Tuesday, May 15, 2018

Lectures as performance

The danger of lectures is that they create the illusion of teaching for teachers, and the illusion of learning for learners.

This quote, generally attributed to one of my favourite authors Albert Camus (though I can't find what work it is taken from after about twenty minutes of searching), is often used by those who want to scrap the traditional lecture and replace it with more active forms of learning where the teacher facilitates and mediates rather than being the headline act. The global stereotype of higher education is of the gigantic lecture hall filled with students and the brilliant professor on the stage. It's what many students expect and what a lot of institutions still try to provide though most lectures fall far short of the ideal. Lectures are popular because they are easy to produce, can be delivered to large groups of students and are based on the view of education as consumption of content. But today many institutions are moving towards pedagogical models that focus on active learning, co-creation and collaboration and the physical landscape of the university is changing rapidly as more and more active learning spaces replace the old lecture halls and fixed-desk classrooms. Some universities have gone as far as to scrap the lecture hall completely though they continue to produce them in a digital format on their media platforms.

However, I believe that the lecture still has an important role to play in education as long as it is used wisely and sparingly. That was reinforced for me after reading an article by Michael Merrifield in Times Higher Education, University lecturers should be engaging raconteurs, claiming that the value of a lecture is in terms of its ability to engage and inspire and as such the lecturer must be, above all, a storyteller, a performance artist. It's not about going through the facts and theories that can be read in a book or article, it's about building a narrative that will inspire, provoke thought and challenge the audience.

So what is the point of a lecture? To be honest, I think it is something rather simple. It is to impart knowledge the lecturer currently has but the students do not, through a narrative that is more entertaining than reading the same material out of a book. So, when lecturing, I am not a sage on a stage, a phrase that is clearly intended as deprecating as well as being conveniently alliterative. I am, hopefully, an entertaining storyteller, which also sounds deprecating, but I don’t think it is.

Maybe lectures are about creating illusions but not in the sense implicit in the quote at the beginning of this post. The secret to a good lecture is creating the illusion of a compelling narrative, where you teach ideas and concepts by weaving them into a story with elements of surprise, suspense and inquisitive engagement. The lecture should be an event rather than an everyday ritual and as such it can be a very valuable teaching tool but only when well planned and delivered with enthusiasm. If you want to lecture then you need to ask yourself these questions:
  • Are you sure that a lecture is the best way to engage the learners in this topic? 
  • How can I engage them in my narrative? e.g. short teaser video/quiz to stimulate interest before the lecture, interaction using digital tools, short buzzgroup activities, creating suspense, use of props.
  • What happens after the lecture? Is there a (digital) space for reflection, questions, follow-up work?
Your enthusiasm and ability to communicate effectively can make all the difference. Above all, make it unmissable! 

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