University-Fresno: I agree with you, Sam Eneman...I often wait long enough
until some one speaks up!
H Stephen
Straight, Binghamton University-SUNY: Etymology reminds us that the earliest
lectures consisted of merely reading a book aloud to book-less (or even
illiterate) pupils. Even the most reactionary defender of lectures today would
reject this reading-aloud model. So, yes, the (old-fashioned) lecture is (or
deserves to be) dead; long live the (remodeled 21st-century)
Leo: A good
lecture is actually several mini-lectures
Wesley: If
the lecture, or talking head, is such an evil practice why are people listening
to this lecture? When we omit the lecture
we are telling approximately 20% of our students that their preferred method of
learning is not acceptable. As an audio
learner I am more comfortable with a lecture of some kind. I believe lectures should have some sort of
variation to prevent nodding off.
Examples of BAD Lectures
Kathryn Rhodes -- RSCC: Monotone voice with a professor who read the powerpoint slides.
Kathryn Rhodes -- RSCC: Monotone voice with a professor who read the powerpoint slides.
Cindy Kump,
University of Saint Francis: The worst thing is when the speaker isn't
interested in their topic.
Rita
Mitchell: Evening course 4-5 hours long, Information Science course, lecturer
just read his powerpoint slides.
Frederick
Winter: Bad: what KR wrote: read the paper in a monotone
Sims Kline,
Stetson University, FL: As a high school junior, I was visiting a famous
college, in hopes I would be admitted there (I wasn't, unfortunately), I was
able to sit in on two lectures. One, by
the legendary Oscar Handlin, economist, was quite amazing. At the end of his lecture, there was
spontaneous applause. I asked my student
guide was this typical--applauding at the end of the lecture--and he said: "Absolutely." How rare is that as regular practice in
academe ?
Gwen
Rodgers: I don't like boring lectures that drone on and on with facts and
figures or if the presenter appears nervous it makes me nervous
Wesley: I
hate the um's and studders. That is very
distracting.
Maureen
Greenbaum: See top answers to google of
radio works lecture
Caterina:
Handing out copies of the over heads before the lecture starts.
Eric Werth:
Bad: A lecturer who goes through the material with no regard for student
attention or level. I have had some
professors who appeared to just go through what they always had regarless of
the level of the learners in class.
Barbara:
2010 History instructor reading his notes, seldom asking for questions, or even
trying to get any discussion going.
Irina
Ivliyeva: The worst lecturer I had the
following opening: Only God knows this subject well to get an A in this course; I know for a B, dont even hope
to gemore that a C. Note: I got a B in
his course :)
Sam Eneman,
Univ. of North Carolina Charlotte: Speaking of Socrates, I had to chuckle at
this one: Socrates fails teacher evaluation http://t.co/XzrtaGUG
Leo: A
lecture that does not take into consideration the impact of the classroom
ecology on the way the lecture is presented.
Sharron L
Terrell: Bad Lecture: the lecturer sits
the entire time and delivers in a monotous tone
Frederick
Winter: Sidebar issue - the good and bad PowerPoint practices that accompany
lectures.
Bonnie
Mullinix, TLT Group: does not take into consideration the impact of the
classroom ecology on the way the lecture is presented.
Robert
Voelker-Morris: I like audiobooks!
Caterina:
Instructors speak more than 20 minutes and does not break.
John
Steward: I remember a graduate school professor who was particularly detached
from his students. He told us "My
job is not to entertain you." He did not realize that we wanted to be engaged.
Sally
Gilbert, TLT Group: entertainment does not equal enagagement
Caterina:
John, that is key the difference between entertainment and engagement. Some
instructors want to entertain not engage
Denise
Domizi, UGA: There are conferences still
where the standard/expectation is for presenters read their papers.
Caterina:
Lecturing is all about telling a good story.
Sam Eneman,
Univ. of North Carolina Charlotte: yes, telling a good story that relates
directly to the material
Suzanne
deLong, Embry-Riddle Aeronautical University: The lecturer should be interested
if not fascinating by the subject
Danielle: I
also think linking the material to real world experience or demonstration of
theories
Caterina:
Sam there are times I use complementary stories to make my point
Sims Kline,
Stetson University, FL: I believe a sincere smile and frequent eye contact go a
long way in making a lecture engaging and listenable.
Frederick
Winter: another yucky factor--lecturer didn't keept to rational time limit
(ever sit thorugh a 2-hour talk by someone who was overly impressed with
his/her own voice and topic?)
Caterina:
Sims I believe that is creating one's presence
Sims Kline,
Stetson University, FL: Yes, the persona of the lecturer is important---and
first impressions are indeed important....
Leo: Not
allowing audience to be engaged with the topic
H Stephen
Straight, Binghamton University-SUNY: A bad Power Point is far worse than no
visuals at all.
Robert
Voelker-Morris: I'm not going to argue with any of this really, for I agree
with almost all the comments BUT what about the instructor who has content they
have to present on that is not something they are all that interested in AND
they have to get it across for the students to move on in their class
requirements. It is a huge challenge for
us in faculty development.
Eric Werth:
In my opinion, the better the instructor is, the less important
"visuals" are.
Gretchen: I
think people misunderstand what the term "visuals" refers to. A visual to me is a strong graphic or image
that conveys or strengthens audio
Danielle:
or a powerpoint that does not relate to what is being said
Caterina:
Stephen I thinl power points should be banned
Irina
Ivliyeva: We all have edured our share of BAD powerpoints..
Sims Kline,
Stetson University, FL: A new caategory:
"The blended lecture.....for blended learning..." ?
Leo: We should
be promoting visual literacy in our students
David
McCurry, TLT Group: I often used that clip from the movie to open discussion
about presentation, lectures and teaching.
Kathryn
Rhodes -- RSCC: Pressures to CHANGE
Frederick
Winter: Vint Cerf: "Power corrupts,
PowerPoint corrupts absolutely."
Steven
Volk: (Oberlin College): The pressure (if you want to call it that) is to use
what the research tells us about student learning and craft lectures around it.
Leo: Flip
the lecture
Sharron L
Terrell: the admin is strongly encouraging faculty to modify their classroom
delivery techniques
Gretchen: I
agree with Leo on the visual literacy piece.
Sharron L
Terrell: can't say the desire is for an extreme transformation...
Sam Eneman,
Univ. of North Carolina Charlotte: Ben Stein as Boring Econ Teacher:http://youtu.be/dxPVyieptwA
H Stephen
Straight, Binghamton University-SUNY: Robert, with all respect, a desire to
"get it across" is seldom well met by a lecture with "content
[the lecturer has] to present".
Kathryn
Rhodes -- RSCC: Inverted or flipped classroom
Eric Werth:
The Chronicle of Higher Education had a good article on flipping the lecutre a
couple of days ago.
Irina
Ivliyeva: the only pressure I feel is my own; I like to test different methods
of delivery...
Leo: The
extension of the learning space outside the clasroom provides the pre-lecture
experience that leads to a more productive lecture experience.
Sharron L
Terrell: Leo what did you mean "Flip the lecture"?
Kathryn
Rhodes -- RSCC: Student engagement by case studies
Steven
Volk: (Oberlin College): I do flip my lectures, but it takes a tremendous
amount of time to do that; can't expect it from everyone. Better to work
gradually to take advantage of what we know makes the lecture work (e.g. short
periods of lecture followed by writing, discussion, etc.).
Sims Kline,
Stetson University, FL: As institutions include more online teaching, the
"traditional" lecture will be less used....right ?
Bonnie
Mullinix, TLT Group: How 'Flipping' the Classroom Can Improve the Traditional
Lecture: http://chronicle.com/article/How-Flipping-the-Classroom/130857/
Kathryn
Rhodes -- RSCC: Learning Objectives and Open Educational Resources
Sally
Gilbert, TLT Group: @ Sims- doesn't look
like that's the only shift. Seems like
it goes the other way too.
Leo:
Flipping the lecture is were the lecture takes on the expereience of a
discussion section.
Bonnie
Mullinix, TLT Group: @ Steven Volk - as with any innovation in teaching, best
to start small... and move forward bit by bit.
Robert
Voelker-Morris: @ H Stephen = Yes I think I kind-of implied that didn't I? But it is when those faculty come to us and
they feel locked into a certain content they need to get across and they see
all this other stuff as overwhelming and then just fall back on getting it
across. How do we motivate them to
engage in the stuff they are presenting on?
Frederick
Winter: I have a question about context:
how do you effectively "flip" the lecture or shift to other
format when you are teaching an intro course with an enrollment of +150
students (well, actually as many as 800, which is what I've occasionally seen
for History 101 on big R1 campuses)?
Steve
Gilbert, TLT Group: Saundra McGuire et al
Metacognition - PRS - getting students to PREPARE for class meetings and
read more effectively - also see OLI workshop info http://tlt.gs/metabetta
Sims Kline,
Stetson University, FL: You might think that an first-year language course
would be more likely to be more traditional lecture. We have a brilliant teacher who is totally
engaged when he is in the
classroom...his techniqe is to integrate really helpful graphics, video, etc.
and F2F with individual students in the class, drawing them out. It's quite a performance to watch.
Leo: Ini
large classes you can use PRS along with JIT techniques couple with
Think-Pair-Share exercises.
Steve
Gilbert, TLT Group: Anupholsteraphobia
Bonnie
Mullinix, TLT Group: And Irina's - challenging oneself to change and keep
changing
Caterina:
Is flipping the lecture assuming the students have prepared and you can engage
them with examples and experiential exercises?
Leo: Yes.
Flipped classes requires students to do outside the lecture work . we used to
call it homework
Caterina:
Sim "classroom...his techniqe is to integrate really helpful graphics,
video, etc. and F2F with individual students in the class, drawing them
out. It's quite a performance to
watch." Are the students engaged or
entertained?
Steven
Volk: Flipping does assume that students are taking responsibility for their
own learning. But look at it this way: if you bring them into a 75 minute
non-stop lecture, they will be asleep and (duh) not engaged. By putting them in
charge of their own learning and seeing others engaged, they will come
alone...slowly.
Steve
Gilbert, TLT Group: NEED TO SHIFT FROM MORE PASSIVE [DELIVERY - PIZZA LIKE] TO
MORE INTERACTIVE SESSIONS
Leo:
Lecture should challenge the student in their beileifs and to stand by their
opinions in a public venue.
Steve
Gilbert, TLT Group: Ender's Test;
Pizza-like courses - If you can
"deliver" it, you probably don't own it and you certainly don't
control what happens to it after it leaves your direct control
H Stephen
Straight, Binghamton University-SUNY: Pressure to teach larger classes leads
many to give up on trying to engage students and instead to try merely to
entertain them, even though entertaining lectures have not proven to be as
effective in promoting learning as less-entertaining but more engaging
small-group work and open discussion.
Jane
Marcus, Stanford University: see this
from Stanford News service: Stanford faculty collaborate to improve online
education - news.stanford.edu/news/2011/june/improved-online-courseware-062811.html
Steven
Volk: One thing I do (in a flipped situation) is when we're about to break into
small groups ask those who haven't done the reading to raise their hands and
wait until the groups are formed before joining one. That way they can't
dominate a small group (not having done the reading), and they also don't like
to be put in that situation, so will increasingly do the reading.
Frederick
Winter: I don't remember where I first heard the old saw that in a lecture, the
audience will listen to the speaker for the first ten minutes, try to listen
for the next ten, and then give up and fantasize about sexual engagements with
the other members of the audience thereafter.
I do remember that it was Tony Carenvale who pointed out that the
continued engagement of lectures in the old format in light of the above may be
related to the fact that something around 90% of higher ed faculty identify
themselves as "above average" lecturers.
Bonnie
Mullinix, TLT Group: Jane's linkable link: www.http://news.stanford.edu/news/2011/june/improved-online-courseware-062811.html
------------------------------- (03/02/2012
14:46) -------------------------------
Kathryn
Rhodes -- RSCC: Shorten the lectures and have students complete assessments on
concepts using discussion or case studies
Sally
Gilbert, TLT Group: Do people on your campuses say "Lecture is bad"
Cindy Kump,
University of Saint Francis: The pressure to change originally came from
myself-I was just about to put myself to sleep!
Irina
Ivliyeva: I am successfully fighting our Tech people who pressure me to use
new tools every semester. My policy - at least 4
semesters then try something new
Leo: The
lecture is dead! -- long live the lecture!
Kevin
Geedey, Augustana University: Yes, some at our college say lecture is bad
Sharron L
Terrell: Implicitly the message is "lecture is bad"
Kevin
Geedey, Augustana University: unfortunately this alienates folks who might
otherwise be fellow travelers.
H Stephen
Straight, Binghamton University-SUNY: Pressure to kill the lecture, based on
evidence of its ineffectiveness, has led some to prepare brief (7-10 minute)
videos students watch (and take quizzes on) before the "lecture"
meeting, which is then used for small-group application of the conceepts
introduced in the videos.
Sally
Gilbert, TLT Group: Aren't TED talks really lectures?
Sims Kline,
Stetson University, FL: Within a course, surely there are class meeting times
which are appropriate for a fairly "traditional" lecture format (with
some interaction and engagement) and some sessions much more intereative. My impression is that many faculty structure
their couurse syllabus around this model.
Leo: Yes
but they are only 15 min or less
Carol
Hobaugh: or one could call them speeches...
Frederick
Winter: Following Steve's comment on "identifying the changes": Pending Congressional approval, the U.S.
Department of Education is preparing to invest more than $50 million in
programs that would enhance student degree (certificate, AA, BA)
completion. Funding will be predicated
on demonstrably successful approaches to student success. Grant deadline will be early 2013, program
title "First in the World."
Bonnie
Mullinix, TLT Group: I'm not sure we've made reference to
"Lecturettes", but this is what I think still have a place in
instruction. Lecturettes being no more than 15-20 min max... Lectures being
longer than that (and thus exceeding the attention span of most learners).
Sally
Gilbert, TLT Group: what makes a speech different from a lecture?
Leo:
Lectures in the traditional sense create cognitive load that begs the ability
of a lecture being an efficient learning mechanism. Cognitive load studies
(Sweller et al) are not broadly promoted to faculty to deal with effiicency in
learning (and teaching)
Bonnie
Mullinix, TLT Group: @Fred - thanks for the grant update - good news that what
we know about learning is starting to impact grant-funded
initiatives/opportunities.
------------------------------- (03/02/2012
14:53) -------------------------------
Irina
Ivliyeva: I think Mark Twain said it best:" If you stand still, you fall
behind".
------------------------------- (03/02/2012
14:55) -------------------------------
Leo: What
is the measures we are using to determine that the way we are teaching is an
effective way to deliever information (knowledge)
Bonnie
Mullinix, TLT Group: @Sims - you are right about the need for a) variety, b)
strategic selection of technique, c) attention to content, context and
flow. All of these design issues are
important to consider (and engage faculty in considering). There is a place for lecturettes within a
cornucopia of options throughout a semester/term.
Jody Bowie:
Keeping students engaged, making lecture interactive.
Sims Kline,
Stetson University, FL: What Do Students Really Think About Our Teaching: Do We
Know ?
Irina
Ivliyeva: The probllem is finding balance between the old good practices and
the new innovative resources for teaching. I
Wesley:
Attitudes are the biggest problem with making change. Most people don't want to change.
H Stephen
Straight, Binghamton University-SUNY: PP: Presenting problem: How can we best
structure blended (online/F2F/large-group/small-group) learning environments
based on proven methods for maximizing learning?
Steven
Volk: How do non-cognitive scientists take to heart the SOTL lessons as we
create an environment for student learning
Kathryn
Rhodes -- RSCC: Blended learning / blend of synchronous and asychronous use of
time and tools
Irina
Ivliyeva: correct- do not fix what is not broken...
Sims Kline,
Stetson University, FL: Here's a presenting problem: Answering the Emperor's Clothes Question: Do
We Really Know What Students Think About Our Teaching ?
Steve
Gilbert, TLT Group: Reclothe the emperor!
Sims Kline,
Stetson University, FL: We can't just rely on "teacher evalutions" at
the end of each term...those measures are too-boilerplate, but do capture some
rich detail....
Eric Werth:
How do you deal with faculty that believe that "newer" teaching
techniques such as online or blended courses go against the traditional vision
of the institution?
Jane
Marcus, Stanford University: there's no time to find out what the students
think of our teaching - the technology train has left the station and we must
accommodate to the new ways that today's students are learning and
communicating
Bonnie
Mullinix, TLT Group: @Eric - very interesting.
Is yours a primarily residential and/or liberal arts context?
Leo: There
is a role for traditional and non-traditional presenting faculty. Change occurs
gradually as new faculty come up through the ranks.
Sims Kline,
Stetson University, FL: Yes, so let's get more serious about students'
"information and learning behaviors" they inhabit worlds we think we
understand, but I wonder......?
Eric Werth:
Those I am thinking about is liberal arts and yes, primarily residential now.
Bonnie
Mullinix, TLT Group: LMS=Learning Management System
Sally
Gilbert, TLT Group: PP: how can/should we respond to the "technology
imperative?"
Sims Kline,
Stetson University, FL: More articles appearing these days re "library
ethnography" -- in-depth field studies of who students approach
information and research.
Jane
Marcus, Stanford University: per Leo's comment -- there are things we can do to
encourage adoption of new tools and practices - make things easier, promote
social learning among faculty, etc.
David
McCurry, TLT Group: http://connectpro86502729.adobeconnect.com/p6wvlvz0cma/
David
McCurry, TLT Group: That link will get you to the recording of this session,
available after we end the recording today.
Bonnie
Mullinix, TLT Group: @Eric - this makes sense.
This is the setting where fully online does not make sense. However, hybrid (blended) course can...
and/or supplemental can be great because online discussion can allow deeper and
broader discussion than what can sometimes be accomplished during a single
session. That's one argument I have successfully made (supplement - don't
replace).
Steve
Gilbert, TLT Group: http://tlt.gs/tltswg
Laney
Mobley, Kilgore College: Thanks, LMobley it is helpful to know these issues are
more widespread than I realizes
Bonnie
Mullinix, TLT Group: I don't think it's possible to make too many chat posts
;-)
------------------------------- (03/02/2012 15:10)
-------------------------------
Maureen
Greenbaum: are you using http://ifttt.com/ for the blog to Tweet?
Bonnie
Mullinix, TLT Group: Stephen - you only see the mic when you have been given
audio rights. Do you want to speak? (if
so, say here in chat &/or raise your hand and we'll give you mic
priveledges).
------------------------------- (03/02/2012
15:13) -------------------------------
Bonnie
Mullinix, TLT Group: Current Subscribers:http://www.tltgroup.org/subscription/currentsubs.htm
Bonnie
Mullinix, TLT Group: STEVE - Note that Stephen Straight also wants to try his
mic.
Bonnie
Mullinix, TLT Group: Here's the more direct link to subscriber list:
http://tltgroup.roundtablelive.org/CurrentTLTGsubscribers
Bonnie
Mullinix, TLT Group: Here;s the information about membership types: http://www.tltgroup.org/SubscriptionN.htm
------------------------------- (03/02/2012
15:16) -------------------------------
Sally
Gilbert, TLT Group: $450
Sally Gilbert,
TLT Group: $450
Sally
Gilbert, TLT Group: individual membership is $75
Sally
Gilbert, TLT Group: instituional membership is $995
Bonnie
Mullinix, TLT Group: All events: http://tltgroup.roundtablelive.org/events
Bonnie
Mullinix, TLT Group: It Takes Librarians and Faculty: Using Project Information
Literacy to Improve Student Research Skills: http://tltgroup.roundtablelive.org/events?eventId=441910&EventViewMode=EventDetails
Sims Kline,
Stetson University, FL: Thanks, Sally, for posting the individual membership
amount.
Jane
Marcus, Stanford University: I think the presenting problem for next week should
be some combination of the following comments:ONE Irina Ivliyeva: The probllem is
finding balance between the old good practices and the new innovative resources
for teaching. TWO IWesley: Attitudes are the biggest problem with making change. Most people don't want to change.THREE H Stephen
Straight, Binghamton University-SUNY: PP: Presenting problem: How can we best
structure blended (online/F2F/large-group/small-group) learning environments
based on proven methods for maximizing learning?
Robert
Voelker-Morris: I did one with a large course and had them "journal"
all the way through, so I presented at times, had them discuss (think pair
share, silent writing, and draw too, and thought it worked out wonderful. Felt it was active and also I was able to
present the needed information/content.
Sharron L
Terrell: Thank you for an informative session
Robert
Voelker-Morris: The journal also forced them to take notes!
Eric Werth:
I suppose that I would consider it a lecture, but I like the talks that Ken
Robinson gives, such as that on TED. I
enjoy not only what he discusses, but that he also includes personal stories,
stories about those he has met, and that he makes it humorous. It makes it easier to listen for a longer
period of time without losing interest or feeling "bored".
------------------------------- (03/02/2012
15:23) -------------------------------
Sally
Gilbert, TLT Group: seems like they are no longer than 18 minutes
Bonnie
Mullinix, TLT Group: @Eric - we had an interesting session on using TED Talks
as the basis for an online Conference experience for students.
Eric Werth:
Bonnie. That session sounds
interesting. I know teachers who use TED
or YouTube/YouTube EDU. Also, sites like
Khan Academy can be a good way to play a video segment and then use the content
as a discussion point.
Bonnie
Mullinix, TLT Group: The TED talk timings can be longer, but are generally
shorter. They fit with the Lecturette (don't talk too long) timing.
Eric Werth:
If you had a longer video clip, you could always pause the video, discuss, and
then start the clip again to break up the "longer than 15 minute"
video.
Steve
Gilbert, TLT Group: JM: New Balance -
Living with Innovation -
Steve
Gilbert, TLT Group: Blended Model -
Lecture/Online/Small Group/
Bonnie
Mullinix, TLT Group: Bringing TED to Class - Hosting Virtual Conferences Home
Base (Google Doc) Web Page:
http://tlt.gs/virtualconffrlv
Steve
Gilbert, TLT Group: www.tlt.gs/AdobeCintro
Eric Werth:
Thanks again Bonnie, I'll check this out!
Bonnie
Mullinix, TLT Group: This is also related to our TLT Group concept of Brief
Hybrid Workshops where you pick a brief e-clip (nor more than 5 min) and
attache an interactive experience for a Brief Hybrid Workshop of no more than
15-20 min.
Eric Werth:
Lots of great ideas. Thanks everyone . .
. have a great weekend.
Hi, just come across this blog. I'm researching the role of narrative/storytelling in lectures and was really interested to see how much the point about storytelling came up as an intrinsic element in a 'good' lecture. To me, PowerPoint can hinder the storytelling and so I think it's a technology that hasn't really helped. That seems to come out in yoru discussion too.
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