Tag Archives: audience

Lecturing & daydreaming: what happens when students have no decisions to make?

A few weeks ago, I spent several days at a conference on a topic that holds great intrinsic interest for me. I signed up for the conference, eagerly anticipating meeting new people and being challenged with novel ideas. I had never attended the conference before and had few preconceived notions about the format for presentations. However, because most of the scholars were in the humanities, I knew that I wouldn’t be seeing many tables of numbers or hearing about esoteric statistics!

What I wasn’t prepared for was being read to. Over the course of several days, almost every speaker read their presentations from pre-prepared scripts. In one typical session, the first two presenters held their papers with two hands, looked up occasionally, and put the paper down only to change the PowerPoint pictures. They read well, using inflection and pitch to emphasize important points, but it was still a word for word matching of oral presentation to the text. The third presenter had a script but had done a better job in memorizing it, as she occasionally made eye contact with us and did a fairly good job of disguising the fact that she was reading.

Biennale sculptures in Arsenale

Which way to turn?

As I always try to do in conferences, I had made a point of sitting in the first row, so I could see the slides clearly and also have a clear view of the presenters’ faces. I found that being able to see faces helps me catch meanings I otherwise might miss when I don’t hear all the words.

Despite my advantageous location, where I should’ve been in the thick of the action, there wasn’t any. I found my attention wandering, and to stay focused, I tried taking notes of the key points that I heard. As often happens, my notes quickly became observations on the format of the presentations and not just their contents.

Why couldn’t I stay focused on the content? Frequently in such situations I find myself lamenting the lack of presentational skills by the panelists and speculating about what it must be like to sit through one of their classes. But in this case, I turned the focus on myself and asked why I wasn’t doing a better job in playing along with the role of an “audience member,” which is apparently how the presenter saw me. Then I realized that I didn’t want to play that role anymore.

Instead, I wanted to do something. I wanted the presenters to ask me questions, to solicit my feedback, and to force me to puzzle out where they were going next. Alas, their one-way talk left me with no options — no decisions to make. I had been forced into a thoroughly passive role.

If there was to be action, I needed to force it myself. I started writing down objections to what was being said, but because the presenter had left no space for such diversions, whenever I wrote something down, I missed a part of the presentation. Because the presenter was reading from the text, and redundancy had mostly been edited out, missing a few sentences often meant I lost the thread of the argument.

Colleagues who know me well will recognize that, once again, I’ve found another provocation from which to push my case for active learning! The situation in which I found myself was very much like that of our undergraduate students in classic lecture based classes: an instructor does 90% or more of the talking while students passively try to record in their notes as much as possible of what has been said. The few questions asked of the students are mostly rhetorical and only answers that conform to the a priori expectations of the instructor will be followed up.

Why do such situations make me so unhappy? Why was I so disappointed with the presentations I heard at the conference? I think it is because the presenters had made no allowance in their plans for bringing me into the session as an active participant. Just as instructors who rely heavily on one way talk give their students no decisions to make, as an audience member, I also was expected to simply absorb what was being offered rather than let the speaker know that I actually understood – – or not – – what was being said.

The decisions offered to me could have been simple ones: the presenters could’ve asked for examples of what they were talking about. The speakers could have offered several alternative scenarios that completed their narrative and then asked us which one we thought was the most plausible, and why. They could have purposefully constructed an alternative counterfactual scenario and then asked us why it didn’t occur.

 

Venice red threads & keys

You Keep Me Hanging On! Keys hanging by red threads at Japan Pavilion, Venice Biennale, May 2015

My point is straightforward: when humans are put in situations where they are simply being talked to, with no opportunities offered for them to engage their higher order cognitive powers, they will struggle mightily to stay engaged with the material. I recently read a blog post by a scholar who works with online courses and who noted that she had viewed some amazingly well produced videos. However, within one week, she had completely forgotten their contents! The slick videos had given her no role to play in her own instruction.

The natural cycle of human attention is quite short, but it is further truncated when people are asked to play only passive roles, as audience members. Daydreaming is a more likely outcome than deep learning!