The evil reign of PowerPoint Lectures - page 4
Maybe I'm the only one, but this is bothering me enough to ask: Does anyone else feel like their nursing education has been hijacked by Microsoft PowerPoint? I feel like I sit in all of my... Read More
Apr 8, '09Well our school has taken an approach of self directed learning. Words cannot describe how furious this makes me. I would seriously rather smash my hand with a mallet 6 hours a day than to sit through lectures that you just described above. It seems like it is a cop out for not so great teaching to me.
Apr 8, '09i also have a love/hate relationship with power points. don't read them to me! i can do that myself. since we have a different lecturer each time, you never know what you're going to get. i go to class on most days because you never know if you're going to get the one who tells you to "mark this slide for the test" or tells you to ignore this one, or adds stuff to it that "you really to know this".
Apr 8, '09Personally, I prefer having to take notes than read PowerPoints. It makes me think. The problem with PP is that many of the instructors will just read off of them vervbatim and add little to no new material...at that rate, just give me the handout and let me go home to read it!
Apr 8, '09I love powerpoints ! It all depends on how the instructor use the powerpoints. My favorite type of powerpoint is when there is general info. we need, but there are also practice nclex questions through out the ppt. or either at the end of the ppt. I love my instructors that does this. This class we are getting our ppts. before all of the classes, this really helps. This helps me to stay on top of the material and really get prepared for lecture. When I've already taken notes and read before class, all I have to do in lecture is listen. I also make sure all of my fill in the blanks are done before class as well. I really like the powerpoint though. I know of some nursing students who only used the powerpoint and never read the book that made it through the our nursing program. I know others who never used the powerpoint and still was successful. It all depends on what type of learner you are and how the instructor use the powerpoint. I have one instructor now who don't use the powerpoints and I hate going to her lecture. She will spend an hour and a half on assessment data for a disease and only one hour to go over the pathophys, tx, nursing int. , s/s, and etc. for 5 diseases. To me she needs to use the powerpoint to stay on track. Me personally, I love the powerpoint.
Apr 8, '09Quote from CuriousMeA prof with a lousy lecture using PP probably had just as lousy lectures without PP. If all the profs are using PP and all the lectures are lousy, the PP may look like the common factor. But I wouldn't blame the PP for the widespread perception that nursing school lectures aren't very useful.PowerPoint is not evil, it's just a tool. The only difference between a bad lecture with powerpoint and a bad lecture without powerpoint is that with powerpoint you have a copy of the outline the prof is reading from. All things being equal, I'd rather have the copy of the information.
I don't believe that PP makes Professors lazy. Sure, there are lazy Professors that use powerpoint.....getting the slides ahead of time just points out the folks who only read the slides out loud as a lecture. So, it could be said that PP only identifies lazy Profs.
Another possibility is that the ridiculous amount of content supposedly covered by the various modules of nursing school. If the instructor is supposed to cover 400 pages of reading in 3 hours, and has to show some evidence of this, then the cards are stacked against them in regards to presenting an engaging lecture.
Apr 8, '09one thing i have learned...the inventor of powerpoint should be condemned to an eternity of watching foreign-language powerpoint presentations being delivered in a droning monotone whilst simultaneously having his or her genitalia chewed by rabid badgers. at least my nursing instructor has the good sense to avoid filling her slides with twenty different fonts, animations and annoying sound effects.
one amusing school note...my nutrition instructor still uses an overhead projector. i almost expected our homework to be printed on an old mimeograph machine, using that distinctive blue ink. remember how those worksheets and crossword puzzles smelled? ah...memories of third grade...
Apr 8, '09Hey at least you get something....my professor just spends time talking about his life, his family and Los Perisis (a power plant the city is wanting to put in) and doesn't really "teach" us anything....try taking a test with that.
Apr 8, '09Quote from ksrose1Sounds like my A&P II teacher... All he did was talk about his job as an epidemiologist in the Department of Health. Would have been interesting, except that the subject was A&P, not Micro. By the time he got around to talking about the course material, he'd just dictate lecture notes verbatim in a boring monotone.Hey at least you get something....my professor just spends time talking about his life, his family and Los Perisis (a power plant the city is wanting to put in) and doesn't really "teach" us anything....try taking a test with that.
Apr 8, '09I have nothing useful to add but I do need to say thank you all!!!! I thought I was the only one. I'm so sick of being read to. Especially by instructors who don't read well!!!!
Apr 8, '09As a nursing instructor, I know the ins and outs of making a power point lecture all too well. I've found that one big issue is NOT to put everything on the power point slide. Give the high points, give the hard terms, give illustrations that help students to udnerstand the main points, etc... However, you can't simply read from the slides and expect the students to flock to your class for that. You kind of have to be a cheerleader for your content and make them want to listen and learn what you are lecturing about. I teach women's health and pathphysiology and really don't have an attendance problem. I add short patient stories that illustrate the point so that students have something concrete to relate it to, and try to involve them in the class.
I went to nursing school when everyone was using the technology of overheads. They handwrote in marker on teh overhead (and often the writing wasn't all that great to begin with) and flipped the overheads pretty fast.What you didn't write, you probably missed. Hated that teaching strategy with a passion. Therefore, I lvoe power point, as my students can print out the slides in whatever format they want or not. I can update a lecture right before I post it on their website, which is nice for an instructor. But, I know of instructors who aren't very skilled with power point and they use standardized slides that come with textbooks and the students hate it because it doesnt' always flow with the lecture they are doing.
I would suggest writing constructive comments on your instructor's evaluation. Tell them what they are doing isn't helping you to learn and suggest ways to present the content that would help you to learn.
Apr 8, '09As an instructor, I have noticed that no matter what you do, someone won't like it, and will complain. I welcome constructive criticism, but not whining. The difference is that one voices a concern and offers potential solutions, and the other just points to a problem without being part of the solution.
Open communication is key, and probably the only way we will ever get away from an "us vs. them" mentality. Students should think creatively and offer solutions and alternatives for ways in which they might like to learn. Instructors, in turn, should be open to suggestion and willing to always explore new means of reaching a variety of students. I am constantly researching new ways of teaching to engage students, reading research studies about teaching methods, and buying books (at my own expense) to ensure that I provide the best learning environment possible for students.
When I give feedback to students, I try to point out all the things they are doing well, and any opportunities for improvement. I would never call a student lazy. It's an insult and shuts down communication. Yet this same behavior is often accepted without question when directed at an instructor. I like to assume the best about people until proven otherwise. If a student is sitting around at clinicals, I give them direction and attempt to help them engage instead of assuming they are just lazy. If the behavior continues, it requires further correction, but never assume that someone is just lazy; they may be too new to even know where to start.
I see only one poster who mentions that instructors may not have ever received training on how to engage a class. There is a learning curve in education as well, and you are expected to not only be a clinical expert, but an expert educator. Certainly there are both students and faculty who are indeed looking for the easy way out, but from experience, this is a small minority in both groups. If you really want to see a difference, encourage your state legislators to properly fund advanced nursing education. Better yet, consider a career in nursing education yourself!
Finally, my entire focus is in engaging students through a variety of techniques. I post powerpoints, but class time is focused on case studies, real-life patient cases, assessment practice, application of skills, etc. There is NO reading of powerpoints or texts in my class. I will hit the main points, answer questions, and then expect the students to focus on application. Yet every semester, there is at least one student that writes on the evaluation "I don't understand why you won't just tell us the questions that will be on the test."
My point is that you can help make a difference. Suggest activities that would better meet your learning needs. Most of us DO listen. And if you have an instructor that won't listen, meet with your peers to study in a manner that best suits your learning needs.
Apr 9, '09Ahhhh, PP! I've done college both bpp and wpp, and remember my bemusement when I realized that all my A&P lectures were going to use PPs. I finally decided I like them but can see how they could easily be abused by faculty. Going from blank to blank means that I'm "listening with my eyes" and actually helps me stay awake, but I think of PP as the "skeleton" of the material that I know I'll have to "flesh out" on my own time.
Two of my favorite soapboxes are the need for people to be aware of the learning styles and what works for you individually, and the need for schools to teach critical thinking in some fashion from kindergarden on up. PP works well for some kinds of material, but I'm a bit worried about what will happen when we get to the part of Nursing Program that requires critical thinking.
What seems to work for me is 1) lecture time with PP, 2) read chapter at home and highlight as I feel the need, 3) rewrite the PP outline with paragraphs using complete sentences, 4) type my paragraphs previously mentioned, and 5) draw poster size pictures/maps of the body system under discussion. (I'm not much of an artist, so my hallway looks like Fright Gallery ) I'm just mentioning these things to remind myself that I actually do have a strategy and because I'd love to hear from other students about what works for you.