This is the expanded version of 'How to Fight Lecturalgia'. The enhancements from the peer-reviewed literature and science behind aspects of visual design were added in response to feedback after presenting the former version. This was presented as the keynote of Faculty Development at the University of Louisiana - Monroe.
2. Which College are you
representing today?
1. Arts and Sciences
2. Business
Administration
3. Education and
Human Development
4. Health Sciences
5. Pharmacy
6. Graduate Studies
3. Which best describes your
formal training on how to teach?
1. Modeling based on
observing professors
2. Periodic faculty
development after
becoming a teacher
3. Teaching
certificate/track in
residency/postdoc
4. Education degree
5. Other
4. What best describes your use of
an audience response system?
0% 1. I have never considered using clickers
in my class
0% 2. I have considered clickers, but never
tried them in class
0% 3. I use clickers sometimes in my classes
4. I use clickers frequently in my classes
0%
5. I should probably be teaching YOU
0%
about clickers
5. Objectives
1. Discuss underlying causes and treatments
for lecturalgia
2. Discuss communication and visual design
concepts including dual channels, split
attention effect, and cognitive load
3. Explore the benefits and hurdles with an
audience response system (ARS)
4. Formulate a plan to increase student
interaction and engagement with ARS
6. What is Lecturalgia?
1. Endangered species
of microplankton
2. Type of nail fungus
3. Word from Greek for
„painful lecture‟
4. Word I just made up
29. We can speak at ~ 125 words per
minute (WPM), but we read at:
1. 25 WPM.
2. 125 WPM.
3. 150 WPM.
4. 200 WPM.
5. >250 WPM.
30. Putting all of the text on the screen of what
you will say and then essentially reading
that text is the surest way to induce the
redundancy effect which basically means
you are presenting the same information at
the same time via both visual and audio
channels so you force the working memory
of the students to work twice as hard to
reconcile those two sources of information
leading to cognitive overload which
ultimately impairs learning
J Educ Psych 2001;93(1):187-98.
61. What ARS strategy are you
MOST looking forward to using?
0%
1. Factual questions to evaluate outside
readings and content
0% 2. Conceptual questions to drive
discussion
0% 3. Linkable pre- and post-test questions
4. Creating questions on the fly to gauge
0% student understanding
5. Real-time course evaluations
0%
Medical Teacher 2008;30(2):146-9.
75. Which course would be most useful
to prepare students for this patient?
1. Communication Skills
2. Drug Delivery
Systems
3. Pharmacognosy
4. Pharmacokinetics
5. Therapeutics/
Pathophysiology
76. Which country has the largest
number of English speakers?
1. China
2. England
3. India
4. South Africa
5. United States
79. What will the biggest hurdles be
here for using ARS?
0% 1. Maintenance costs
0%
2. Requirement to modify teaching style
and existing lecture
0%
3. Student resistance to change
0% 4. Technology malfunctions
0%
5. Time investment by faculty to learn
software and hardware
84. Silver medal questions must
be answered solo by
students
For credit: 80% of the class
must answer correctly
Gold medal questions can be
answered collaboratively
For credit: 90% of the class
must answer correctly
Am J Pharm Educ 2009;73(2):21.
89. Mean course grades increased:
2006 (81.8; p<0.001)
2007 (86.1; p<0.05)
compared to 2008 with ARS (89.9)
90. No difference between ARS and
non-ARS performance in
Pathophysiology and Therapeutics with
memorization exam items
ARS group performed better (82.5%)
than non-ARS group (77.4%) (p=0.002)
with analytical type exam questions
91. Use of ARS in Cancer Module
Am J Pharm Educ 2008;72(2):38.
94. Survey Item SA/A U SD/D
(%) (%) (%)
Use of ARS encouraged 89.8 5.1 5.1
me to participate in class
Because of ARS I 84.5 4.5 11.0
participated more than I
usually do
I valued that ARS let me 93.2 3.4 3.4
respond anonymously
The use of ARS made 72.0 15.4 12.6
some topics clearer
The use of ARS was 12.0 11.4 76.6
distracting SA=strongly agree, A=agree, U=unsure, SD=strongly disagree, D=disagree
107. Summary Points
• ARS is one tool in our arsenal to increase
student engagement
• Proactively managing the hurdles with
ARS and integrating educational theory
may result in a better learning experience
• Benefits associated with ARS have been
demonstrated but additional research is
still needed