[lpi-discuss] looking for courseware
Bryan J. Smith <b.j.smith at ieee.org>
thebs413 at earthlink.net
Sat May 14 10:28:28 EDT 2005
From: "ross e. brunson" <ross at brunson.org>
> Only, (IMO) if you let it. I detest "builds" and animations for the
> most part and never use them unless someone can show me a good reason
> for them, which I have seen a few.
Agreed. Animation is for showing a sequence of data or process flow where it is
_technically_ important. It should not be used for "prompting."
We're here for knowledge transfer, not to impress people with our marketing-level
> Also, reading slides to them is like reading a book to them, I have left
> presentations and chewed out fellow trainers for this, what keeps them
> from just reading the slides themselves?
EXACTOMUNDO! You don't want your students listening to what can be read,
or them taking notes on what is already printed. You want to hit them with as
many bits of information simultaneously in a lesson for maximum impact.
Everyone learns differently, and the concept is that of all the forms the information
comes in, 1-2 should get through to them.
1. Slides (Projector 1): Outline, definitions, graphics
2. Lecture (Instructor): Fill-ins around slides, answers to questions
3. Example (Projector 2): Your example screen
4. Hands-on (System): Their own system/screen
5. Self-study (Book/Manual): Reference concepts in a book/manual for their post self-study
You give them a print-out of your slides so they can make notes of information that
is given in #2-4 that is not on #1. You give people enough avenues that no matter
how they learn -- which is always different from each other -- there is a way they
can understand it. And you don't have them trying to keep up with just note taking
of core concepts that should already be in the outline, definitions, core concepts or
will be in any self-study book/manual provided with the course.
> With respect, I couldn't disagree more.
Environmental reality: It's not really about saving trees (which we have no shortage of),
but not filling up waste dumps. If the location recycles, then feel *0* guilt.
[ SIDE NOTE: I spend 3-years while in college working full-time at an environmental
engineering firm. Since then I have a term I call "popular environmentalism."
"Popular environmentalism" is self-defeating because it focuses on concepts that
not only detract from _real_ environmental concerns, but sometimes the popular
assumptions are _dead_wrong_. Trees, biodegradable, etc... are "popular
environmentalism" concepts that are self-defeating, and detract from real issues.
People also go mega-overboard on CO2, and don't understand many concepts.
If anyone wants to talk about alge, landfills, water quality, sulfites, nitrates, and CO2
plus other greenhouse effects and counter-effects, then we can be "good
environmentalists" -- especially in the context of holding all countries accountable to
a _broad_ and _real_ treaty, and not just the US to a landside, limited one. ]
> My fervent recommendation to you is that you _never_ allow attendees to
> tape you, invariably they will use your words out of context or sell or
> give away your class to others and so on.
I require a "hold harmless" / "no duplication" clause be signed. There has not been 1
class I've taught where someone didn't say something that has been sexually offensive.
That on tape could mean the end of your career -- even if you don't say anything
but laugh, try to say "that was funny, but it was wrong" in a nice way, etc...
I distinctly remember one group of all men that had a fixation on Kirsten Dunst.
Sigh, everyday, the barrage never stopped of 1-liners as opportunity presented them.
Now in the opposite way, I sure wish I could have audio/video-taped my secondary
education students. But that is against the law in most states. If you ever teach
middle school, you will quickly learn that "he/she said v. he/she said" is a daily
issue as a middle school teacher, and gossip is king. Especially at that age where
these kids make sexual comments because its new to them, and they are just trying
to figure out what they are talking about. I had never been so insulted or heard so
many personal remarks made -- not just jokes (I don't mind them), but their taking
anything I said and turning it into something that got back to the administration in
a completely different form.
Needless to say, don't ever become a school teacher in a high-turnover (4 treachers
in 2 years), low-income, mid-year hire. ;->
> Seriously, unless you're in a university or higher ed environment, I wouldn't ever
> let anyone tape you.
Universities typically have a waiver/liability arrangement that is well thought out.
> If I see a tape recorder in class, I confront the situation immediately at the next
> break and remain firm, no taping whatesoever...
I have to do the same, but I have the "hold harmless" / "no duplication" clause.
> Idiots and those who give a crappy presentation will continue to do so,
> just with another tool.
Damn, can I quote you on that? That's just Golden!
You summed up everything I was trying to say (as I do verbosely) in 1 statement!
> Again, focusing on the entirely wrong side of things, function is king,
> form follows function. If you have a lot of complex information to
> present, making a smoothly-flowing slideshow out of it and then giving
> them supplemental information to study later and labs to do that cement
> the knowledge is the way to go.
Yep. What I do is ...
1. Present the core outline, definitions and concepts in slide
2. Augment them with lecture, Q&A and discussion as appropriate for the students
3. Lead with a real-world, on-system example done by the instructor, for all to see
4. Follow with hands-on their own system, for maximum retention
5. Complete with post-day/post-training book/courseware that discusses even more depth
> It's very important that we as trainers understand the topic
> and correctly transfer that understanding to them, not what software we use.
Bryan J. Smith mailto:b.j.smith at ieee.org
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