Book contents
- Frontmatter
- Contents
- List of figures
- Sources to chapter quotations
- Why this book on teaching management?
- 1 Fundamental elements in teaching
- 2 Levels of learning: one, two, and three
- 3 Adult learning theory: it matters
- 4 Planning a course: trips and tips
- 5 Planning a class: no detail is too small
- 6 Lecturing: the possibilities and the perils
- 7 Managing discussions
- 8 Case method: fostering multidimensional learning
- 9 Role-playing
- 10 Case writing: crafting a vehicle of interest and impact
- 11 Case teaching notes: getting from here to there
- 12 Action learning
- 13 Experiential methods
- 14 Enhancing the conversation: audiovisual tools and techniques
- 15 Executive education: contributing to organizational competitive advantage
- 16 Using technology to teach management
- 17 Counseling students
- 18 Evaluating students: the twin tasks of certification and development
- 19 Teaching evaluations: feedback that can help and hurt
- 20 Research presentations
- 21 Managing a degree program: behind the ‘glory’
- 22 Managing a nondegree client program: an overview
- 23 Dealing with the press
- 24 Managing yourself and your time
- 25 Using teaching portfolios and course portfolios
- 26 Conclusion: is this on the exam?
- Index
14 - Enhancing the conversation: audiovisual tools and techniques
Published online by Cambridge University Press: 25 February 2010
- Frontmatter
- Contents
- List of figures
- Sources to chapter quotations
- Why this book on teaching management?
- 1 Fundamental elements in teaching
- 2 Levels of learning: one, two, and three
- 3 Adult learning theory: it matters
- 4 Planning a course: trips and tips
- 5 Planning a class: no detail is too small
- 6 Lecturing: the possibilities and the perils
- 7 Managing discussions
- 8 Case method: fostering multidimensional learning
- 9 Role-playing
- 10 Case writing: crafting a vehicle of interest and impact
- 11 Case teaching notes: getting from here to there
- 12 Action learning
- 13 Experiential methods
- 14 Enhancing the conversation: audiovisual tools and techniques
- 15 Executive education: contributing to organizational competitive advantage
- 16 Using technology to teach management
- 17 Counseling students
- 18 Evaluating students: the twin tasks of certification and development
- 19 Teaching evaluations: feedback that can help and hurt
- 20 Research presentations
- 21 Managing a degree program: behind the ‘glory’
- 22 Managing a nondegree client program: an overview
- 23 Dealing with the press
- 24 Managing yourself and your time
- 25 Using teaching portfolios and course portfolios
- 26 Conclusion: is this on the exam?
- Index
Summary
A picture is worth a thousand words.
Regardless of the method of instruction a person chooses, audiovisual (AV) tools can significantly enhance the impact of that method. Learning to use AV tools effectively can take time, but the long-term gains in learning for students are worth the early investments. Visual aids are especially important for the visual learners who like to see what they're learning, but even for others, the extra reinforcement of a visual image can make the difference between a student's vague awareness and clear memory of a concept. For visual learners, a picture is worth a thousand words. Similarly, audial aids can enhance learning for word-oriented students. Indeed, some evidence suggests that certain kinds of music can prepare the mind to learn at phenomenal rates regardless of its orientation. Whatever an instructor's preferred and dominant instructional style, proficiency with a variety of AV tools can increase his or her teaching effectiveness.
Audiovisual tools can include everything seen and heard in the classroom, from how an instructor dresses and gestures, to the arrangement of the room, to the chalkboard, flip charts, props, slide-and-tape programs, tape recordings, overhead projectors, films and videos, and computer projections.
Instructor dress and gestures
An instructor is an AV tool. Students see and hear an instructor and what they see and hear will either add to or detract from the learning they take away. A class focusing on production-floor dynamics conducted by an instructor wearing, for example, suspenders and a pin-striped suit sends a mixed message to the audience, and, subtly, undermines the credibility of the session.
- Type
- Chapter
- Information
- Teaching ManagementA Field Guide for Professors, Consultants, and Corporate Trainers, pp. 228 - 241Publisher: Cambridge University PressPrint publication year: 2006
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