The courses I remember are the ones where the professor talked, used videos, did demonstrations, used overheads and did other things to save us from just listening to him droning on.
-- Graduate Student
AV TECHNIQUES
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To keep students interested and reach students who process information visually, an instructor can use various audiovisual techniques. Audiovisual materials, like transparencies, can also serve as a teleprompter to give new teachers a visible outline from which to work. The difficulty is that poor audiovisuals can detract from rather than enhance student learning. For example, students often become restless when they cannot read what is on the board or transparencies. In addition, new teachers often aren't comfortable with the audiovisual technology or preparing audiovisual materials. Audiovisuals present two challenges: (1) What audiovisuals should be used? and (2) How can audiovisual tools be used effectively?
Audiovisual Techniques
CHALKBOARDS AND OVERHEAD TRANSPARENCIES are the two most accessible audiovisual tools. Most classrooms at U of D have chalkboard space and overhead projectors, (or one can be ordered by calling X3546 at least three days in advance). Departmental offices usually have a supply of chalk and transparency film that can be used in any copier. Students can see transparencies better than chalkboards in large classrooms. FLIPCHARTS OR EASELS are an under-used audiovisual support for small classes or discussion groups. Flipcharts can be prepared ahead or used to record classroom discussion and are easily referred to again. They are less formal than overheads and can be torn off and posted so that results from several class discussions can be viewed at once. They are particularly useful for students to report results from small group discussions to the class as a whole. SOME VIDEOTAPES AND FILMS are available from the collection in Morris Library. Call 831-8419 to schedule. While this medium can be entertaining, getting the equipment can be cumbersome, and if movies or tapes are not already available it may be too expensive to rent one. Videoplayers and projectors can be ordered from University Media Services at 831-3546. SLIDES ARE SOMETIMES USED to emphasize some aspect of the class visually (e.g., an art history professor provided slides of art work for each period studied). Check to see if your department has a slide collection. COMPUTERS, VIDEODISCS, AND INTERACTIVE VIDEODISC TECHNOLOGY are used in many courses to enhance student learning. In the classroom, portable computers linked to an LCD projection panel allow students to see the computer's display on a large screen. Both the portable computer and projection panel can be borrowed from University Media Services at 831-3546 but several weeks notification may be necessary if you want to use one for a semester. University Media Services may also be contacted for information about videodisc technology. Contact CTE via e-mail cte-reg@udel.edu or by calling 831-2027 for individual help on teaching with technology.Audiovisual Preparation
Since chalkboard and transparencies are the most commonly used audiovisual tools, we will briefly address tips on using these resources well.
CHALKBOARD
K.I.L.L. (Keep It Large and Legible). Audiovisual tools are of no use if all students can't see them. Write legibly. Test by going to the back of the room to look. PLAN AHEAD. When preparing a class it is useful to plan out what you will want to write on the chalkboard. This saves time and is generally clearer for the students. One way to do this it to outline information that goes on the board in the class notes. MAKE EYE CONTACT FREQUENTLY. An teacher writing on the board for extended periods of time has his or her back to the students. This behavior can result in losing control of the class. Instructors need to regularly observe student nonverbal behavior and use eye contact to keep students involved.OVERHEAD TRANSPARENCIES LIMIT INFORMATION ON EACH TRANSPARENCY. Since we can process no more than seven bits of information at a time, a single transparency should contain no more than four to six major points. Charts or tables with a great deal of information should be broken into smaller pieces using an enlarging copier. Small areas should be highlighted or colored to help students focus their attention. GET EQUIPMENT AND TRANSPARENCIES PREPARED. A teacher using overheads should plan to arrive early enough to get the equipment set up and focus the overhead. Transparencies should be arranged in order and numbered so that there is no need to fumble with them during the presentation. BE AWARE OF STUDENTS' VIEW. It can be hard to remember not to stand in front of the image and block students' view. A transparency students can't see is frustrating and distracting. DON'T READ THE TRANSPARENCIES. Talk about the material using the transparency as a launching pad rather than writing out the entire thought on it and reading it to the audience. Too much information on a single transparency is distracting and, if students can simply read it, they do not need to pay attention to the teacher.
Students take very seriously whatever is written on the board or presented on transparencies. Be sure to allow them time to copy it all down. Be alert to occasions where you have given them too much to copy.
