<article>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#article09_11_09_2347215</id>
	<title>Attack of the PowerPoint-Wielding Professors</title>
	<author>kdawson</author>
	<datestamp>1257774840000</datestamp>
	<htmltext>theodp writes <i>"A CS student blogger named Carolyn offers an interesting take on <a href="http://blog.carolynworks.com/?p=154">why learning from PowerPoint lectures is frustrating</a>. Unlike an old-school <a href="http://ocw.mit.edu/OcwWeb/Physics/8-09Fall-2006/CourseHome/index.htm">chalk talk</a>, professors who use PowerPoint tend to present topics very quickly, leaving little time to digest the visuals or to take learning-reinforcing notes. Also, profs who use the <a href="http://college.cengage.com/education/snowman/psych\_app/11e/students/course/powerpoint/index.html">ready-made PowerPoint lectures</a> that ship with many textbooks tend to come across as, shall we say, less than connected with their material. Then there are professors who just don't know how to use PowerPoint, a problem that is <a href="http://www.speakerconfessions.com/2009/09/why-do-people-make-bad-slides/">by no means limited to college classes</a>."</i></htmltext>
<tokenext>theodp writes " A CS student blogger named Carolyn offers an interesting take on why learning from PowerPoint lectures is frustrating .
Unlike an old-school chalk talk , professors who use PowerPoint tend to present topics very quickly , leaving little time to digest the visuals or to take learning-reinforcing notes .
Also , profs who use the ready-made PowerPoint lectures that ship with many textbooks tend to come across as , shall we say , less than connected with their material .
Then there are professors who just do n't know how to use PowerPoint , a problem that is by no means limited to college classes .
"</tokentext>
<sentencetext>theodp writes "A CS student blogger named Carolyn offers an interesting take on why learning from PowerPoint lectures is frustrating.
Unlike an old-school chalk talk, professors who use PowerPoint tend to present topics very quickly, leaving little time to digest the visuals or to take learning-reinforcing notes.
Also, profs who use the ready-made PowerPoint lectures that ship with many textbooks tend to come across as, shall we say, less than connected with their material.
Then there are professors who just don't know how to use PowerPoint, a problem that is by no means limited to college classes.
"</sentencetext>
</article>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30049420</id>
	<title>Has happened before</title>
	<author>jridley</author>
	<datestamp>1257882660000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>When I was in college in the 80s, there was a prof who used two overhead projectors, each of which had a scroll of prewritten class notes.  He scrolled one page then the next, going so fast that if you wrote extremely fast, you could almost write down the relevant points.  You had a choice of that or listening to what he was saying.</p><p>Worst class ever.  Something like a 60\% drop rate for that class, and it was a senior level class required for graduation.</p></htmltext>
<tokenext>When I was in college in the 80s , there was a prof who used two overhead projectors , each of which had a scroll of prewritten class notes .
He scrolled one page then the next , going so fast that if you wrote extremely fast , you could almost write down the relevant points .
You had a choice of that or listening to what he was saying.Worst class ever .
Something like a 60 \ % drop rate for that class , and it was a senior level class required for graduation .</tokentext>
<sentencetext>When I was in college in the 80s, there was a prof who used two overhead projectors, each of which had a scroll of prewritten class notes.
He scrolled one page then the next, going so fast that if you wrote extremely fast, you could almost write down the relevant points.
You had a choice of that or listening to what he was saying.Worst class ever.
Something like a 60\% drop rate for that class, and it was a senior level class required for graduation.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30060280</id>
	<title>Re:I am a prof, and I agree!!</title>
	<author>Anonymous</author>
	<datestamp>1257091200000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Ask for document cameras. Functionally similar to an overhead projector, but you write on a sheet of paper (not transparent) that is viewed by a digital camera about 50cm above it.<br>
&nbsp; <br>There is a digital output so that it can go up on a big screen, and at the end of the lecture you still have the sheets of notes you wrote.</p></htmltext>
<tokenext>Ask for document cameras .
Functionally similar to an overhead projector , but you write on a sheet of paper ( not transparent ) that is viewed by a digital camera about 50cm above it .
  There is a digital output so that it can go up on a big screen , and at the end of the lecture you still have the sheets of notes you wrote .</tokentext>
<sentencetext>Ask for document cameras.
Functionally similar to an overhead projector, but you write on a sheet of paper (not transparent) that is viewed by a digital camera about 50cm above it.
  There is a digital output so that it can go up on a big screen, and at the end of the lecture you still have the sheets of notes you wrote.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045990</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045014</id>
	<title>You are not kidding</title>
	<author>Anonymous</author>
	<datestamp>1257865680000</datestamp>
	<modclass>Funny</modclass>
	<modscore>1</modscore>
	<htmltext><p>I'm a third grade teacher, and my boss recently told me that my students need to be taught powerpoint so they can learn to make presentations. Mind you, my third graders are only now learning to touch type.</p><p>But then, my boss presents everything in PP, tends to read the slides aloud, and relies on cool whiz-bang effects a and graphics to tart up his presentations.</p><p>I guess if all you have is a hammer, everything looks like a nail.</p></htmltext>
<tokenext>I 'm a third grade teacher , and my boss recently told me that my students need to be taught powerpoint so they can learn to make presentations .
Mind you , my third graders are only now learning to touch type.But then , my boss presents everything in PP , tends to read the slides aloud , and relies on cool whiz-bang effects a and graphics to tart up his presentations.I guess if all you have is a hammer , everything looks like a nail .</tokentext>
<sentencetext>I'm a third grade teacher, and my boss recently told me that my students need to be taught powerpoint so they can learn to make presentations.
Mind you, my third graders are only now learning to touch type.But then, my boss presents everything in PP, tends to read the slides aloud, and relies on cool whiz-bang effects a and graphics to tart up his presentations.I guess if all you have is a hammer, everything looks like a nail.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044910</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30049800</id>
	<title>Re:Actually</title>
	<author>Anonymous</author>
	<datestamp>1257884220000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>The only advantage that Power Point has versus older methods is the fact you can download the slides for further study so you are not frantically trying to get all the information as notes.  Apparently, and I don't really believe this since so much evidence points away from this notion, note taking  distracts some from actually listening and learning the material, or following any of the tangents where the real stuff is learned.   However, in my experience, professors often had pre-printed overhead transparencies, made by the textbook publisher, which made things just as bad as with Power Point. Or worse, the professor who kept the transparencies used in previous years and just put them up on the screen with a piece of paper covering part of the image so you wouldn't get ahead of the lecture.</p><p>Any media can be used for good or for evil.</p></htmltext>
<tokenext>The only advantage that Power Point has versus older methods is the fact you can download the slides for further study so you are not frantically trying to get all the information as notes .
Apparently , and I do n't really believe this since so much evidence points away from this notion , note taking distracts some from actually listening and learning the material , or following any of the tangents where the real stuff is learned .
However , in my experience , professors often had pre-printed overhead transparencies , made by the textbook publisher , which made things just as bad as with Power Point .
Or worse , the professor who kept the transparencies used in previous years and just put them up on the screen with a piece of paper covering part of the image so you would n't get ahead of the lecture.Any media can be used for good or for evil .</tokentext>
<sentencetext>The only advantage that Power Point has versus older methods is the fact you can download the slides for further study so you are not frantically trying to get all the information as notes.
Apparently, and I don't really believe this since so much evidence points away from this notion, note taking  distracts some from actually listening and learning the material, or following any of the tangents where the real stuff is learned.
However, in my experience, professors often had pre-printed overhead transparencies, made by the textbook publisher, which made things just as bad as with Power Point.
Or worse, the professor who kept the transparencies used in previous years and just put them up on the screen with a piece of paper covering part of the image so you wouldn't get ahead of the lecture.Any media can be used for good or for evil.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045166</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045268</id>
	<title>Powerpoint sucks so hard, it blows</title>
	<author>Tony</author>
	<datestamp>1257867060000</datestamp>
	<modclass>Offtopic</modclass>
	<modscore>0</modscore>
	<htmltext><p>Powerpoint is the worst fucking program ever written. It has no point except to fill up time with mindless drivel, to divert your attention so you don't notice the presenter perpetually has a booger hanging from his nose, and to make you think you're getting actual information, when in fact you are getting a series of tweets.</p><p>Powerpoint blows.</p><p>Computers blow.</p><p>That's why I refuse to ever use a computer.</p></htmltext>
<tokenext>Powerpoint is the worst fucking program ever written .
It has no point except to fill up time with mindless drivel , to divert your attention so you do n't notice the presenter perpetually has a booger hanging from his nose , and to make you think you 're getting actual information , when in fact you are getting a series of tweets.Powerpoint blows.Computers blow.That 's why I refuse to ever use a computer .</tokentext>
<sentencetext>Powerpoint is the worst fucking program ever written.
It has no point except to fill up time with mindless drivel, to divert your attention so you don't notice the presenter perpetually has a booger hanging from his nose, and to make you think you're getting actual information, when in fact you are getting a series of tweets.Powerpoint blows.Computers blow.That's why I refuse to ever use a computer.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30050286</id>
	<title>High School Teacher</title>
	<author>Anonymous</author>
	<datestamp>1257885960000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>When I taught high school physics back in the 90's I would use a power point lecture with notes.  It made it easier to make sure each class got the same content and it was easy to include animations and things to help comprehension.  It was also good when a student missed class, I could give them a copy of the lecture on floppy.</p></htmltext>
<tokenext>When I taught high school physics back in the 90 's I would use a power point lecture with notes .
It made it easier to make sure each class got the same content and it was easy to include animations and things to help comprehension .
It was also good when a student missed class , I could give them a copy of the lecture on floppy .</tokentext>
<sentencetext>When I taught high school physics back in the 90's I would use a power point lecture with notes.
It made it easier to make sure each class got the same content and it was easy to include animations and things to help comprehension.
It was also good when a student missed class, I could give them a copy of the lecture on floppy.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045240</id>
	<title>Stick and dirt</title>
	<author>MyLongNickName</author>
	<datestamp>1257866940000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I've given impromptu math lessons to my kids while hiking. Writing implement: stick. Medium: the ground. Very effective. Learning is not about technology. It is first about interest. A distant second is the teacher. When the student is ready to learn something, the teacher will become available.</p></htmltext>
<tokenext>I 've given impromptu math lessons to my kids while hiking .
Writing implement : stick .
Medium : the ground .
Very effective .
Learning is not about technology .
It is first about interest .
A distant second is the teacher .
When the student is ready to learn something , the teacher will become available .</tokentext>
<sentencetext>I've given impromptu math lessons to my kids while hiking.
Writing implement: stick.
Medium: the ground.
Very effective.
Learning is not about technology.
It is first about interest.
A distant second is the teacher.
When the student is ready to learn something, the teacher will become available.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045356</id>
	<title>From the other side...</title>
	<author>lxt</author>
	<datestamp>1257867540000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>...it's clear that the person blogging this has only really experienced things on one side of the fence. I used to Head TA some large intro CS classes for an Ivy school, and currently work in Instructional Technology. I think her complaints are valid, but don't really have a lot to do with PowerPoint - it's just a fact of life that some professors are bad lecturers.

Using PowerPoint as a lecture tool can go pretty badly - but guess what, so can using a chalkboard! I've read a lot of student evaluations in my time, and for every student complaining that the class used too many slides, there's one who's upset we didn't have enough. Some students don't want to take notes, others do. This is part of the challenge of teaching - to find an even ground where every student is satisfied with the lecture style. For example, she says "what helps me most is doing problems step by step as a class". However, I've seen some students who *hate* this approach - so what about them? Do we just forget about them? Ignore them? I personally don't take notes very well, so I like having handouts to supplement lectures. Does this make me a bad student?

Honestly, the blog post isn't all that different from some of the student evaluations I read for classes - one student's opinion about what his or her perfect class is. Unfortunately, other students might feel differently. A good professor can be engaging *regardless* of how they present. If you only lecture well with PowerPoint and the projector in your lecture hall breaks, what do you do? The student here is missing the much bigger picture, which is that bad teaching is just bad teaching - whether it be slides, chalk, or overheads.</htmltext>
<tokenext>...it 's clear that the person blogging this has only really experienced things on one side of the fence .
I used to Head TA some large intro CS classes for an Ivy school , and currently work in Instructional Technology .
I think her complaints are valid , but do n't really have a lot to do with PowerPoint - it 's just a fact of life that some professors are bad lecturers .
Using PowerPoint as a lecture tool can go pretty badly - but guess what , so can using a chalkboard !
I 've read a lot of student evaluations in my time , and for every student complaining that the class used too many slides , there 's one who 's upset we did n't have enough .
Some students do n't want to take notes , others do .
This is part of the challenge of teaching - to find an even ground where every student is satisfied with the lecture style .
For example , she says " what helps me most is doing problems step by step as a class " .
However , I 've seen some students who * hate * this approach - so what about them ?
Do we just forget about them ?
Ignore them ?
I personally do n't take notes very well , so I like having handouts to supplement lectures .
Does this make me a bad student ?
Honestly , the blog post is n't all that different from some of the student evaluations I read for classes - one student 's opinion about what his or her perfect class is .
Unfortunately , other students might feel differently .
A good professor can be engaging * regardless * of how they present .
If you only lecture well with PowerPoint and the projector in your lecture hall breaks , what do you do ?
The student here is missing the much bigger picture , which is that bad teaching is just bad teaching - whether it be slides , chalk , or overheads .</tokentext>
<sentencetext>...it's clear that the person blogging this has only really experienced things on one side of the fence.
I used to Head TA some large intro CS classes for an Ivy school, and currently work in Instructional Technology.
I think her complaints are valid, but don't really have a lot to do with PowerPoint - it's just a fact of life that some professors are bad lecturers.
Using PowerPoint as a lecture tool can go pretty badly - but guess what, so can using a chalkboard!
I've read a lot of student evaluations in my time, and for every student complaining that the class used too many slides, there's one who's upset we didn't have enough.
Some students don't want to take notes, others do.
This is part of the challenge of teaching - to find an even ground where every student is satisfied with the lecture style.
For example, she says "what helps me most is doing problems step by step as a class".
However, I've seen some students who *hate* this approach - so what about them?
Do we just forget about them?
Ignore them?
I personally don't take notes very well, so I like having handouts to supplement lectures.
Does this make me a bad student?
Honestly, the blog post isn't all that different from some of the student evaluations I read for classes - one student's opinion about what his or her perfect class is.
Unfortunately, other students might feel differently.
A good professor can be engaging *regardless* of how they present.
If you only lecture well with PowerPoint and the projector in your lecture hall breaks, what do you do?
The student here is missing the much bigger picture, which is that bad teaching is just bad teaching - whether it be slides, chalk, or overheads.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30048468</id>
	<title>I've seen this done very badly</title>
	<author>BoneFlower</author>
	<datestamp>1257879180000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I've also seen it done very well.</p><p>My History professor, the power points are brief talking points.  It's the stuff a good professor would have on index cards in the days before power point.  Well, what most would have as the title for the index card.  They help keep the lectures and peoples notes organized, but do not come close to substituting for either.  If you expect to pass by copying and studying the power points, you'll fail hard.</p><p>The lesson is presented in the lecture.  If he needs to present any substantial information visually, he'll go to the whiteboard, though he does often put useful charts up on the power point, and has used his image choices as starting points for class discussion.  His lessons are better with the power points, but there was one time in his Western Civ class where he left his flash drive at home.  He went on and presented the lecture pretty much as he would any other day, we just didn't have convenient headers for different sections of our notes that day.</p><p>I'm really impressed with how he handles Power Point.  It is a tool that definitely improves his ability to teach the class, but he uses other tools as well in a well integrated way.  And he can function pretty well without it should he need to.  The tool is strictly subordinate to the goal.  This makes it both more useful and less necesary.</p><p>Most others though, they try to cram all the material in the power point and read it nearly verbatim.  I have trouble seeing the point in even attending class, just download the power points and read them myself.</p></htmltext>
<tokenext>I 've also seen it done very well.My History professor , the power points are brief talking points .
It 's the stuff a good professor would have on index cards in the days before power point .
Well , what most would have as the title for the index card .
They help keep the lectures and peoples notes organized , but do not come close to substituting for either .
If you expect to pass by copying and studying the power points , you 'll fail hard.The lesson is presented in the lecture .
If he needs to present any substantial information visually , he 'll go to the whiteboard , though he does often put useful charts up on the power point , and has used his image choices as starting points for class discussion .
His lessons are better with the power points , but there was one time in his Western Civ class where he left his flash drive at home .
He went on and presented the lecture pretty much as he would any other day , we just did n't have convenient headers for different sections of our notes that day.I 'm really impressed with how he handles Power Point .
It is a tool that definitely improves his ability to teach the class , but he uses other tools as well in a well integrated way .
And he can function pretty well without it should he need to .
The tool is strictly subordinate to the goal .
This makes it both more useful and less necesary.Most others though , they try to cram all the material in the power point and read it nearly verbatim .
I have trouble seeing the point in even attending class , just download the power points and read them myself .</tokentext>
<sentencetext>I've also seen it done very well.My History professor, the power points are brief talking points.
It's the stuff a good professor would have on index cards in the days before power point.
Well, what most would have as the title for the index card.
They help keep the lectures and peoples notes organized, but do not come close to substituting for either.
If you expect to pass by copying and studying the power points, you'll fail hard.The lesson is presented in the lecture.
If he needs to present any substantial information visually, he'll go to the whiteboard, though he does often put useful charts up on the power point, and has used his image choices as starting points for class discussion.
His lessons are better with the power points, but there was one time in his Western Civ class where he left his flash drive at home.
He went on and presented the lecture pretty much as he would any other day, we just didn't have convenient headers for different sections of our notes that day.I'm really impressed with how he handles Power Point.
It is a tool that definitely improves his ability to teach the class, but he uses other tools as well in a well integrated way.
And he can function pretty well without it should he need to.
The tool is strictly subordinate to the goal.
This makes it both more useful and less necesary.Most others though, they try to cram all the material in the power point and read it nearly verbatim.
I have trouble seeing the point in even attending class, just download the power points and read them myself.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044972</id>
	<title>different for ESL students</title>
	<author>lapsed</author>
	<datestamp>1257865560000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>4</modscore>
	<htmltext>Until recently, I was a vocal opponent of PowerPoint. I had read <a href="http://www.edwardtufte.com/tufte/powerpoint" title="edwardtufte.com">Tufte's essay </a> [edwardtufte.com] and applied the <a href="http://www.writing.engr.psu.edu/slides.html" title="psu.edu">assertion-evidence structure</a> [psu.edu] to my slides. When presenting certain types of data to an english audience, these measures are effective.<br>
But when a relevant percentage of the audience does not understand English, or when the presenter does not speak English, writing the entire presentation down on the slides and reading off the slides is a more effective way of communicating. ESL students are more able to comprehend what they read than what they hear. What 'using powerpoint well' means is a function of the audience and the material.</htmltext>
<tokenext>Until recently , I was a vocal opponent of PowerPoint .
I had read Tufte 's essay [ edwardtufte.com ] and applied the assertion-evidence structure [ psu.edu ] to my slides .
When presenting certain types of data to an english audience , these measures are effective .
But when a relevant percentage of the audience does not understand English , or when the presenter does not speak English , writing the entire presentation down on the slides and reading off the slides is a more effective way of communicating .
ESL students are more able to comprehend what they read than what they hear .
What 'using powerpoint well ' means is a function of the audience and the material .</tokentext>
<sentencetext>Until recently, I was a vocal opponent of PowerPoint.
I had read Tufte's essay  [edwardtufte.com] and applied the assertion-evidence structure [psu.edu] to my slides.
When presenting certain types of data to an english audience, these measures are effective.
But when a relevant percentage of the audience does not understand English, or when the presenter does not speak English, writing the entire presentation down on the slides and reading off the slides is a more effective way of communicating.
ESL students are more able to comprehend what they read than what they hear.
What 'using powerpoint well' means is a function of the audience and the material.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30047584</id>
	<title>I'll go further than that</title>
	<author>Anonymous</author>
	<datestamp>1257876420000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Professors who use transparencies or just mindlessly copy from their notes to the blackboard give crappy lectures.  In many cases, I actually read the text and find it's lots more useful than the lecture, as the lecture is often punctuated by the professor's various ticks and tangents.  What I can't stand is when special information is only available in the otherwise pointless damn lecture.  I've generally come to prefer online courses with pre-recorded lectures that I can search and fast forward through, but universities always find some way for their new, gee-whiz multimedia technology and DRM to get in the way of the lesson plan.   Sad, considering how many universities there are out there and how many mediocre professors there are offering online courses when MIT OpenCourseWare is free as in "free".  I can't stand universities.</p></htmltext>
<tokenext>Professors who use transparencies or just mindlessly copy from their notes to the blackboard give crappy lectures .
In many cases , I actually read the text and find it 's lots more useful than the lecture , as the lecture is often punctuated by the professor 's various ticks and tangents .
What I ca n't stand is when special information is only available in the otherwise pointless damn lecture .
I 've generally come to prefer online courses with pre-recorded lectures that I can search and fast forward through , but universities always find some way for their new , gee-whiz multimedia technology and DRM to get in the way of the lesson plan .
Sad , considering how many universities there are out there and how many mediocre professors there are offering online courses when MIT OpenCourseWare is free as in " free " .
I ca n't stand universities .</tokentext>
<sentencetext>Professors who use transparencies or just mindlessly copy from their notes to the blackboard give crappy lectures.
In many cases, I actually read the text and find it's lots more useful than the lecture, as the lecture is often punctuated by the professor's various ticks and tangents.
What I can't stand is when special information is only available in the otherwise pointless damn lecture.
I've generally come to prefer online courses with pre-recorded lectures that I can search and fast forward through, but universities always find some way for their new, gee-whiz multimedia technology and DRM to get in the way of the lesson plan.
Sad, considering how many universities there are out there and how many mediocre professors there are offering online courses when MIT OpenCourseWare is free as in "free".
I can't stand universities.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045446</id>
	<title>your paying for it</title>
	<author>cats-paw</author>
	<datestamp>1257868020000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>The problem is not power point but bad professors.  Teaching is HARD WORK.</p><p>You're paying for this education, and paying more than ever really, so when your professor's<br>idea of teaching is to simply play through a bunch of crappy pre-made slides,<br>raise a hell about it !</p></htmltext>
<tokenext>The problem is not power point but bad professors .
Teaching is HARD WORK.You 're paying for this education , and paying more than ever really , so when your professor'sidea of teaching is to simply play through a bunch of crappy pre-made slides,raise a hell about it !</tokentext>
<sentencetext>The problem is not power point but bad professors.
Teaching is HARD WORK.You're paying for this education, and paying more than ever really, so when your professor'sidea of teaching is to simply play through a bunch of crappy pre-made slides,raise a hell about it !</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045512</id>
	<title>Re:It's not the tech, it's the prof</title>
	<author>Anonymous</author>
	<datestamp>1257868260000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>3</modscore>
	<htmltext><p>ratemyprofessors.com contains utter bullshit</p><p>The "easy" profs get the good ratings.</p><p>The excellent teachers, but heavy in terms or assigned workload are deemed mediocre.</p><p>The "hard" profs are deemed poor.</p><p>ratemyprofessors.com is for lazy students looking to avoid real work.</p><p>Choose courses by word of mouth by meeting people in person - you can judge whether someone thinks a prof is "awesome" because the course is an auto-A+ or whether they actually learned something.</p></htmltext>
<tokenext>ratemyprofessors.com contains utter bullshitThe " easy " profs get the good ratings.The excellent teachers , but heavy in terms or assigned workload are deemed mediocre.The " hard " profs are deemed poor.ratemyprofessors.com is for lazy students looking to avoid real work.Choose courses by word of mouth by meeting people in person - you can judge whether someone thinks a prof is " awesome " because the course is an auto-A + or whether they actually learned something .</tokentext>
<sentencetext>ratemyprofessors.com contains utter bullshitThe "easy" profs get the good ratings.The excellent teachers, but heavy in terms or assigned workload are deemed mediocre.The "hard" profs are deemed poor.ratemyprofessors.com is for lazy students looking to avoid real work.Choose courses by word of mouth by meeting people in person - you can judge whether someone thinks a prof is "awesome" because the course is an auto-A+ or whether they actually learned something.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044968</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045992</id>
	<title>Re:o What's Wrong With Powerpoint</title>
	<author>Stupid McStupidson</author>
	<datestamp>1257870600000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext>    Yes, this is the problem, for the most part. I'm not in college, but in the military, death by powerpoint is as common as anything. EVERY briefing, presentation, every class has a powerpoint presentation to go along with it. Most are such because somebody somewhere got a nice bullet(ironically) on their NC/OER for it. I've always wondered, if you are just going to read from the slides verbatim, why don't you just give me a copy of the presentation and save us all the trouble?</htmltext>
<tokenext>Yes , this is the problem , for the most part .
I 'm not in college , but in the military , death by powerpoint is as common as anything .
EVERY briefing , presentation , every class has a powerpoint presentation to go along with it .
Most are such because somebody somewhere got a nice bullet ( ironically ) on their NC/OER for it .
I 've always wondered , if you are just going to read from the slides verbatim , why do n't you just give me a copy of the presentation and save us all the trouble ?</tokentext>
<sentencetext>    Yes, this is the problem, for the most part.
I'm not in college, but in the military, death by powerpoint is as common as anything.
EVERY briefing, presentation, every class has a powerpoint presentation to go along with it.
Most are such because somebody somewhere got a nice bullet(ironically) on their NC/OER for it.
I've always wondered, if you are just going to read from the slides verbatim, why don't you just give me a copy of the presentation and save us all the trouble?</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044988</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30049594</id>
	<title>I guess I have been lucky...</title>
	<author>DaFork</author>
	<datestamp>1257883380000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>All the professors I had in college used PowerPoint correctly. I was a CS major so perhaps my professors PowerPoint literacy rate was better than average.</p><p>My professors would make their own short slides and use each slide as a launching point for that part of the lecture. I would print the slides in note taking format prior to class and supplement the lecture with handwritten notes. I always thought it was a great way to learn.</p></htmltext>
<tokenext>All the professors I had in college used PowerPoint correctly .
I was a CS major so perhaps my professors PowerPoint literacy rate was better than average.My professors would make their own short slides and use each slide as a launching point for that part of the lecture .
I would print the slides in note taking format prior to class and supplement the lecture with handwritten notes .
I always thought it was a great way to learn .</tokentext>
<sentencetext>All the professors I had in college used PowerPoint correctly.
I was a CS major so perhaps my professors PowerPoint literacy rate was better than average.My professors would make their own short slides and use each slide as a launching point for that part of the lecture.
I would print the slides in note taking format prior to class and supplement the lecture with handwritten notes.
I always thought it was a great way to learn.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30047706</id>
	<title>Preparation isn't a bad thing</title>
	<author>bennomatic</author>
	<datestamp>1257876780000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>The tool isn't a bad thing; they just need to be able to use it right.  I had the honor of taking CS60A from John Osterhout at UC Berkeley, and while he didn't use PowerPoint, it was clear that his lectures were pre-planned to a T.
<br> <br>
How did I know this?  The reader he recommended that we purchase was his lecture notebook that he planned to use during class.  So as a student, I could do the reading, show up to class with the reader, follow along and make whatever notes I needed to, but I didn't have to waste time writing down what he was saying because it was already there.  I just wrote down my own clarifications.
<br> <br>
And this high level of preparation did not lead to rigidity; in fact, compared to other professors I had in similarly-sized classes, he was more flexible than most, leaving a lot of time for interactive questions from his students.
<br> <br>
I wish all professors did the same thing.  I spent a lot of my energy in most lecture classes writing things down instead of digesting, which would have been a more appropriate use of the time.  I guess it could be argued that some people learn better by writing things down, but I think there are limits to that.</htmltext>
<tokenext>The tool is n't a bad thing ; they just need to be able to use it right .
I had the honor of taking CS60A from John Osterhout at UC Berkeley , and while he did n't use PowerPoint , it was clear that his lectures were pre-planned to a T . How did I know this ?
The reader he recommended that we purchase was his lecture notebook that he planned to use during class .
So as a student , I could do the reading , show up to class with the reader , follow along and make whatever notes I needed to , but I did n't have to waste time writing down what he was saying because it was already there .
I just wrote down my own clarifications .
And this high level of preparation did not lead to rigidity ; in fact , compared to other professors I had in similarly-sized classes , he was more flexible than most , leaving a lot of time for interactive questions from his students .
I wish all professors did the same thing .
I spent a lot of my energy in most lecture classes writing things down instead of digesting , which would have been a more appropriate use of the time .
I guess it could be argued that some people learn better by writing things down , but I think there are limits to that .</tokentext>
<sentencetext>The tool isn't a bad thing; they just need to be able to use it right.
I had the honor of taking CS60A from John Osterhout at UC Berkeley, and while he didn't use PowerPoint, it was clear that his lectures were pre-planned to a T.
 
How did I know this?
The reader he recommended that we purchase was his lecture notebook that he planned to use during class.
So as a student, I could do the reading, show up to class with the reader, follow along and make whatever notes I needed to, but I didn't have to waste time writing down what he was saying because it was already there.
I just wrote down my own clarifications.
And this high level of preparation did not lead to rigidity; in fact, compared to other professors I had in similarly-sized classes, he was more flexible than most, leaving a lot of time for interactive questions from his students.
I wish all professors did the same thing.
I spent a lot of my energy in most lecture classes writing things down instead of digesting, which would have been a more appropriate use of the time.
I guess it could be argued that some people learn better by writing things down, but I think there are limits to that.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045752</id>
	<title>From the other side</title>
	<author>Anonymous</author>
	<datestamp>1257869400000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext><p>I&rsquo;ve been a computer science professor for many years at a very good university, and in most of my classes I try to *only* use slides for images or diagrams that are so complicated or precise that I would not want to reproduce them by hand. Everything else is either me talking or writing on the whiteboard. Sometimes I have handwritten notes to remind me what topics I wanted to cover.</p><p>My students, for the most part, HATE this. It completely turns their expectations of a class upside down. After a few weeks, I start getting a deluge of &ldquo;when are the slides going to be online&rdquo; from the students who never attend class and don&rsquo;t realize that there aren&rsquo;t slides. Even students who *are* in class complain bitterly that they don&rsquo;t have &ldquo;anything to study from&rdquo;. I&rsquo;ve had students complain (in groups, sometimes with signed petitions) to my department chair and to my dean, saying that not providing slides creates (and I quote from one recent complaint) an &ldquo;unreasonable expectation of attendance and/or note-taking&rdquo;. I have fielded angry phone calls from PARENTS saying that their student isn&rsquo;t doing well in my course because I&rsquo;m not providing him/her with the &ldquo;expected study aids&rdquo;. None of this is made up.</p><p>I&rsquo;ve seen identical behavior from freshmen in a required core course, seniors in a high-level elective, and graduate students in an automata-theory course. At least in the automata course they have a textbook so wonderfully clear that they really *can* learn the material from it (Sipser, and no I didn&rsquo;t write it). They all crave powerpoint and suffer withdrawal when they don&rsquo;t have it, because it means they have to engage in (and go to!) the lecture and not just try to cram from the slides at the last minute.</p><p>When I receive these complaints, I explain as patiently as I can that these are precisely the reasons I eschew slides, and why I value the attention and dialogue that writing and extemporaneous speaking facilitate. I think students get the point, but they didn&rsquo;t come to college to think, try, and learn. They came to college so they could get a degree so they can get a job, and anything that stands in their way must be stopped.</p></div>
	</htmltext>
<tokenext>I    ve been a computer science professor for many years at a very good university , and in most of my classes I try to * only * use slides for images or diagrams that are so complicated or precise that I would not want to reproduce them by hand .
Everything else is either me talking or writing on the whiteboard .
Sometimes I have handwritten notes to remind me what topics I wanted to cover.My students , for the most part , HATE this .
It completely turns their expectations of a class upside down .
After a few weeks , I start getting a deluge of    when are the slides going to be online    from the students who never attend class and don    t realize that there aren    t slides .
Even students who * are * in class complain bitterly that they don    t have    anything to study from    .
I    ve had students complain ( in groups , sometimes with signed petitions ) to my department chair and to my dean , saying that not providing slides creates ( and I quote from one recent complaint ) an    unreasonable expectation of attendance and/or note-taking    .
I have fielded angry phone calls from PARENTS saying that their student isn    t doing well in my course because I    m not providing him/her with the    expected study aids    .
None of this is made up.I    ve seen identical behavior from freshmen in a required core course , seniors in a high-level elective , and graduate students in an automata-theory course .
At least in the automata course they have a textbook so wonderfully clear that they really * can * learn the material from it ( Sipser , and no I didn    t write it ) .
They all crave powerpoint and suffer withdrawal when they don    t have it , because it means they have to engage in ( and go to !
) the lecture and not just try to cram from the slides at the last minute.When I receive these complaints , I explain as patiently as I can that these are precisely the reasons I eschew slides , and why I value the attention and dialogue that writing and extemporaneous speaking facilitate .
I think students get the point , but they didn    t come to college to think , try , and learn .
They came to college so they could get a degree so they can get a job , and anything that stands in their way must be stopped .</tokentext>
<sentencetext>I’ve been a computer science professor for many years at a very good university, and in most of my classes I try to *only* use slides for images or diagrams that are so complicated or precise that I would not want to reproduce them by hand.
Everything else is either me talking or writing on the whiteboard.
Sometimes I have handwritten notes to remind me what topics I wanted to cover.My students, for the most part, HATE this.
It completely turns their expectations of a class upside down.
After a few weeks, I start getting a deluge of “when are the slides going to be online” from the students who never attend class and don’t realize that there aren’t slides.
Even students who *are* in class complain bitterly that they don’t have “anything to study from”.
I’ve had students complain (in groups, sometimes with signed petitions) to my department chair and to my dean, saying that not providing slides creates (and I quote from one recent complaint) an “unreasonable expectation of attendance and/or note-taking”.
I have fielded angry phone calls from PARENTS saying that their student isn’t doing well in my course because I’m not providing him/her with the “expected study aids”.
None of this is made up.I’ve seen identical behavior from freshmen in a required core course, seniors in a high-level elective, and graduate students in an automata-theory course.
At least in the automata course they have a textbook so wonderfully clear that they really *can* learn the material from it (Sipser, and no I didn’t write it).
They all crave powerpoint and suffer withdrawal when they don’t have it, because it means they have to engage in (and go to!
) the lecture and not just try to cram from the slides at the last minute.When I receive these complaints, I explain as patiently as I can that these are precisely the reasons I eschew slides, and why I value the attention and dialogue that writing and extemporaneous speaking facilitate.
I think students get the point, but they didn’t come to college to think, try, and learn.
They came to college so they could get a degree so they can get a job, and anything that stands in their way must be stopped.
	</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045052</id>
	<title>The proper way to use Powerpoint</title>
	<author>SomeoneGotMyNick</author>
	<datestamp>1257865860000</datestamp>
	<modclass>Funny</modclass>
	<modscore>4</modscore>
	<htmltext><p>.....is certainly not demonstrated in this video. However, I do see more and more of this style these days</p><p><a href="http://www.youtube.com/watch?v=ORxFwBR4smE" title="youtube.com">How NOT to use Powerpoint</a> [youtube.com]</p></htmltext>
<tokenext>.....is certainly not demonstrated in this video .
However , I do see more and more of this style these daysHow NOT to use Powerpoint [ youtube.com ]</tokentext>
<sentencetext>.....is certainly not demonstrated in this video.
However, I do see more and more of this style these daysHow NOT to use Powerpoint [youtube.com]</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045762</id>
	<title>At My University</title>
	<author>hubang</author>
	<datestamp>1257869460000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>There is an Engineering Professor who does online videos of powerpoints. In place of lectures.

They drone on. It's funny, in lecture, he doesn't speak in monotone. In his PowerPoints, he does. Almost impossible to get through.</htmltext>
<tokenext>There is an Engineering Professor who does online videos of powerpoints .
In place of lectures .
They drone on .
It 's funny , in lecture , he does n't speak in monotone .
In his PowerPoints , he does .
Almost impossible to get through .</tokentext>
<sentencetext>There is an Engineering Professor who does online videos of powerpoints.
In place of lectures.
They drone on.
It's funny, in lecture, he doesn't speak in monotone.
In his PowerPoints, he does.
Almost impossible to get through.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045226</id>
	<title>does anyone ever learn anything from lectures?</title>
	<author>Anonymous</author>
	<datestamp>1257866880000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I studied maths at uni, undergrad and postgrad. At undergrad level, I learnt everything from reading books, taking notes from books, doing exercises in books, teaching newer students, doing more exercises in books, asking lots of questions to and having highly interactive discussions with seniors and peers, and setting my own challenges or filling in gaps in books. I attended as few lectures as possible, and got very little out of them.</p><p>I've always thought lectures were a legacy from the days when books were too expensive.</p><p>N.B. I've also got very little out of web sites, unless we're just talking about an Internet-accessible archive of historical works or journals. Wikipedia, for example, is occasionally good for opening paragraphs when I'm completely clueless, but every article quickly and descends into the result of 1,000 "editors" with no uniform style, purpose, level of detail, etc. Inevitably there's one long section on some obscure topic reflecting either the author's special interest (sometimes - these are well-written when politically neutral) or what he's recently learnt in an undergrad class (inevitably either recognisable cut-paste jobs or horribly naive expositions).</p></htmltext>
<tokenext>I studied maths at uni , undergrad and postgrad .
At undergrad level , I learnt everything from reading books , taking notes from books , doing exercises in books , teaching newer students , doing more exercises in books , asking lots of questions to and having highly interactive discussions with seniors and peers , and setting my own challenges or filling in gaps in books .
I attended as few lectures as possible , and got very little out of them.I 've always thought lectures were a legacy from the days when books were too expensive.N.B .
I 've also got very little out of web sites , unless we 're just talking about an Internet-accessible archive of historical works or journals .
Wikipedia , for example , is occasionally good for opening paragraphs when I 'm completely clueless , but every article quickly and descends into the result of 1,000 " editors " with no uniform style , purpose , level of detail , etc .
Inevitably there 's one long section on some obscure topic reflecting either the author 's special interest ( sometimes - these are well-written when politically neutral ) or what he 's recently learnt in an undergrad class ( inevitably either recognisable cut-paste jobs or horribly naive expositions ) .</tokentext>
<sentencetext>I studied maths at uni, undergrad and postgrad.
At undergrad level, I learnt everything from reading books, taking notes from books, doing exercises in books, teaching newer students, doing more exercises in books, asking lots of questions to and having highly interactive discussions with seniors and peers, and setting my own challenges or filling in gaps in books.
I attended as few lectures as possible, and got very little out of them.I've always thought lectures were a legacy from the days when books were too expensive.N.B.
I've also got very little out of web sites, unless we're just talking about an Internet-accessible archive of historical works or journals.
Wikipedia, for example, is occasionally good for opening paragraphs when I'm completely clueless, but every article quickly and descends into the result of 1,000 "editors" with no uniform style, purpose, level of detail, etc.
Inevitably there's one long section on some obscure topic reflecting either the author's special interest (sometimes - these are well-written when politically neutral) or what he's recently learnt in an undergrad class (inevitably either recognisable cut-paste jobs or horribly naive expositions).</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045716</id>
	<title>"Show your work!"</title>
	<author>foniksonik</author>
	<datestamp>1257869220000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Sounds like professors are guilty of that old taboo... not showing your work. How do the students even know if the prof understands the lecture they are giving if it's all pre-packaged?</p></htmltext>
<tokenext>Sounds like professors are guilty of that old taboo... not showing your work .
How do the students even know if the prof understands the lecture they are giving if it 's all pre-packaged ?</tokentext>
<sentencetext>Sounds like professors are guilty of that old taboo... not showing your work.
How do the students even know if the prof understands the lecture they are giving if it's all pre-packaged?</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30053840</id>
	<title>Just record with Panopto so students can review</title>
	<author>Anonymous</author>
	<datestamp>1257859020000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I may be late to the party here, but I thought I'd add my two cents.</p><p>Panopto (http://www.panopto.com) makes lecture-capture software that helps address this problem.  Students may not get the most from their classroom experience for reasons ranging from speaker pacing to vision problems to inadequate AV resources, and as a result there is a need for them to be able to review classroom material on their own, at their own pace.  Panopto is in use at hundreds of universities for both classroom lecture capture and ad-hoc instructor (or even student!) presentation recording, and it serves equally well as a study/review tool and a means for students who missed class to catch up.</p><p>One of the core features of the software is automatic tracking of PowerPoint slide changes, providing an instant index into a long recording.  If a student misunderstands one slide, he or she can easily seek directly to that part of the lecture and watch it again.  It won't fix a bad lecture, but it can help students get the most from a rapid-fire presentation that was delivered too quickly for the audience to absorb.</p><p>Here's a link to their showcase of content:  http://www.panopto.com/showcase.aspx.  I strongly recommend the Thomas Friedman and Lawrence Lessig lectures.</p></htmltext>
<tokenext>I may be late to the party here , but I thought I 'd add my two cents.Panopto ( http : //www.panopto.com ) makes lecture-capture software that helps address this problem .
Students may not get the most from their classroom experience for reasons ranging from speaker pacing to vision problems to inadequate AV resources , and as a result there is a need for them to be able to review classroom material on their own , at their own pace .
Panopto is in use at hundreds of universities for both classroom lecture capture and ad-hoc instructor ( or even student !
) presentation recording , and it serves equally well as a study/review tool and a means for students who missed class to catch up.One of the core features of the software is automatic tracking of PowerPoint slide changes , providing an instant index into a long recording .
If a student misunderstands one slide , he or she can easily seek directly to that part of the lecture and watch it again .
It wo n't fix a bad lecture , but it can help students get the most from a rapid-fire presentation that was delivered too quickly for the audience to absorb.Here 's a link to their showcase of content : http : //www.panopto.com/showcase.aspx .
I strongly recommend the Thomas Friedman and Lawrence Lessig lectures .</tokentext>
<sentencetext>I may be late to the party here, but I thought I'd add my two cents.Panopto (http://www.panopto.com) makes lecture-capture software that helps address this problem.
Students may not get the most from their classroom experience for reasons ranging from speaker pacing to vision problems to inadequate AV resources, and as a result there is a need for them to be able to review classroom material on their own, at their own pace.
Panopto is in use at hundreds of universities for both classroom lecture capture and ad-hoc instructor (or even student!
) presentation recording, and it serves equally well as a study/review tool and a means for students who missed class to catch up.One of the core features of the software is automatic tracking of PowerPoint slide changes, providing an instant index into a long recording.
If a student misunderstands one slide, he or she can easily seek directly to that part of the lecture and watch it again.
It won't fix a bad lecture, but it can help students get the most from a rapid-fire presentation that was delivered too quickly for the audience to absorb.Here's a link to their showcase of content:  http://www.panopto.com/showcase.aspx.
I strongly recommend the Thomas Friedman and Lawrence Lessig lectures.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045328</id>
	<title>Re:Actually</title>
	<author>engun</author>
	<datestamp>1257867360000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>3</modscore>
	<htmltext>Having taken a fair amount of classes as well as having taught a couple of years myself, I can definitely agree with the parent's post.
<br> <br>
Neither chalk, power point nor even 3D animations can magically transform a boring lecturer into a fascinating one, if he/she simply does not perceive how receptive the audience is.
<br> <br>
It really isn't that hard to tell. If everything is whooshing over their heads, their confused faces will tell you that you need to change your tack.
<br>
If they are yawning, then you're droning.
<br>
If they aren't interacting with you, then you haven't made them comfortable or interested enough.
<br> <br>
The first step to becoming better is to actually notice that there's a problem.
<br> <br>
Sadly, too many teachers seem oblivious to how their students receive them. Worse, they seem to have no intention to improve or to quit, much to the detriment of the hapless individuals who have to endure their classes.</htmltext>
<tokenext>Having taken a fair amount of classes as well as having taught a couple of years myself , I can definitely agree with the parent 's post .
Neither chalk , power point nor even 3D animations can magically transform a boring lecturer into a fascinating one , if he/she simply does not perceive how receptive the audience is .
It really is n't that hard to tell .
If everything is whooshing over their heads , their confused faces will tell you that you need to change your tack .
If they are yawning , then you 're droning .
If they are n't interacting with you , then you have n't made them comfortable or interested enough .
The first step to becoming better is to actually notice that there 's a problem .
Sadly , too many teachers seem oblivious to how their students receive them .
Worse , they seem to have no intention to improve or to quit , much to the detriment of the hapless individuals who have to endure their classes .</tokentext>
<sentencetext>Having taken a fair amount of classes as well as having taught a couple of years myself, I can definitely agree with the parent's post.
Neither chalk, power point nor even 3D animations can magically transform a boring lecturer into a fascinating one, if he/she simply does not perceive how receptive the audience is.
It really isn't that hard to tell.
If everything is whooshing over their heads, their confused faces will tell you that you need to change your tack.
If they are yawning, then you're droning.
If they aren't interacting with you, then you haven't made them comfortable or interested enough.
The first step to becoming better is to actually notice that there's a problem.
Sadly, too many teachers seem oblivious to how their students receive them.
Worse, they seem to have no intention to improve or to quit, much to the detriment of the hapless individuals who have to endure their classes.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044968</id>
	<title>It's not the tech, it's the prof</title>
	<author>Anonymous</author>
	<datestamp>1257865560000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>2</modscore>
	<htmltext>I went to undergrad from 2002-2006. I had profs who used PowerPoint daily and I learned a ton from them. I had profs who used a "good old chalk talk" and they were awful. When it comes down to it, it's the prof. If he's a gifted teacher, it will shine through no matter which medium he chooses. Do yourself a favor and look up <a href="http://www.ratemyprofessors.com/" title="ratemyprofessors.com">reviews</a> [ratemyprofessors.com] for your profs before you sign up for their class.</htmltext>
<tokenext>I went to undergrad from 2002-2006 .
I had profs who used PowerPoint daily and I learned a ton from them .
I had profs who used a " good old chalk talk " and they were awful .
When it comes down to it , it 's the prof. If he 's a gifted teacher , it will shine through no matter which medium he chooses .
Do yourself a favor and look up reviews [ ratemyprofessors.com ] for your profs before you sign up for their class .</tokentext>
<sentencetext>I went to undergrad from 2002-2006.
I had profs who used PowerPoint daily and I learned a ton from them.
I had profs who used a "good old chalk talk" and they were awful.
When it comes down to it, it's the prof. If he's a gifted teacher, it will shine through no matter which medium he chooses.
Do yourself a favor and look up reviews [ratemyprofessors.com] for your profs before you sign up for their class.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046008</id>
	<title>Re:A chalk-talk instructor here</title>
	<author>u38cg</author>
	<datestamp>1257870660000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>And as an undergrad, I notice that these students are the ones who fail<nobr> <wbr></nobr>:p
<p>Force them to think, even if it makes them cry.  They'll thank you eventually.</p></htmltext>
<tokenext>And as an undergrad , I notice that these students are the ones who fail : p Force them to think , even if it makes them cry .
They 'll thank you eventually .</tokentext>
<sentencetext>And as an undergrad, I notice that these students are the ones who fail :p
Force them to think, even if it makes them cry.
They'll thank you eventually.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045072</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044954</id>
	<title>It Works If The Professor Made the Slides</title>
	<author>curmudgeon99</author>
	<datestamp>1257865440000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>5</modscore>
	<htmltext>Speaking as a former professor who has written two entire semesters of <a href="http://sites.google.com/site/freejavalectures2/" title="google.com">Powerpoint lectures in Java</a> [google.com], I think the medium is especially effective if the professor knows the material. I gave away my lectures and posted them online forever, so my students loved them. I also do not use powerpoint as just static slides. I use the animation feature to simulate the execution of code, showing (not telling) how variables are handled, how pass by value versus pass by reference works--things like that. It is really valuable if the professor is not a lazy sack of shit. That's the real problem--lazy professors. Profs who write their own lectures are anything but lazy.</htmltext>
<tokenext>Speaking as a former professor who has written two entire semesters of Powerpoint lectures in Java [ google.com ] , I think the medium is especially effective if the professor knows the material .
I gave away my lectures and posted them online forever , so my students loved them .
I also do not use powerpoint as just static slides .
I use the animation feature to simulate the execution of code , showing ( not telling ) how variables are handled , how pass by value versus pass by reference works--things like that .
It is really valuable if the professor is not a lazy sack of shit .
That 's the real problem--lazy professors .
Profs who write their own lectures are anything but lazy .</tokentext>
<sentencetext>Speaking as a former professor who has written two entire semesters of Powerpoint lectures in Java [google.com], I think the medium is especially effective if the professor knows the material.
I gave away my lectures and posted them online forever, so my students loved them.
I also do not use powerpoint as just static slides.
I use the animation feature to simulate the execution of code, showing (not telling) how variables are handled, how pass by value versus pass by reference works--things like that.
It is really valuable if the professor is not a lazy sack of shit.
That's the real problem--lazy professors.
Profs who write their own lectures are anything but lazy.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045380</id>
	<title>Going to have to agree with Steve Lowe ...</title>
	<author>xgadflyx</author>
	<datestamp>1257867660000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>When it comes to Power Point, Steve Lowe said it best:

Power Point, the Microsoft tool that encourages people to think and talk like fuckheads.

You can check out more in his book "Is it just me or is everything shit?"</htmltext>
<tokenext>When it comes to Power Point , Steve Lowe said it best : Power Point , the Microsoft tool that encourages people to think and talk like fuckheads .
You can check out more in his book " Is it just me or is everything shit ?
"</tokentext>
<sentencetext>When it comes to Power Point, Steve Lowe said it best:

Power Point, the Microsoft tool that encourages people to think and talk like fuckheads.
You can check out more in his book "Is it just me or is everything shit?
"</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045154</id>
	<title>Learning is hard work, deal with it.</title>
	<author>khchung</author>
	<datestamp>1257866460000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>3</modscore>
	<htmltext><p>The interesting thing for me is I am old enough to remember when students complain that some professors actually <b>still writes on the board instead of using powerpoint</b>!  Because (1) their handwriting is poor, (2) professors write too fast anyway, trying to copy and listen at the same time is too much for many students, (3) professors could send out the powerpoint if they used it, so students don't have to copy them down!</p><p>Now, cue a decade later, professors used powerpoints and student complained they do not write on the board.</p><p>Yeah, right.</p><p>Newsflash!  Learning is hard work.  Unlike watching movies where you just sit in stupor for 2 hours and be entertained, when you attend a lecture you <b>work hard</b> to absorb and understand the materials presented by the professor.  Most professor don't have $100M movie budget and 2 years to prepare a 2 hour lecture to entertain you.</p><p>If the presentation is lacking, then you take the effort to understand the content from it.  If you cannot find any content in the lecture, then the course is probably not for you, either too easy or too hard, go enroll in another course, or read the textbooks yourself if you think the lectures are too easy.</p><p>You are responsible for your own learning.  And if you are good, you might have understood this already before you leave school.</p></htmltext>
<tokenext>The interesting thing for me is I am old enough to remember when students complain that some professors actually still writes on the board instead of using powerpoint !
Because ( 1 ) their handwriting is poor , ( 2 ) professors write too fast anyway , trying to copy and listen at the same time is too much for many students , ( 3 ) professors could send out the powerpoint if they used it , so students do n't have to copy them down ! Now , cue a decade later , professors used powerpoints and student complained they do not write on the board.Yeah , right.Newsflash !
Learning is hard work .
Unlike watching movies where you just sit in stupor for 2 hours and be entertained , when you attend a lecture you work hard to absorb and understand the materials presented by the professor .
Most professor do n't have $ 100M movie budget and 2 years to prepare a 2 hour lecture to entertain you.If the presentation is lacking , then you take the effort to understand the content from it .
If you can not find any content in the lecture , then the course is probably not for you , either too easy or too hard , go enroll in another course , or read the textbooks yourself if you think the lectures are too easy.You are responsible for your own learning .
And if you are good , you might have understood this already before you leave school .</tokentext>
<sentencetext>The interesting thing for me is I am old enough to remember when students complain that some professors actually still writes on the board instead of using powerpoint!
Because (1) their handwriting is poor, (2) professors write too fast anyway, trying to copy and listen at the same time is too much for many students, (3) professors could send out the powerpoint if they used it, so students don't have to copy them down!Now, cue a decade later, professors used powerpoints and student complained they do not write on the board.Yeah, right.Newsflash!
Learning is hard work.
Unlike watching movies where you just sit in stupor for 2 hours and be entertained, when you attend a lecture you work hard to absorb and understand the materials presented by the professor.
Most professor don't have $100M movie budget and 2 years to prepare a 2 hour lecture to entertain you.If the presentation is lacking, then you take the effort to understand the content from it.
If you cannot find any content in the lecture, then the course is probably not for you, either too easy or too hard, go enroll in another course, or read the textbooks yourself if you think the lectures are too easy.You are responsible for your own learning.
And if you are good, you might have understood this already before you leave school.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045256</id>
	<title>Re:it's gonna get worse...</title>
	<author>tangelogee</author>
	<datestamp>1257867000000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><div class="quote"><p>What I find really scary is the stories I've seen of <em>grade-school</em> kids being required to submit their report as a powerpoint presentation....

(sorry, no link, but  I'm not kidding)</p></div><p>In the school system I work at, their idea of computer proficiency by 5th grade is basically knowing how to make a PowerPoint...and believe me, they are mostly just a bunch of pretty pictures, with a few (badly written and spelled) sentence fragments added to show they can write. They are more worried about them being able to take the online quarterly tests than actually know how to use the computers.</p></div>
	</htmltext>
<tokenext>What I find really scary is the stories I 've seen of grade-school kids being required to submit their report as a powerpoint presentation... . ( sorry , no link , but I 'm not kidding ) In the school system I work at , their idea of computer proficiency by 5th grade is basically knowing how to make a PowerPoint...and believe me , they are mostly just a bunch of pretty pictures , with a few ( badly written and spelled ) sentence fragments added to show they can write .
They are more worried about them being able to take the online quarterly tests than actually know how to use the computers .</tokentext>
<sentencetext>What I find really scary is the stories I've seen of grade-school kids being required to submit their report as a powerpoint presentation....

(sorry, no link, but  I'm not kidding)In the school system I work at, their idea of computer proficiency by 5th grade is basically knowing how to make a PowerPoint...and believe me, they are mostly just a bunch of pretty pictures, with a few (badly written and spelled) sentence fragments added to show they can write.
They are more worried about them being able to take the online quarterly tests than actually know how to use the computers.
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044910</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045140</id>
	<title>TFA woulda been</title>
	<author>Anonymous</author>
	<datestamp>1257866340000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Epic if it had been created in Power Point...</p><p>Just sayin'</p></htmltext>
<tokenext>Epic if it had been created in Power Point...Just sayin'</tokentext>
<sentencetext>Epic if it had been created in Power Point...Just sayin'</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045096</id>
	<title>Re:it's gonna get worse...</title>
	<author>Skater</author>
	<datestamp>1257866100000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I work for the federal government, and we have a contractor that I swear cannot communicate in any way BUT PowerPoint.  It's really annoying.  In addition to meetings that actually are presentations of their work (and thus reasonably suitable grounds for a presentation), almost every meeting we had with them involved a PowerPoint presentation.  In meetings where we're trying to resolve an issue, this setup is especially bad since it sets up a "speaker/audience" dynamic instead of a group discussion dynamic.  Eventually I started seeing the humor of it and started collecting their slides, but that was after I discarded several reams worth of printed out slides... even with what's left, the pile is probably 6 inches thick.</p><p>I can't help but imagine their children get lectured by PowerPoint, too.  "First slide:  Ball through the window.  Next slide:  Damage caused.  Next slide:  Amount to repair....  Last slide:  You won't do this again."  This is probably how the stories of grade-school kids needing to do PowerPoint presentations came to be.</p></htmltext>
<tokenext>I work for the federal government , and we have a contractor that I swear can not communicate in any way BUT PowerPoint .
It 's really annoying .
In addition to meetings that actually are presentations of their work ( and thus reasonably suitable grounds for a presentation ) , almost every meeting we had with them involved a PowerPoint presentation .
In meetings where we 're trying to resolve an issue , this setup is especially bad since it sets up a " speaker/audience " dynamic instead of a group discussion dynamic .
Eventually I started seeing the humor of it and started collecting their slides , but that was after I discarded several reams worth of printed out slides... even with what 's left , the pile is probably 6 inches thick.I ca n't help but imagine their children get lectured by PowerPoint , too .
" First slide : Ball through the window .
Next slide : Damage caused .
Next slide : Amount to repair.... Last slide : You wo n't do this again .
" This is probably how the stories of grade-school kids needing to do PowerPoint presentations came to be .</tokentext>
<sentencetext>I work for the federal government, and we have a contractor that I swear cannot communicate in any way BUT PowerPoint.
It's really annoying.
In addition to meetings that actually are presentations of their work (and thus reasonably suitable grounds for a presentation), almost every meeting we had with them involved a PowerPoint presentation.
In meetings where we're trying to resolve an issue, this setup is especially bad since it sets up a "speaker/audience" dynamic instead of a group discussion dynamic.
Eventually I started seeing the humor of it and started collecting their slides, but that was after I discarded several reams worth of printed out slides... even with what's left, the pile is probably 6 inches thick.I can't help but imagine their children get lectured by PowerPoint, too.
"First slide:  Ball through the window.
Next slide:  Damage caused.
Next slide:  Amount to repair....  Last slide:  You won't do this again.
"  This is probably how the stories of grade-school kids needing to do PowerPoint presentations came to be.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044910</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046420</id>
	<title>Not Suitable for Hands On Classes</title>
	<author>Ohio Calvinist</author>
	<datestamp>1257872280000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I am an adjunct instructor teaching Microsoft Excel classes at the community college and found that textbook PowerPoint files were absolutely horible. Aside from that, it does not lend itself to actual demonstration of the skill or for discussion. For hands on classes, there is definately something to be said for actual demonstration, not half-assed screen captures or videos that don't adapt to actual student questions.<br>
In the end, for me, based on the quality and flexibility it just wasn't worth it, even though my lecture prep does take longer than just punting with the vendor's resources.
<br> <br>The only pro is that students could print them, but instead I offer them copies of my lecture notes which are my "digestion" of the text and the examples I'm going to be using in lecture which have a far more conversational tone and step-by-step walkthrough than bullet points and animations.</htmltext>
<tokenext>I am an adjunct instructor teaching Microsoft Excel classes at the community college and found that textbook PowerPoint files were absolutely horible .
Aside from that , it does not lend itself to actual demonstration of the skill or for discussion .
For hands on classes , there is definately something to be said for actual demonstration , not half-assed screen captures or videos that do n't adapt to actual student questions .
In the end , for me , based on the quality and flexibility it just was n't worth it , even though my lecture prep does take longer than just punting with the vendor 's resources .
The only pro is that students could print them , but instead I offer them copies of my lecture notes which are my " digestion " of the text and the examples I 'm going to be using in lecture which have a far more conversational tone and step-by-step walkthrough than bullet points and animations .</tokentext>
<sentencetext>I am an adjunct instructor teaching Microsoft Excel classes at the community college and found that textbook PowerPoint files were absolutely horible.
Aside from that, it does not lend itself to actual demonstration of the skill or for discussion.
For hands on classes, there is definately something to be said for actual demonstration, not half-assed screen captures or videos that don't adapt to actual student questions.
In the end, for me, based on the quality and flexibility it just wasn't worth it, even though my lecture prep does take longer than just punting with the vendor's resources.
The only pro is that students could print them, but instead I offer them copies of my lecture notes which are my "digestion" of the text and the examples I'm going to be using in lecture which have a far more conversational tone and step-by-step walkthrough than bullet points and animations.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30055544</id>
	<title>Re:Actually</title>
	<author>KingAlanI</author>
	<datestamp>1257869220000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>He could have Googled for it before himself, and is re-Googling during class, even if it didn't look like he pre-screened.</p><p>Whether he went out of his way to select a good PowerPoint or was able to really work off the cuff, still sounds like a great professor.</p></htmltext>
<tokenext>He could have Googled for it before himself , and is re-Googling during class , even if it did n't look like he pre-screened.Whether he went out of his way to select a good PowerPoint or was able to really work off the cuff , still sounds like a great professor .</tokentext>
<sentencetext>He could have Googled for it before himself, and is re-Googling during class, even if it didn't look like he pre-screened.Whether he went out of his way to select a good PowerPoint or was able to really work off the cuff, still sounds like a great professor.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045496</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045426</id>
	<title>Students ask for it too</title>
	<author>Anonymous</author>
	<datestamp>1257867900000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I am a professor at a large research university.  I very occasionally (maybe twice a semester) use Keynote presentations, though usually if I have to present material visually, I use just a whiteboard and some markers.</p><p>What's strange is that I often get students who ASK for "Powerpoints".  They seem to think that this way they can be sure that their notes are "complete".</p></htmltext>
<tokenext>I am a professor at a large research university .
I very occasionally ( maybe twice a semester ) use Keynote presentations , though usually if I have to present material visually , I use just a whiteboard and some markers.What 's strange is that I often get students who ASK for " Powerpoints " .
They seem to think that this way they can be sure that their notes are " complete " .</tokentext>
<sentencetext>I am a professor at a large research university.
I very occasionally (maybe twice a semester) use Keynote presentations, though usually if I have to present material visually, I use just a whiteboard and some markers.What's strange is that I often get students who ASK for "Powerpoints".
They seem to think that this way they can be sure that their notes are "complete".</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30051258</id>
	<title>Re:From the other side</title>
	<author>turing\_m</author>
	<datestamp>1257846960000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><blockquote><div><p>When I receive these complaints, I explain as patiently as I can that these are precisely the reasons I eschew slides, and why I value the attention and dialogue that writing and extemporaneous speaking facilitate. I think students get the point, but they didn't come to college to think, try, and learn. They came to college so they could get a degree so they can get a job, and anything that stands in their way must be stopped.</p></div></blockquote><p>
I just hope you put the required amount of effort into teaching your class (not saying you are or aren't, though if you don't care that the majority of your students HATE one of your practices, this may be an indication). I would usually show professors the same degree of respect they showed me in the effort that went into presenting the material (e.g. did they even face the class? Did they attempt to gauge understanding and explain concepts that the class was having difficulty grasping? Did they encourage questions? Did they attempt to make the lecture interesting, showing the applications of the material (there always are in an engineering class, otherwise why teach it?), interesting anecdotes etc. Was it evident that they took the craft of public speaking seriously?). If it was obvious that student understanding was a very distant last compared with their own priorities (most probably research), I would skip the class. And when I came to class (to hand in my homework, usually), I would make my entrance and exit without particular attention to the assigned starting or finishing time. I would show them the same respect they showed me and my tuition.
<br> <br>
I would be very respectful towards those professors who made an effort. I would participate in their class, and really attempt to internalize the curriculum, to learn the lessons they thought especially relevant, interesting, whatever, to show them that respect. (This was independent of whether there was exam material only covered in their lecture that they would insert as a pedagogical "dongle" to give incentive to the class attenders.) I am still in contact with some of them.</p></div>
	</htmltext>
<tokenext>When I receive these complaints , I explain as patiently as I can that these are precisely the reasons I eschew slides , and why I value the attention and dialogue that writing and extemporaneous speaking facilitate .
I think students get the point , but they did n't come to college to think , try , and learn .
They came to college so they could get a degree so they can get a job , and anything that stands in their way must be stopped .
I just hope you put the required amount of effort into teaching your class ( not saying you are or are n't , though if you do n't care that the majority of your students HATE one of your practices , this may be an indication ) .
I would usually show professors the same degree of respect they showed me in the effort that went into presenting the material ( e.g .
did they even face the class ?
Did they attempt to gauge understanding and explain concepts that the class was having difficulty grasping ?
Did they encourage questions ?
Did they attempt to make the lecture interesting , showing the applications of the material ( there always are in an engineering class , otherwise why teach it ?
) , interesting anecdotes etc .
Was it evident that they took the craft of public speaking seriously ? ) .
If it was obvious that student understanding was a very distant last compared with their own priorities ( most probably research ) , I would skip the class .
And when I came to class ( to hand in my homework , usually ) , I would make my entrance and exit without particular attention to the assigned starting or finishing time .
I would show them the same respect they showed me and my tuition .
I would be very respectful towards those professors who made an effort .
I would participate in their class , and really attempt to internalize the curriculum , to learn the lessons they thought especially relevant , interesting , whatever , to show them that respect .
( This was independent of whether there was exam material only covered in their lecture that they would insert as a pedagogical " dongle " to give incentive to the class attenders .
) I am still in contact with some of them .</tokentext>
<sentencetext>When I receive these complaints, I explain as patiently as I can that these are precisely the reasons I eschew slides, and why I value the attention and dialogue that writing and extemporaneous speaking facilitate.
I think students get the point, but they didn't come to college to think, try, and learn.
They came to college so they could get a degree so they can get a job, and anything that stands in their way must be stopped.
I just hope you put the required amount of effort into teaching your class (not saying you are or aren't, though if you don't care that the majority of your students HATE one of your practices, this may be an indication).
I would usually show professors the same degree of respect they showed me in the effort that went into presenting the material (e.g.
did they even face the class?
Did they attempt to gauge understanding and explain concepts that the class was having difficulty grasping?
Did they encourage questions?
Did they attempt to make the lecture interesting, showing the applications of the material (there always are in an engineering class, otherwise why teach it?
), interesting anecdotes etc.
Was it evident that they took the craft of public speaking seriously?).
If it was obvious that student understanding was a very distant last compared with their own priorities (most probably research), I would skip the class.
And when I came to class (to hand in my homework, usually), I would make my entrance and exit without particular attention to the assigned starting or finishing time.
I would show them the same respect they showed me and my tuition.
I would be very respectful towards those professors who made an effort.
I would participate in their class, and really attempt to internalize the curriculum, to learn the lessons they thought especially relevant, interesting, whatever, to show them that respect.
(This was independent of whether there was exam material only covered in their lecture that they would insert as a pedagogical "dongle" to give incentive to the class attenders.
) I am still in contact with some of them.
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045752</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045164</id>
	<title>This Is the Reason I Took A Break From College</title>
	<author>Anonymous</author>
	<datestamp>1257866580000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Years of college to get a degree in CS while being subjected to mind numbing power point slides destroyed my soul. All I wanted to do was work with real hardware, networks, OS', etc.</p><p>The textbook says [insert OS here] works and everything integrates properly but until I got into the field I was just a talented geek who had a hobby of trying to keep his box running on low cost korean parts while savagely violation his ISP's ToS in the name of learning.</p><p>Maybe I just don't appreciate the "traditional" classroom environment but I believe education starts by doing. Cramming a chapter of a textbook into a slideshow does nothing.</p></htmltext>
<tokenext>Years of college to get a degree in CS while being subjected to mind numbing power point slides destroyed my soul .
All I wanted to do was work with real hardware , networks , OS ' , etc.The textbook says [ insert OS here ] works and everything integrates properly but until I got into the field I was just a talented geek who had a hobby of trying to keep his box running on low cost korean parts while savagely violation his ISP 's ToS in the name of learning.Maybe I just do n't appreciate the " traditional " classroom environment but I believe education starts by doing .
Cramming a chapter of a textbook into a slideshow does nothing .</tokentext>
<sentencetext>Years of college to get a degree in CS while being subjected to mind numbing power point slides destroyed my soul.
All I wanted to do was work with real hardware, networks, OS', etc.The textbook says [insert OS here] works and everything integrates properly but until I got into the field I was just a talented geek who had a hobby of trying to keep his box running on low cost korean parts while savagely violation his ISP's ToS in the name of learning.Maybe I just don't appreciate the "traditional" classroom environment but I believe education starts by doing.
Cramming a chapter of a textbook into a slideshow does nothing.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30050454</id>
	<title>Re:I am a prof, and I agree!!</title>
	<author>Anonymous</author>
	<datestamp>1257886680000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>It looks like your school is too cheap to buy you a set of decent markers. Use a high-quality marker, and the result will be far clearer than anything you can produce with chalk.</p><p>I teach a 2-hour-long class and never had a problem with fading markers once we stopped buying the cheap ones.</p></htmltext>
<tokenext>It looks like your school is too cheap to buy you a set of decent markers .
Use a high-quality marker , and the result will be far clearer than anything you can produce with chalk.I teach a 2-hour-long class and never had a problem with fading markers once we stopped buying the cheap ones .</tokentext>
<sentencetext>It looks like your school is too cheap to buy you a set of decent markers.
Use a high-quality marker, and the result will be far clearer than anything you can produce with chalk.I teach a 2-hour-long class and never had a problem with fading markers once we stopped buying the cheap ones.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045990</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046342</id>
	<title>Powerpoint is Evil; Reasons Why</title>
	<author>the eric conspiracy</author>
	<datestamp>1257871980000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Edward Tufte got it right some years ago. Powerpoint actually caused the failure of the space shuttle Columbia.</p><p>Just show these articles to your faculty...</p><p><a href="http://www.wired.com/wired/archive/11.09/ppt2.html" title="wired.com">http://www.wired.com/wired/archive/11.09/ppt2.html</a> [wired.com]<br><a href="http://spectrum.troy.edu/~rbeaver/PPEvil.html" title="troy.edu">http://spectrum.troy.edu/~rbeaver/PPEvil.html</a> [troy.edu]</p><p>Might do some good.</p></htmltext>
<tokenext>Edward Tufte got it right some years ago .
Powerpoint actually caused the failure of the space shuttle Columbia.Just show these articles to your faculty...http : //www.wired.com/wired/archive/11.09/ppt2.html [ wired.com ] http : //spectrum.troy.edu/ ~ rbeaver/PPEvil.html [ troy.edu ] Might do some good .</tokentext>
<sentencetext>Edward Tufte got it right some years ago.
Powerpoint actually caused the failure of the space shuttle Columbia.Just show these articles to your faculty...http://www.wired.com/wired/archive/11.09/ppt2.html [wired.com]http://spectrum.troy.edu/~rbeaver/PPEvil.html [troy.edu]Might do some good.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044988</id>
	<title>o What's Wrong With Powerpoint</title>
	<author>BigBlueOx</author>
	<datestamp>1257865620000</datestamp>
	<modclass>Funny</modclass>
	<modscore>5</modscore>
	<htmltext>Today we're talking about what's wrong with Powerpoint.<br>
<br>
o And Why It Should Be Banned<br>
<br>
And why its use should be banned.<br>
<br>
o Speakers just put up bullet list and then read from it.<br>
<br>
The biggest problem is that speakers put up a Powerpoint bullet list and then just read from it.<br>
<br>
o Like their audience is illiterate or sumpin.<br>
<br>
Like they think their audience is a bunch of illiterates or sumpin.<br>
<br>
o Powerpoint presenters also say things like "actionizing our solutioning".<br>
<br>
Also, Powerpoint seems to encourage speakers to say things like "actionizing our solutioning".<br>
<br>
SLIDE 1<br>
<br>
Let's move to slide 2.</htmltext>
<tokenext>Today we 're talking about what 's wrong with Powerpoint .
o And Why It Should Be Banned And why its use should be banned .
o Speakers just put up bullet list and then read from it .
The biggest problem is that speakers put up a Powerpoint bullet list and then just read from it .
o Like their audience is illiterate or sumpin .
Like they think their audience is a bunch of illiterates or sumpin .
o Powerpoint presenters also say things like " actionizing our solutioning " .
Also , Powerpoint seems to encourage speakers to say things like " actionizing our solutioning " .
SLIDE 1 Let 's move to slide 2 .</tokentext>
<sentencetext>Today we're talking about what's wrong with Powerpoint.
o And Why It Should Be Banned

And why its use should be banned.
o Speakers just put up bullet list and then read from it.
The biggest problem is that speakers put up a Powerpoint bullet list and then just read from it.
o Like their audience is illiterate or sumpin.
Like they think their audience is a bunch of illiterates or sumpin.
o Powerpoint presenters also say things like "actionizing our solutioning".
Also, Powerpoint seems to encourage speakers to say things like "actionizing our solutioning".
SLIDE 1

Let's move to slide 2.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045048</id>
	<title>Half and Half Works very well</title>
	<author>Stregano</author>
	<datestamp>1257865800000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext>I just graduated recently with a degree in CS and I had an instructor who would do half and half.  The class was data structures.

He did this in a very good way.  He would go over the theories and concepts of a data structure for the first half, and then he would actually keep his computer projected onto the screen while he was actually programming the data structure we just discussed.

Of course, class participation was a must.  When I say he was programming it, he was really just typing what we told him until the entire class got stuck.  When we got stuck on a piece that we clearly did not know, he would go into great detail about that piece.

Honestly, I learned more from that data structures class than any other class I took at college.

Really, using PowerPoint is not bad if you do it correctly.</htmltext>
<tokenext>I just graduated recently with a degree in CS and I had an instructor who would do half and half .
The class was data structures .
He did this in a very good way .
He would go over the theories and concepts of a data structure for the first half , and then he would actually keep his computer projected onto the screen while he was actually programming the data structure we just discussed .
Of course , class participation was a must .
When I say he was programming it , he was really just typing what we told him until the entire class got stuck .
When we got stuck on a piece that we clearly did not know , he would go into great detail about that piece .
Honestly , I learned more from that data structures class than any other class I took at college .
Really , using PowerPoint is not bad if you do it correctly .</tokentext>
<sentencetext>I just graduated recently with a degree in CS and I had an instructor who would do half and half.
The class was data structures.
He did this in a very good way.
He would go over the theories and concepts of a data structure for the first half, and then he would actually keep his computer projected onto the screen while he was actually programming the data structure we just discussed.
Of course, class participation was a must.
When I say he was programming it, he was really just typing what we told him until the entire class got stuck.
When we got stuck on a piece that we clearly did not know, he would go into great detail about that piece.
Honestly, I learned more from that data structures class than any other class I took at college.
Really, using PowerPoint is not bad if you do it correctly.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046502</id>
	<title>The machine that goes "Ding!"</title>
	<author>snspdaarf</author>
	<datestamp>1257872640000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I remember those. Both the slide and filmstrip versions. And, yes, you are showing your age.</p><p>Do you remember the math programs with the 16 RPM records that presented the test?</p><p>I also had one of those "dual action" professors. Also, one that would make arrows on the chalkboard  for what we now call bullet points. They looked, well, rude. "====D"  is about as close as I can get on a keyboard.</p></htmltext>
<tokenext>I remember those .
Both the slide and filmstrip versions .
And , yes , you are showing your age.Do you remember the math programs with the 16 RPM records that presented the test ? I also had one of those " dual action " professors .
Also , one that would make arrows on the chalkboard for what we now call bullet points .
They looked , well , rude .
" = = = = D " is about as close as I can get on a keyboard .</tokentext>
<sentencetext>I remember those.
Both the slide and filmstrip versions.
And, yes, you are showing your age.Do you remember the math programs with the 16 RPM records that presented the test?I also had one of those "dual action" professors.
Also, one that would make arrows on the chalkboard  for what we now call bullet points.
They looked, well, rude.
"====D"  is about as close as I can get on a keyboard.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045192</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30050200</id>
	<title>Chalk talk from computer</title>
	<author>Anonymous</author>
	<datestamp>1257885600000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I lecture by writing on the chalkboard using notes on my laptop, which I then post online.  I'll occasionally connect to a projector to show a nice graphic or something, but for a serious technical lecture I really think the chalk is better.  It's slower, and it's plainer, so there's less form to distract from the meaning.</p><p>The thing about teaching is that it's a really enormous time sink.  Preparing a lecture in a course you're teaching for the first time can easily require four to six hours preparation time per hour of lecturing.  That makes one three-hour-per-week lecture into a 20-hour job in itself, and with research and administration to do as well, a professor at an R1 institution will be burning midnight oil to keep ahead of the class.  A higher teaching load is just as bad.</p><p>By the second or third time giving a course, prep time can go down to around 1:1 prep:lecture time.  At this point you still have to put in about equal time thinking through your notes ahead of time, or you won't be able to explain them clearly to the class.  Maybe after further repetitions the prep time drops further; I don't know yet.</p><p>This huge ratio of prep to performance time is probably largely due to the fact that professors are researchers; but not because this makes them uninterested in teaching.  It's because the sort of person who ends up in an academic career is the sort of person who, having to teach that 2 + 2 = 4, can't help spending six solid hours trying to find a way to derive addition from logic and then present that derivation through an analogy with farm animals.</p></htmltext>
<tokenext>I lecture by writing on the chalkboard using notes on my laptop , which I then post online .
I 'll occasionally connect to a projector to show a nice graphic or something , but for a serious technical lecture I really think the chalk is better .
It 's slower , and it 's plainer , so there 's less form to distract from the meaning.The thing about teaching is that it 's a really enormous time sink .
Preparing a lecture in a course you 're teaching for the first time can easily require four to six hours preparation time per hour of lecturing .
That makes one three-hour-per-week lecture into a 20-hour job in itself , and with research and administration to do as well , a professor at an R1 institution will be burning midnight oil to keep ahead of the class .
A higher teaching load is just as bad.By the second or third time giving a course , prep time can go down to around 1 : 1 prep : lecture time .
At this point you still have to put in about equal time thinking through your notes ahead of time , or you wo n't be able to explain them clearly to the class .
Maybe after further repetitions the prep time drops further ; I do n't know yet.This huge ratio of prep to performance time is probably largely due to the fact that professors are researchers ; but not because this makes them uninterested in teaching .
It 's because the sort of person who ends up in an academic career is the sort of person who , having to teach that 2 + 2 = 4 , ca n't help spending six solid hours trying to find a way to derive addition from logic and then present that derivation through an analogy with farm animals .</tokentext>
<sentencetext>I lecture by writing on the chalkboard using notes on my laptop, which I then post online.
I'll occasionally connect to a projector to show a nice graphic or something, but for a serious technical lecture I really think the chalk is better.
It's slower, and it's plainer, so there's less form to distract from the meaning.The thing about teaching is that it's a really enormous time sink.
Preparing a lecture in a course you're teaching for the first time can easily require four to six hours preparation time per hour of lecturing.
That makes one three-hour-per-week lecture into a 20-hour job in itself, and with research and administration to do as well, a professor at an R1 institution will be burning midnight oil to keep ahead of the class.
A higher teaching load is just as bad.By the second or third time giving a course, prep time can go down to around 1:1 prep:lecture time.
At this point you still have to put in about equal time thinking through your notes ahead of time, or you won't be able to explain them clearly to the class.
Maybe after further repetitions the prep time drops further; I don't know yet.This huge ratio of prep to performance time is probably largely due to the fact that professors are researchers; but not because this makes them uninterested in teaching.
It's because the sort of person who ends up in an academic career is the sort of person who, having to teach that 2 + 2 = 4, can't help spending six solid hours trying to find a way to derive addition from logic and then present that derivation through an analogy with farm animals.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045652</id>
	<title>Re:different for ESL students</title>
	<author>Rocketship Underpant</author>
	<datestamp>1257868920000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Why would an English-language institution lower its educational standards for lectures in order to cater to non-English-speaking students? Besides, I was under the impression you had to take a language proficiency exam to attend school in a foreign language.</p></htmltext>
<tokenext>Why would an English-language institution lower its educational standards for lectures in order to cater to non-English-speaking students ?
Besides , I was under the impression you had to take a language proficiency exam to attend school in a foreign language .</tokentext>
<sentencetext>Why would an English-language institution lower its educational standards for lectures in order to cater to non-English-speaking students?
Besides, I was under the impression you had to take a language proficiency exam to attend school in a foreign language.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044972</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046184</id>
	<title>Re:It Works If The Professor Made the Slides</title>
	<author>mehrotra.akash</author>
	<datestamp>1257871380000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>even better if the prof. uses the slides in the manner you mentioned, along with the normal chalk method for any other explanations as demanded by the class..<br>I have some professors who do this and its extremely useful..</p></htmltext>
<tokenext>even better if the prof. uses the slides in the manner you mentioned , along with the normal chalk method for any other explanations as demanded by the class..I have some professors who do this and its extremely useful. .</tokentext>
<sentencetext>even better if the prof. uses the slides in the manner you mentioned, along with the normal chalk method for any other explanations as demanded by the class..I have some professors who do this and its extremely useful..</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044954</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045208</id>
	<title>Technology generally sucks in the classroom</title>
	<author>dvorakkeyboardrules</author>
	<datestamp>1257866760000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>2</modscore>
	<htmltext>Just my personal opinion, but I think a reliance on technology for technologies sake can be an impediment to great education. Human interaction is an important part of communication and teaching.
<br> <br>
Not only powerpoint, but some classes at my alma matter began having so-called laptop classes. I had one for calculus II. It was basically an excuse for kids to goof off. People were instant messaging each other or going on the internet. Laptop classes are a waste in most cases in my opinion, unless it is graduate work and complex programs are needed. It is like teaching from a powerpoint. If a lecturer just repeats exactly what is on the powerpoint it is extremely boring.
<br> <br>
Give me a professor who wants to interact with students and really teach, and I will take that every time over any great online lecture, powerpoint slides, etc.</htmltext>
<tokenext>Just my personal opinion , but I think a reliance on technology for technologies sake can be an impediment to great education .
Human interaction is an important part of communication and teaching .
Not only powerpoint , but some classes at my alma matter began having so-called laptop classes .
I had one for calculus II .
It was basically an excuse for kids to goof off .
People were instant messaging each other or going on the internet .
Laptop classes are a waste in most cases in my opinion , unless it is graduate work and complex programs are needed .
It is like teaching from a powerpoint .
If a lecturer just repeats exactly what is on the powerpoint it is extremely boring .
Give me a professor who wants to interact with students and really teach , and I will take that every time over any great online lecture , powerpoint slides , etc .</tokentext>
<sentencetext>Just my personal opinion, but I think a reliance on technology for technologies sake can be an impediment to great education.
Human interaction is an important part of communication and teaching.
Not only powerpoint, but some classes at my alma matter began having so-called laptop classes.
I had one for calculus II.
It was basically an excuse for kids to goof off.
People were instant messaging each other or going on the internet.
Laptop classes are a waste in most cases in my opinion, unless it is graduate work and complex programs are needed.
It is like teaching from a powerpoint.
If a lecturer just repeats exactly what is on the powerpoint it is extremely boring.
Give me a professor who wants to interact with students and really teach, and I will take that every time over any great online lecture, powerpoint slides, etc.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045288</id>
	<title>Re:Amazing that Lectures Still Exist</title>
	<author>Anonymous</author>
	<datestamp>1257867180000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>2</modscore>
	<htmltext>This is why I actually *LIKED* Power Points when I was in college.  I could download them, and in most cases skip the lecture and just study off the Power Point.</htmltext>
<tokenext>This is why I actually * LIKED * Power Points when I was in college .
I could download them , and in most cases skip the lecture and just study off the Power Point .</tokentext>
<sentencetext>This is why I actually *LIKED* Power Points when I was in college.
I could download them, and in most cases skip the lecture and just study off the Power Point.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044950</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045170</id>
	<title>A CS student by the name of Carolyn</title>
	<author>Anonymous</author>
	<datestamp>1257866580000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I say that's a lie.</p></htmltext>
<tokenext>I say that 's a lie .</tokentext>
<sentencetext>I say that's a lie.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044926</id>
	<title>Career preparation</title>
	<author>belthize</author>
	<datestamp>1257865260000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>4</modscore>
	<htmltext><p> Wow, I'm old.   I never really stopped and thought about just how horrid modern class rooms have become, I certainly never pictured some twit droning on from a canned Power Point.</p><p>
&nbsp; On the upside you'll be properly prepared for any number of meetings.</p></htmltext>
<tokenext>Wow , I 'm old .
I never really stopped and thought about just how horrid modern class rooms have become , I certainly never pictured some twit droning on from a canned Power Point .
  On the upside you 'll be properly prepared for any number of meetings .</tokentext>
<sentencetext> Wow, I'm old.
I never really stopped and thought about just how horrid modern class rooms have become, I certainly never pictured some twit droning on from a canned Power Point.
  On the upside you'll be properly prepared for any number of meetings.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30048680</id>
	<title>There are pluses and minuses</title>
	<author>Anonymous</author>
	<datestamp>1257879840000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I've struggled with this issue for about ten years of being a full-time prof.  I've created powerpoints for all of my courses, but mostly I've gone back to chalk, and I use the powerpoints either when I have a particularly interesting bunch of slides, or (I shamefully admit) when I need to rush through a topic.</p><p>The first thing to recognize is that every student learns differently.  I've had students who love the powerpoints and students who hate them and everything in between.  When I taught in Ethiopia, my students all asked for the slides in advance so they could go through them and look up words.  In general, foreign students with poor English skills like them.</p><p>My initial reason for wanting to make powerpoint slides was actually because my students were horrible notetakers.  I saw making slides as a way to ensure that even a horrible notetaker would be able to study the material.  For this reason, I still keep the slides for the course posted to my web site even though I only use them in class maybe 20 or 30 percent of the time.</p><p>The biggest problem with using the slides is just the student attention span.  For whatever reason, you pay more attention to someone who's writhing his hands around and scribbling stuff on the board.  Otherwise, I think that what I write on the board is actually less comprehensible than my slides.</p><p>By the way, I think that the profs who use the pre-packaged slides tend to be either (1) adjunct faculty or (2) teaching the course for the first time.  So it's probably not the slides; they probably really do have less knowledge of the material, or at least of how it should be presented.</p></htmltext>
<tokenext>I 've struggled with this issue for about ten years of being a full-time prof. I 've created powerpoints for all of my courses , but mostly I 've gone back to chalk , and I use the powerpoints either when I have a particularly interesting bunch of slides , or ( I shamefully admit ) when I need to rush through a topic.The first thing to recognize is that every student learns differently .
I 've had students who love the powerpoints and students who hate them and everything in between .
When I taught in Ethiopia , my students all asked for the slides in advance so they could go through them and look up words .
In general , foreign students with poor English skills like them.My initial reason for wanting to make powerpoint slides was actually because my students were horrible notetakers .
I saw making slides as a way to ensure that even a horrible notetaker would be able to study the material .
For this reason , I still keep the slides for the course posted to my web site even though I only use them in class maybe 20 or 30 percent of the time.The biggest problem with using the slides is just the student attention span .
For whatever reason , you pay more attention to someone who 's writhing his hands around and scribbling stuff on the board .
Otherwise , I think that what I write on the board is actually less comprehensible than my slides.By the way , I think that the profs who use the pre-packaged slides tend to be either ( 1 ) adjunct faculty or ( 2 ) teaching the course for the first time .
So it 's probably not the slides ; they probably really do have less knowledge of the material , or at least of how it should be presented .</tokentext>
<sentencetext>I've struggled with this issue for about ten years of being a full-time prof.  I've created powerpoints for all of my courses, but mostly I've gone back to chalk, and I use the powerpoints either when I have a particularly interesting bunch of slides, or (I shamefully admit) when I need to rush through a topic.The first thing to recognize is that every student learns differently.
I've had students who love the powerpoints and students who hate them and everything in between.
When I taught in Ethiopia, my students all asked for the slides in advance so they could go through them and look up words.
In general, foreign students with poor English skills like them.My initial reason for wanting to make powerpoint slides was actually because my students were horrible notetakers.
I saw making slides as a way to ensure that even a horrible notetaker would be able to study the material.
For this reason, I still keep the slides for the course posted to my web site even though I only use them in class maybe 20 or 30 percent of the time.The biggest problem with using the slides is just the student attention span.
For whatever reason, you pay more attention to someone who's writhing his hands around and scribbling stuff on the board.
Otherwise, I think that what I write on the board is actually less comprehensible than my slides.By the way, I think that the profs who use the pre-packaged slides tend to be either (1) adjunct faculty or (2) teaching the course for the first time.
So it's probably not the slides; they probably really do have less knowledge of the material, or at least of how it should be presented.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30059208</id>
	<title>They do this in church now, too.</title>
	<author>lee n. field</author>
	<datestamp>1257086040000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><blockquote><div><p> <i>"A CS student blogger named Carolyn offers an interesting take on why learning from PowerPoint lectures is frustrating. Unlike an old-school chalk talk, professors who use PowerPoint tend to present topics very quickly, leaving little time to digest the visuals or to take learning-reinforcing notes. Also, profs who use the ready-made PowerPoint lectures that ship with many textbooks tend to come across as, shall we say, less than connected with their material. Then there are professors who just don't know how to use PowerPoint, a problem that is by no means limited to college classes."</i></p></div> </blockquote><p>Everything said there could also be said of church services in the US.  The effect is very similar.
</p><p>I could go on a long rant.  Fortunately, someone already has: <a href="http://thegospelcoalition.org/blogs/justintaylor/2009/05/29/why-johnny-cant-preach/" title="thegospelcoalition.org" rel="nofollow">Why Johnny can't preach</a> [thegospelcoalition.org].</p></div>
	</htmltext>
<tokenext>" A CS student blogger named Carolyn offers an interesting take on why learning from PowerPoint lectures is frustrating .
Unlike an old-school chalk talk , professors who use PowerPoint tend to present topics very quickly , leaving little time to digest the visuals or to take learning-reinforcing notes .
Also , profs who use the ready-made PowerPoint lectures that ship with many textbooks tend to come across as , shall we say , less than connected with their material .
Then there are professors who just do n't know how to use PowerPoint , a problem that is by no means limited to college classes .
" Everything said there could also be said of church services in the US .
The effect is very similar .
I could go on a long rant .
Fortunately , someone already has : Why Johnny ca n't preach [ thegospelcoalition.org ] .</tokentext>
<sentencetext> "A CS student blogger named Carolyn offers an interesting take on why learning from PowerPoint lectures is frustrating.
Unlike an old-school chalk talk, professors who use PowerPoint tend to present topics very quickly, leaving little time to digest the visuals or to take learning-reinforcing notes.
Also, profs who use the ready-made PowerPoint lectures that ship with many textbooks tend to come across as, shall we say, less than connected with their material.
Then there are professors who just don't know how to use PowerPoint, a problem that is by no means limited to college classes.
" Everything said there could also be said of church services in the US.
The effect is very similar.
I could go on a long rant.
Fortunately, someone already has: Why Johnny can't preach [thegospelcoalition.org].
	</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045708</id>
	<title>No school like the old school</title>
	<author>RogueWarrior65</author>
	<datestamp>1257869220000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>This is nothing new.  I remember a biology professor who used an overhead projector with rolls of acetate attached.  The guy used a marker in one hand and cranked the roll with the other so fast you couldn't copy everything.  Students would bitch and the guy would actually say "Don't worry about it.".  GAH!!!  It got so bad that people were stealing the roll after class to copy it.</p></htmltext>
<tokenext>This is nothing new .
I remember a biology professor who used an overhead projector with rolls of acetate attached .
The guy used a marker in one hand and cranked the roll with the other so fast you could n't copy everything .
Students would bitch and the guy would actually say " Do n't worry about it. " .
GAH ! ! ! It got so bad that people were stealing the roll after class to copy it .</tokentext>
<sentencetext>This is nothing new.
I remember a biology professor who used an overhead projector with rolls of acetate attached.
The guy used a marker in one hand and cranked the roll with the other so fast you couldn't copy everything.
Students would bitch and the guy would actually say "Don't worry about it.".
GAH!!!  It got so bad that people were stealing the roll after class to copy it.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30058488</id>
	<title>Powerpoint sub optimal for learning.</title>
	<author>rebtun</author>
	<datestamp>1257079320000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Just wanted to let you all know about this article that is related to the issue posted in Carolyns blogg.

IDF tells officers: Lose the PowerPoint presentations
<a href="http://www.haaretz.com/hasen/spages/1090908.html" title="haaretz.com" rel="nofollow">http://www.haaretz.com/hasen/spages/1090908.html</a> [haaretz.com]</htmltext>
<tokenext>Just wanted to let you all know about this article that is related to the issue posted in Carolyns blogg .
IDF tells officers : Lose the PowerPoint presentations http : //www.haaretz.com/hasen/spages/1090908.html [ haaretz.com ]</tokentext>
<sentencetext>Just wanted to let you all know about this article that is related to the issue posted in Carolyns blogg.
IDF tells officers: Lose the PowerPoint presentations
http://www.haaretz.com/hasen/spages/1090908.html [haaretz.com]</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30054870</id>
	<title>inconsequential blog</title>
	<author>Anonymous</author>
	<datestamp>1257865260000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>who gives a shit what carolyn thinks</p></htmltext>
<tokenext>who gives a shit what carolyn thinks</tokentext>
<sentencetext>who gives a shit what carolyn thinks</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30059968</id>
	<title>The trouble with PowerPoint?</title>
	<author>KingAlanI</author>
	<datestamp>1257089820000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>One extreme of "bad powerpoints" certainly has been discussed here - in short, "those giant walls of text."</p><p>However, a lot of advice I hear on 'good powerpoints' (including the advice from the communication class I'm in this quarter) is to make the slides concise. Really concise, to the point where I feel that the summary provided by such a slide deck is too short.<br>It's really frustrating to try and write such a concise summary of your work. (I admit to going on too much about the details, but still...)</p></htmltext>
<tokenext>One extreme of " bad powerpoints " certainly has been discussed here - in short , " those giant walls of text .
" However , a lot of advice I hear on 'good powerpoints ' ( including the advice from the communication class I 'm in this quarter ) is to make the slides concise .
Really concise , to the point where I feel that the summary provided by such a slide deck is too short.It 's really frustrating to try and write such a concise summary of your work .
( I admit to going on too much about the details , but still... )</tokentext>
<sentencetext>One extreme of "bad powerpoints" certainly has been discussed here - in short, "those giant walls of text.
"However, a lot of advice I hear on 'good powerpoints' (including the advice from the communication class I'm in this quarter) is to make the slides concise.
Really concise, to the point where I feel that the summary provided by such a slide deck is too short.It's really frustrating to try and write such a concise summary of your work.
(I admit to going on too much about the details, but still...)</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045878</id>
	<title>Re:it's gonna get worse...</title>
	<author>JaredOfEuropa</author>
	<datestamp>1257870180000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext>They are just going with the flow.  Most knowledge workers I know have already lost the art of writing good documents, reports, or even a well-structured email.  <i>All</i> written communication is dumbed down to lists of bullet points.  Sometimes managers demand it (sometimes they even specify the required number of bullets), but it has become the default form of communication for most.
<br> <br>
In college we did a course on effective communications... one of the things they drilled into us is that <i>the slides are not the handout or the report</i>, the slides belong with the presentation.  Somewhat paradoxically good slides cannot stand on their own; if you provide them as a handout, they will require supporting text (which Powerpoint provides space for, by the way!).  Don't be tempted to put everything on the slides themselves.
<br> <br>
Sadly I see more and more reports and documents being crammed into monolythic and insanely ill-structured Powerpoints, which get presented then get mailed round as the final documentation to be archived.  Send a "proper" presentation with supporting documentation, and you'll get complaints about the poor quality of your slides; the document that contains the imformation that is actually important will go unread, of course.  Send only the document, and they'll reply: "I am not reading all that", even if there is a good executive summary.
<br> <br>
(ps. That doesn't mean that we do not produce Word documents anymore, on the contrary!  Preferably documents based on ill-designed templates asking for meaningless and/or useless informations, that serves only to tick certain boxes in the process, and will be filed unread and unused.  Oh, I'm not bitter or anything...)</htmltext>
<tokenext>They are just going with the flow .
Most knowledge workers I know have already lost the art of writing good documents , reports , or even a well-structured email .
All written communication is dumbed down to lists of bullet points .
Sometimes managers demand it ( sometimes they even specify the required number of bullets ) , but it has become the default form of communication for most .
In college we did a course on effective communications... one of the things they drilled into us is that the slides are not the handout or the report , the slides belong with the presentation .
Somewhat paradoxically good slides can not stand on their own ; if you provide them as a handout , they will require supporting text ( which Powerpoint provides space for , by the way ! ) .
Do n't be tempted to put everything on the slides themselves .
Sadly I see more and more reports and documents being crammed into monolythic and insanely ill-structured Powerpoints , which get presented then get mailed round as the final documentation to be archived .
Send a " proper " presentation with supporting documentation , and you 'll get complaints about the poor quality of your slides ; the document that contains the imformation that is actually important will go unread , of course .
Send only the document , and they 'll reply : " I am not reading all that " , even if there is a good executive summary .
( ps. That does n't mean that we do not produce Word documents anymore , on the contrary !
Preferably documents based on ill-designed templates asking for meaningless and/or useless informations , that serves only to tick certain boxes in the process , and will be filed unread and unused .
Oh , I 'm not bitter or anything... )</tokentext>
<sentencetext>They are just going with the flow.
Most knowledge workers I know have already lost the art of writing good documents, reports, or even a well-structured email.
All written communication is dumbed down to lists of bullet points.
Sometimes managers demand it (sometimes they even specify the required number of bullets), but it has become the default form of communication for most.
In college we did a course on effective communications... one of the things they drilled into us is that the slides are not the handout or the report, the slides belong with the presentation.
Somewhat paradoxically good slides cannot stand on their own; if you provide them as a handout, they will require supporting text (which Powerpoint provides space for, by the way!).
Don't be tempted to put everything on the slides themselves.
Sadly I see more and more reports and documents being crammed into monolythic and insanely ill-structured Powerpoints, which get presented then get mailed round as the final documentation to be archived.
Send a "proper" presentation with supporting documentation, and you'll get complaints about the poor quality of your slides; the document that contains the imformation that is actually important will go unread, of course.
Send only the document, and they'll reply: "I am not reading all that", even if there is a good executive summary.
(ps. That doesn't mean that we do not produce Word documents anymore, on the contrary!
Preferably documents based on ill-designed templates asking for meaningless and/or useless informations, that serves only to tick certain boxes in the process, and will be filed unread and unused.
Oh, I'm not bitter or anything...)</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044910</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30053410</id>
	<title>PowerPoint?</title>
	<author>AlgorithMan</author>
	<datestamp>1257856500000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>What's PowerPoint? My Profs use LaTeX with the beamer package...</htmltext>
<tokenext>What 's PowerPoint ?
My Profs use LaTeX with the beamer package.. .</tokentext>
<sentencetext>What's PowerPoint?
My Profs use LaTeX with the beamer package...</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30051962</id>
	<title>Re:Actually</title>
	<author>Anonymous</author>
	<datestamp>1257849660000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I agree a lot.  Too many people use powerpoint because it is faster than writing it out.  However, if you go faster than people can take notes and process what they're hearing, then there isn't much advantage to the class room situation when compared to a good text book.  Too much information, on powerpoint and given out as downloadable slides, and you just have a poorly edited text book.</p><p>I think the reason many people trot out the power of a chalk talk is just that the pacing had to be reasonable, the speaker can only write so fast.  Of course many will just talk to the board as they go, and all you're left doing is trying to copy down bad handwriting.</p><p>Some of the best classes I've had were chalk talk, many of the worst were power point.  But ultimately, the chalk and powerpoint distinction was irrelevant, it was more a function of the person giving the lecture caring enough about teaching to take the time to teach well.  It is HARD to do this and take a lot of time.  Once you're good at it, then you can teach multiple classes a year with little time outside of the classroom, but that doesn't come up to often, and most interesting areas are dynamic enough to need a major refresh every few years anyhow.</p><p>-sk</p></htmltext>
<tokenext>I agree a lot .
Too many people use powerpoint because it is faster than writing it out .
However , if you go faster than people can take notes and process what they 're hearing , then there is n't much advantage to the class room situation when compared to a good text book .
Too much information , on powerpoint and given out as downloadable slides , and you just have a poorly edited text book.I think the reason many people trot out the power of a chalk talk is just that the pacing had to be reasonable , the speaker can only write so fast .
Of course many will just talk to the board as they go , and all you 're left doing is trying to copy down bad handwriting.Some of the best classes I 've had were chalk talk , many of the worst were power point .
But ultimately , the chalk and powerpoint distinction was irrelevant , it was more a function of the person giving the lecture caring enough about teaching to take the time to teach well .
It is HARD to do this and take a lot of time .
Once you 're good at it , then you can teach multiple classes a year with little time outside of the classroom , but that does n't come up to often , and most interesting areas are dynamic enough to need a major refresh every few years anyhow.-sk</tokentext>
<sentencetext>I agree a lot.
Too many people use powerpoint because it is faster than writing it out.
However, if you go faster than people can take notes and process what they're hearing, then there isn't much advantage to the class room situation when compared to a good text book.
Too much information, on powerpoint and given out as downloadable slides, and you just have a poorly edited text book.I think the reason many people trot out the power of a chalk talk is just that the pacing had to be reasonable, the speaker can only write so fast.
Of course many will just talk to the board as they go, and all you're left doing is trying to copy down bad handwriting.Some of the best classes I've had were chalk talk, many of the worst were power point.
But ultimately, the chalk and powerpoint distinction was irrelevant, it was more a function of the person giving the lecture caring enough about teaching to take the time to teach well.
It is HARD to do this and take a lot of time.
Once you're good at it, then you can teach multiple classes a year with little time outside of the classroom, but that doesn't come up to often, and most interesting areas are dynamic enough to need a major refresh every few years anyhow.-sk</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045006</id>
	<title>education</title>
	<author>Anonymous</author>
	<datestamp>1257865680000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>And again, education is not something that you just dump something on. It's not a series of lectures given by knowledgeable professors. It's, it's a series of...Powerpoint presentations!</p></htmltext>
<tokenext>And again , education is not something that you just dump something on .
It 's not a series of lectures given by knowledgeable professors .
It 's , it 's a series of...Powerpoint presentations !</tokentext>
<sentencetext>And again, education is not something that you just dump something on.
It's not a series of lectures given by knowledgeable professors.
It's, it's a series of...Powerpoint presentations!</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045556</id>
	<title>Re:o What's Wrong With Powerpoint</title>
	<author>xtracto</author>
	<datestamp>1257868440000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Yeah, that's the main reason I use beamer.</p></htmltext>
<tokenext>Yeah , that 's the main reason I use beamer .</tokentext>
<sentencetext>Yeah, that's the main reason I use beamer.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044988</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045542</id>
	<title>Presentations are manna from heaven</title>
	<author>RandCraw</author>
	<datestamp>1257868380000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I've taken college courses from the 1975-1982 pre-slide era and from 2000-2009 with slides.  Believe me, having slides is ALWAYS better than not.  A fast prof is far less of a problem than an illegible or incoherent one.</p><p>As to profs with slides who move too fast... The solution is simple.  Print the slides before class and then write your notes on them.  Any reputable prof makes their slides available (which is a damned sight better than your having to transcribe their illegible chalkboard scribblings, ESP. in math classes).  Just ask that they be posted before class so you can print 'em.</p><p>FYI for the younger crowd... Back before the 'net, the better departments/profs actually would designate a student to transcribe and rewrite each class's lecture notes for redistribution to the rest of the class, just so note takers didn't have to struggle to keep pace with a fast lecturer.  Today's presentation slides do this for us.</p><p>Final advice... Get used to it.  You're going to see slides in every single presentation you attend as a pro.  Bad presenters are inevitable, but don't blame the medium for a message that sucks.</p></htmltext>
<tokenext>I 've taken college courses from the 1975-1982 pre-slide era and from 2000-2009 with slides .
Believe me , having slides is ALWAYS better than not .
A fast prof is far less of a problem than an illegible or incoherent one.As to profs with slides who move too fast... The solution is simple .
Print the slides before class and then write your notes on them .
Any reputable prof makes their slides available ( which is a damned sight better than your having to transcribe their illegible chalkboard scribblings , ESP .
in math classes ) .
Just ask that they be posted before class so you can print 'em.FYI for the younger crowd... Back before the 'net , the better departments/profs actually would designate a student to transcribe and rewrite each class 's lecture notes for redistribution to the rest of the class , just so note takers did n't have to struggle to keep pace with a fast lecturer .
Today 's presentation slides do this for us.Final advice... Get used to it .
You 're going to see slides in every single presentation you attend as a pro .
Bad presenters are inevitable , but do n't blame the medium for a message that sucks .</tokentext>
<sentencetext>I've taken college courses from the 1975-1982 pre-slide era and from 2000-2009 with slides.
Believe me, having slides is ALWAYS better than not.
A fast prof is far less of a problem than an illegible or incoherent one.As to profs with slides who move too fast... The solution is simple.
Print the slides before class and then write your notes on them.
Any reputable prof makes their slides available (which is a damned sight better than your having to transcribe their illegible chalkboard scribblings, ESP.
in math classes).
Just ask that they be posted before class so you can print 'em.FYI for the younger crowd... Back before the 'net, the better departments/profs actually would designate a student to transcribe and rewrite each class's lecture notes for redistribution to the rest of the class, just so note takers didn't have to struggle to keep pace with a fast lecturer.
Today's presentation slides do this for us.Final advice... Get used to it.
You're going to see slides in every single presentation you attend as a pro.
Bad presenters are inevitable, but don't blame the medium for a message that sucks.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044878</id>
	<title>Most professors guilty?</title>
	<author>Anonymous</author>
	<datestamp>1257864900000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>4</modscore>
	<htmltext><p>Are all college professors doing this?  I think there are always in every generation going to be professors who don't want to put much effort into teaching classes. They are either there for doing research and thus don't care about learning or they aren't sure what they are doing there and just needed a job. There are a few annoying classes I took (in computer science even) where the professor would simply read from the book.</p></htmltext>
<tokenext>Are all college professors doing this ?
I think there are always in every generation going to be professors who do n't want to put much effort into teaching classes .
They are either there for doing research and thus do n't care about learning or they are n't sure what they are doing there and just needed a job .
There are a few annoying classes I took ( in computer science even ) where the professor would simply read from the book .</tokentext>
<sentencetext>Are all college professors doing this?
I think there are always in every generation going to be professors who don't want to put much effort into teaching classes.
They are either there for doing research and thus don't care about learning or they aren't sure what they are doing there and just needed a job.
There are a few annoying classes I took (in computer science even) where the professor would simply read from the book.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30051588</id>
	<title>Re:Actually</title>
	<author>Anonymous</author>
	<datestamp>1257848280000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p><div class="quote"><p>   There's a RIGHT way to use a computerized slides, and a WRONG way.</p> </div><p>Damn right! I've been known to lecture for an hour on a single slide.</p><p>And none of mine has more than a couple of dozen words.</p></div>
	</htmltext>
<tokenext>There 's a RIGHT way to use a computerized slides , and a WRONG way .
Damn right !
I 've been known to lecture for an hour on a single slide.And none of mine has more than a couple of dozen words .</tokentext>
<sentencetext>   There's a RIGHT way to use a computerized slides, and a WRONG way.
Damn right!
I've been known to lecture for an hour on a single slide.And none of mine has more than a couple of dozen words.
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045552</id>
	<title>I hear that!</title>
	<author>Anonymous</author>
	<datestamp>1257868380000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>This very moment I'm attending a lecture by a professor going through a powerpoint show at a ridiculus pace. I wish he would slow down a little so I didn't have to miss four slides to post this comment</p></htmltext>
<tokenext>This very moment I 'm attending a lecture by a professor going through a powerpoint show at a ridiculus pace .
I wish he would slow down a little so I did n't have to miss four slides to post this comment</tokentext>
<sentencetext>This very moment I'm attending a lecture by a professor going through a powerpoint show at a ridiculus pace.
I wish he would slow down a little so I didn't have to miss four slides to post this comment</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046256</id>
	<title>Old School!</title>
	<author>LaminatorX</author>
	<datestamp>1257871560000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I teach a little community college on the side, and make a point to use the dry-erase board far more often than the projector.  It establishes a certain pace.  The more involved something is, the longer it takes me to draw it, the more time the students have to digest it and take notes.  It's also much more convenient to change things up on the fly in response to students' questions, needs, and interests.</p><p>That being said, I do use the projector when more detailed graphics or animations are called for, and to demonstrate live various techniques using actual software tools.</p><p>Just like anything, it's all about choosing the right tool for the job, rather than leaning towards one-size-fits-all out of expedience.</p></htmltext>
<tokenext>I teach a little community college on the side , and make a point to use the dry-erase board far more often than the projector .
It establishes a certain pace .
The more involved something is , the longer it takes me to draw it , the more time the students have to digest it and take notes .
It 's also much more convenient to change things up on the fly in response to students ' questions , needs , and interests.That being said , I do use the projector when more detailed graphics or animations are called for , and to demonstrate live various techniques using actual software tools.Just like anything , it 's all about choosing the right tool for the job , rather than leaning towards one-size-fits-all out of expedience .</tokentext>
<sentencetext>I teach a little community college on the side, and make a point to use the dry-erase board far more often than the projector.
It establishes a certain pace.
The more involved something is, the longer it takes me to draw it, the more time the students have to digest it and take notes.
It's also much more convenient to change things up on the fly in response to students' questions, needs, and interests.That being said, I do use the projector when more detailed graphics or animations are called for, and to demonstrate live various techniques using actual software tools.Just like anything, it's all about choosing the right tool for the job, rather than leaning towards one-size-fits-all out of expedience.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045394</id>
	<title>Re:Actually</title>
	<author>Math.sqrt(-1)</author>
	<datestamp>1257867780000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext>I work as a technology specialist for distance learning in a community college, and when instructors want to put their courses online, a good number of them will simply ask us to convert their PPT presentations to a web-ready format, and they'll do a voice-over which consists of little more than a reading of the slides.  Then, they'll post an announcement at the beginning of each week saying, "Read Chapter x, watch the PPT, and take the quiz" and think they're done.  This happens with some of our finest instructors.  What they fail to understand is that a PowerPoint does not a lesson make.

While it was once an innovative tool which could be used to enhance a presentation, PowerPoint has turned into a crutch for those who are too lazy to explore new alternatives.  Of course, in education, we also find that many of the instructors are Luddites who are reluctant to use PowerPoint in the first place.  But once they start using it, it's a real hard sell to get them to use any alternatives.</htmltext>
<tokenext>I work as a technology specialist for distance learning in a community college , and when instructors want to put their courses online , a good number of them will simply ask us to convert their PPT presentations to a web-ready format , and they 'll do a voice-over which consists of little more than a reading of the slides .
Then , they 'll post an announcement at the beginning of each week saying , " Read Chapter x , watch the PPT , and take the quiz " and think they 're done .
This happens with some of our finest instructors .
What they fail to understand is that a PowerPoint does not a lesson make .
While it was once an innovative tool which could be used to enhance a presentation , PowerPoint has turned into a crutch for those who are too lazy to explore new alternatives .
Of course , in education , we also find that many of the instructors are Luddites who are reluctant to use PowerPoint in the first place .
But once they start using it , it 's a real hard sell to get them to use any alternatives .</tokentext>
<sentencetext>I work as a technology specialist for distance learning in a community college, and when instructors want to put their courses online, a good number of them will simply ask us to convert their PPT presentations to a web-ready format, and they'll do a voice-over which consists of little more than a reading of the slides.
Then, they'll post an announcement at the beginning of each week saying, "Read Chapter x, watch the PPT, and take the quiz" and think they're done.
This happens with some of our finest instructors.
What they fail to understand is that a PowerPoint does not a lesson make.
While it was once an innovative tool which could be used to enhance a presentation, PowerPoint has turned into a crutch for those who are too lazy to explore new alternatives.
Of course, in education, we also find that many of the instructors are Luddites who are reluctant to use PowerPoint in the first place.
But once they start using it, it's a real hard sell to get them to use any alternatives.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045496</id>
	<title>Re:Actually</title>
	<author>HiImDannyGanz</author>
	<datestamp>1257868200000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Just like any other teaching tool, Powerpoints can be used well, and not so well, depending on the teacher. My current Economics teacher is one of the worst imaginable, he is completely disconnected from the material, and basically reads the slides from the textbook. But, the man is such a zero, he would be an awful teacher one-one-one with pen and paper.

To go to the opposite extreme, I had a legendary Computer Science teacher who would Google for the slides he would use at the start of each lesson. He generally pulled them from a large university, and I don't think that he pre-screened the slides at all. That said, I learned more from his "borrowed" Powerpoint presentation than with nearly any other professor in my 3.5 years of college so far.</htmltext>
<tokenext>Just like any other teaching tool , Powerpoints can be used well , and not so well , depending on the teacher .
My current Economics teacher is one of the worst imaginable , he is completely disconnected from the material , and basically reads the slides from the textbook .
But , the man is such a zero , he would be an awful teacher one-one-one with pen and paper .
To go to the opposite extreme , I had a legendary Computer Science teacher who would Google for the slides he would use at the start of each lesson .
He generally pulled them from a large university , and I do n't think that he pre-screened the slides at all .
That said , I learned more from his " borrowed " Powerpoint presentation than with nearly any other professor in my 3.5 years of college so far .</tokentext>
<sentencetext>Just like any other teaching tool, Powerpoints can be used well, and not so well, depending on the teacher.
My current Economics teacher is one of the worst imaginable, he is completely disconnected from the material, and basically reads the slides from the textbook.
But, the man is such a zero, he would be an awful teacher one-one-one with pen and paper.
To go to the opposite extreme, I had a legendary Computer Science teacher who would Google for the slides he would use at the start of each lesson.
He generally pulled them from a large university, and I don't think that he pre-screened the slides at all.
That said, I learned more from his "borrowed" Powerpoint presentation than with nearly any other professor in my 3.5 years of college so far.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046166</id>
	<title>You guys complain too much</title>
	<author>LoudMusic</author>
	<datestamp>1257871200000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Chalk or dry erase boards tend to be hard to see, especially with the prof standing in front of it. Electronic presentations can display far more information in text that you can actually read with proper diagrams or photographs to illustrate a point - many of us are visual learners and accuracy makes a difference. And at the end of the lecture the profs often distribute the document by email to the class. So the speed of the lecture is irrelevant as you get THE LECTURE to take home.</p></htmltext>
<tokenext>Chalk or dry erase boards tend to be hard to see , especially with the prof standing in front of it .
Electronic presentations can display far more information in text that you can actually read with proper diagrams or photographs to illustrate a point - many of us are visual learners and accuracy makes a difference .
And at the end of the lecture the profs often distribute the document by email to the class .
So the speed of the lecture is irrelevant as you get THE LECTURE to take home .</tokentext>
<sentencetext>Chalk or dry erase boards tend to be hard to see, especially with the prof standing in front of it.
Electronic presentations can display far more information in text that you can actually read with proper diagrams or photographs to illustrate a point - many of us are visual learners and accuracy makes a difference.
And at the end of the lecture the profs often distribute the document by email to the class.
So the speed of the lecture is irrelevant as you get THE LECTURE to take home.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045072</id>
	<title>A chalk-talk instructor here</title>
	<author>Anonymous</author>
	<datestamp>1257865920000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>2</modscore>
	<htmltext>Well, I teach an undergraduate course and avoid using presentation software -which, anyway, would have been <a href="http://www.lyx.org/" title="lyx.org" rel="nofollow">Lyx</a> [lyx.org] plus <a href="http://latex-beamer.sourceforge.net/" title="sourceforge.net" rel="nofollow">Beamer</a> [sourceforge.net] for me-, for largely the kind of reasons advanced in TFA. Most of my colleagues use PowerPoint or something similar this days.<br>
<br>
And I'm starting to notice that many students actually prefer the PP-teachers. They want to have the information delivered in formulaic pills, "Concept A stands for blah; Concept B stands for bleh", and this is more easily achieved if the formulae in question are neatly projected on the screen. I could achieve the same effect by dictating, of course, but that's even more boring and less empowering for students that PowerPoint.</htmltext>
<tokenext>Well , I teach an undergraduate course and avoid using presentation software -which , anyway , would have been Lyx [ lyx.org ] plus Beamer [ sourceforge.net ] for me- , for largely the kind of reasons advanced in TFA .
Most of my colleagues use PowerPoint or something similar this days .
And I 'm starting to notice that many students actually prefer the PP-teachers .
They want to have the information delivered in formulaic pills , " Concept A stands for blah ; Concept B stands for bleh " , and this is more easily achieved if the formulae in question are neatly projected on the screen .
I could achieve the same effect by dictating , of course , but that 's even more boring and less empowering for students that PowerPoint .</tokentext>
<sentencetext>Well, I teach an undergraduate course and avoid using presentation software -which, anyway, would have been Lyx [lyx.org] plus Beamer [sourceforge.net] for me-, for largely the kind of reasons advanced in TFA.
Most of my colleagues use PowerPoint or something similar this days.
And I'm starting to notice that many students actually prefer the PP-teachers.
They want to have the information delivered in formulaic pills, "Concept A stands for blah; Concept B stands for bleh", and this is more easily achieved if the formulae in question are neatly projected on the screen.
I could achieve the same effect by dictating, of course, but that's even more boring and less empowering for students that PowerPoint.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045338</id>
	<title>PowerPoint boredom</title>
	<author>Zelgar</author>
	<datestamp>1257867420000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I am a college professor myself, and absolutely hate using PowerPoint presentations to try to convey a point to my students.  Often times, because you have to turn the lights low in order to see the presentation, students will take that time to catch up on a few useless minutes of sleep, and often will not even pay attention to what I, nor the presentation are attempting to relay to them.

Unfortunately, I encountered the constant belief that PP presentations were a good way to provide knowledge to students while I was earning my degree.  When questioned beyond the scope of the presentation, any of the "professors" could not answer, what seemed to me, simple questions.  It was this experience which has led me to use no PP presentations during instruction now.  I may occasionally put up a single slide to easily convey a table of data, but will not teach an entire lesson from one of these abominations.  Much to my chagrin, I am one of the few professors at the college that feel that way; a fair estimate suggests that 90\% of professors throughout the U.S. still use PowerPoint presentations to teach their classes.</htmltext>
<tokenext>I am a college professor myself , and absolutely hate using PowerPoint presentations to try to convey a point to my students .
Often times , because you have to turn the lights low in order to see the presentation , students will take that time to catch up on a few useless minutes of sleep , and often will not even pay attention to what I , nor the presentation are attempting to relay to them .
Unfortunately , I encountered the constant belief that PP presentations were a good way to provide knowledge to students while I was earning my degree .
When questioned beyond the scope of the presentation , any of the " professors " could not answer , what seemed to me , simple questions .
It was this experience which has led me to use no PP presentations during instruction now .
I may occasionally put up a single slide to easily convey a table of data , but will not teach an entire lesson from one of these abominations .
Much to my chagrin , I am one of the few professors at the college that feel that way ; a fair estimate suggests that 90 \ % of professors throughout the U.S. still use PowerPoint presentations to teach their classes .</tokentext>
<sentencetext>I am a college professor myself, and absolutely hate using PowerPoint presentations to try to convey a point to my students.
Often times, because you have to turn the lights low in order to see the presentation, students will take that time to catch up on a few useless minutes of sleep, and often will not even pay attention to what I, nor the presentation are attempting to relay to them.
Unfortunately, I encountered the constant belief that PP presentations were a good way to provide knowledge to students while I was earning my degree.
When questioned beyond the scope of the presentation, any of the "professors" could not answer, what seemed to me, simple questions.
It was this experience which has led me to use no PP presentations during instruction now.
I may occasionally put up a single slide to easily convey a table of data, but will not teach an entire lesson from one of these abominations.
Much to my chagrin, I am one of the few professors at the college that feel that way; a fair estimate suggests that 90\% of professors throughout the U.S. still use PowerPoint presentations to teach their classes.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046358</id>
	<title>Re:Learning is hard work, deal with it.</title>
	<author>MBGMorden</author>
	<datestamp>1257872040000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Because typically there is such a thing as a bad teacher, and statistically, given a class of a large enough size, if enough fail then the sample size is large enough to draw a meaningful conclusion: SOMETHING was negatively impacting the whole group, not just an individual student.  The thing that all of them have in common is usually the teacher.</p><p>Now, the smaller the class the less accurate this is, but in a class of say, 50 people (not uncommon at universities), if 40 of them fail the class then the teacher obviously either wasn't properly presenting the material, or was testing at an unreasonable level.  On the flip side, schools are also generally ticked if everyone makes A's in a class too.  If the whole class makes A's then that usually shows that the professor is testing too easily and not properly evaluating everyone's knowledge.  Effectively, schools want a nice little bell curve because, all things being equal, that's what's to be expected.</p><p>It's an unfortunate side effect that this leads to professors essentially curving the grades so that they get the distribution they want, but such is life.  I had a History teacher like that.  Class of 40-ish people.  We had 3 grades all semester - 1 regular test, 1 midterm, 1 final.  The test and midterm were two essay questions - the final was 3 essay questions.  I did pretty well on this because I was a History nerd (minored in it actually), but the majority of the class was doing pretty bad.  He admitted up front at the beginning though that at the end of the class he'd adjust the scale to see what everyone got - he didn't use the standard scale.  End result was that 85-100 was an A, 70-85 was a B, 55-70 was a C, and 40-55 was a D.</p><p>As to the original topic though, as someone who taught (community college for 1 year and corporate training for 3 more before moving into programming/database management), I could see the heads start to dip if I ever pulled out a PowerPoint - even I found it tiring.   So instead I went back to public speaking (which I hated taking myself in school but it has helped a lot) -  typically just brought a sheet of notes to class outlining TOPICS (never what I'm going to say word for word) and discussed those, trying to keep the class involved (walking around and having them try things on the computers, asking them to come to the front and perform a task that we could all work through, etc).  The difference is night and day.  Students just seem to respond better when the presentation seems a little more spontaneous rather than scripted.</p></htmltext>
<tokenext>Because typically there is such a thing as a bad teacher , and statistically , given a class of a large enough size , if enough fail then the sample size is large enough to draw a meaningful conclusion : SOMETHING was negatively impacting the whole group , not just an individual student .
The thing that all of them have in common is usually the teacher.Now , the smaller the class the less accurate this is , but in a class of say , 50 people ( not uncommon at universities ) , if 40 of them fail the class then the teacher obviously either was n't properly presenting the material , or was testing at an unreasonable level .
On the flip side , schools are also generally ticked if everyone makes A 's in a class too .
If the whole class makes A 's then that usually shows that the professor is testing too easily and not properly evaluating everyone 's knowledge .
Effectively , schools want a nice little bell curve because , all things being equal , that 's what 's to be expected.It 's an unfortunate side effect that this leads to professors essentially curving the grades so that they get the distribution they want , but such is life .
I had a History teacher like that .
Class of 40-ish people .
We had 3 grades all semester - 1 regular test , 1 midterm , 1 final .
The test and midterm were two essay questions - the final was 3 essay questions .
I did pretty well on this because I was a History nerd ( minored in it actually ) , but the majority of the class was doing pretty bad .
He admitted up front at the beginning though that at the end of the class he 'd adjust the scale to see what everyone got - he did n't use the standard scale .
End result was that 85-100 was an A , 70-85 was a B , 55-70 was a C , and 40-55 was a D.As to the original topic though , as someone who taught ( community college for 1 year and corporate training for 3 more before moving into programming/database management ) , I could see the heads start to dip if I ever pulled out a PowerPoint - even I found it tiring .
So instead I went back to public speaking ( which I hated taking myself in school but it has helped a lot ) - typically just brought a sheet of notes to class outlining TOPICS ( never what I 'm going to say word for word ) and discussed those , trying to keep the class involved ( walking around and having them try things on the computers , asking them to come to the front and perform a task that we could all work through , etc ) .
The difference is night and day .
Students just seem to respond better when the presentation seems a little more spontaneous rather than scripted .</tokentext>
<sentencetext>Because typically there is such a thing as a bad teacher, and statistically, given a class of a large enough size, if enough fail then the sample size is large enough to draw a meaningful conclusion: SOMETHING was negatively impacting the whole group, not just an individual student.
The thing that all of them have in common is usually the teacher.Now, the smaller the class the less accurate this is, but in a class of say, 50 people (not uncommon at universities), if 40 of them fail the class then the teacher obviously either wasn't properly presenting the material, or was testing at an unreasonable level.
On the flip side, schools are also generally ticked if everyone makes A's in a class too.
If the whole class makes A's then that usually shows that the professor is testing too easily and not properly evaluating everyone's knowledge.
Effectively, schools want a nice little bell curve because, all things being equal, that's what's to be expected.It's an unfortunate side effect that this leads to professors essentially curving the grades so that they get the distribution they want, but such is life.
I had a History teacher like that.
Class of 40-ish people.
We had 3 grades all semester - 1 regular test, 1 midterm, 1 final.
The test and midterm were two essay questions - the final was 3 essay questions.
I did pretty well on this because I was a History nerd (minored in it actually), but the majority of the class was doing pretty bad.
He admitted up front at the beginning though that at the end of the class he'd adjust the scale to see what everyone got - he didn't use the standard scale.
End result was that 85-100 was an A, 70-85 was a B, 55-70 was a C, and 40-55 was a D.As to the original topic though, as someone who taught (community college for 1 year and corporate training for 3 more before moving into programming/database management), I could see the heads start to dip if I ever pulled out a PowerPoint - even I found it tiring.
So instead I went back to public speaking (which I hated taking myself in school but it has helped a lot) -  typically just brought a sheet of notes to class outlining TOPICS (never what I'm going to say word for word) and discussed those, trying to keep the class involved (walking around and having them try things on the computers, asking them to come to the front and perform a task that we could all work through, etc).
The difference is night and day.
Students just seem to respond better when the presentation seems a little more spontaneous rather than scripted.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045918</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30049508</id>
	<title>Re:Overheads Rock</title>
	<author>caution live frogs</author>
	<datestamp>1257883020000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>The transparency roll is one of my favorites. I used to use it in concert with a slide projector; I'd black-screen the slide, reproduce on the transparency what was in the slide as I lectured, then switch the projector back on to emphasize what I'd just drawn or written. Seemed to work. Kept me at a normal pace, drawing things out meant students could follow along easily, and showing the image or concept again at the end reinforced it through repetition. Straight slides? Ick. I wouldn't want to do that. I need a chalkboard at the least, I like drawing as I lecture.</p></htmltext>
<tokenext>The transparency roll is one of my favorites .
I used to use it in concert with a slide projector ; I 'd black-screen the slide , reproduce on the transparency what was in the slide as I lectured , then switch the projector back on to emphasize what I 'd just drawn or written .
Seemed to work .
Kept me at a normal pace , drawing things out meant students could follow along easily , and showing the image or concept again at the end reinforced it through repetition .
Straight slides ?
Ick. I would n't want to do that .
I need a chalkboard at the least , I like drawing as I lecture .</tokentext>
<sentencetext>The transparency roll is one of my favorites.
I used to use it in concert with a slide projector; I'd black-screen the slide, reproduce on the transparency what was in the slide as I lectured, then switch the projector back on to emphasize what I'd just drawn or written.
Seemed to work.
Kept me at a normal pace, drawing things out meant students could follow along easily, and showing the image or concept again at the end reinforced it through repetition.
Straight slides?
Ick. I wouldn't want to do that.
I need a chalkboard at the least, I like drawing as I lecture.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045044</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045070</id>
	<title>Re:Actually</title>
	<author>Joiseybill</author>
	<datestamp>1257865920000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext><p>True -</p><p>working in IT support, I see so many professors who are frustrated by students who are playing solitaire, chatting, or even doing homework for another class during a lecture.   The most insecure want some kind of technology solution to shut down all the student wi-fi during classes.   These tend to be the same professors reading the text copied from the publisher's PowerPoint pack in a monotone drone.</p><p>Anyone contemplating using PP or any other class presentation software/s should be forced to sit through at least one Edward Tufte lecture.. some of his proposals are a little extreme, but I've seen the lectures and bought the library. <a href="http://www.edwardtufte.com/" title="edwardtufte.com">http://www.edwardtufte.com/</a> [edwardtufte.com]</p></htmltext>
<tokenext>True -working in IT support , I see so many professors who are frustrated by students who are playing solitaire , chatting , or even doing homework for another class during a lecture .
The most insecure want some kind of technology solution to shut down all the student wi-fi during classes .
These tend to be the same professors reading the text copied from the publisher 's PowerPoint pack in a monotone drone.Anyone contemplating using PP or any other class presentation software/s should be forced to sit through at least one Edward Tufte lecture.. some of his proposals are a little extreme , but I 've seen the lectures and bought the library .
http : //www.edwardtufte.com/ [ edwardtufte.com ]</tokentext>
<sentencetext>True -working in IT support, I see so many professors who are frustrated by students who are playing solitaire, chatting, or even doing homework for another class during a lecture.
The most insecure want some kind of technology solution to shut down all the student wi-fi during classes.
These tend to be the same professors reading the text copied from the publisher's PowerPoint pack in a monotone drone.Anyone contemplating using PP or any other class presentation software/s should be forced to sit through at least one Edward Tufte lecture.. some of his proposals are a little extreme, but I've seen the lectures and bought the library.
http://www.edwardtufte.com/ [edwardtufte.com]</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044950</id>
	<title>Amazing that Lectures Still Exist</title>
	<author>foobsr</author>
	<datestamp>1257865380000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Back in the days (appr. the seventies) we (the students) thought that it would be about time to abolish lectures, given that there were other means to get aquainted with the material (then mainly books). But today?
<br> <br>
CC.</htmltext>
<tokenext>Back in the days ( appr .
the seventies ) we ( the students ) thought that it would be about time to abolish lectures , given that there were other means to get aquainted with the material ( then mainly books ) .
But today ?
CC .</tokentext>
<sentencetext>Back in the days (appr.
the seventies) we (the students) thought that it would be about time to abolish lectures, given that there were other means to get aquainted with the material (then mainly books).
But today?
CC.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045722</id>
	<title>PowerPoint doesn't bore people, people bore people</title>
	<author>sunnytzu</author>
	<datestamp>1257869280000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext><p>While it is important that there are opportunities for use of different learning styles, (such as the blogger wanting to be able to take notes during a talk) there will also be others that learn differently.<br>The blogger may find it best to take notes on everything that the professor is saying - there are others for whom it will be most productive to sit and listen intently and not take any notes at all.<br>The problem seems to be then, not the PowerPoint itself, but the pacing that the professors use. If they are to do problems on PowerPoint, they should have the steps appear gradually as they are working through the problem, and use the appropriate pacing, to ensure that students have the opportunity to follow the problem.<br>As for not having handouts of the PowerPoint slide, or their availability being in some way a disadvantage - I would say it's time to grow up. Adults are responsible for their own learning. If someone knows that they learn best by taking notes, then take notes anyway. The availability of the notes after the class will be something very positive for many others, and to request that the notes not be available for their sake is to fail to recognize the learning needs of others.</p></htmltext>
<tokenext>While it is important that there are opportunities for use of different learning styles , ( such as the blogger wanting to be able to take notes during a talk ) there will also be others that learn differently.The blogger may find it best to take notes on everything that the professor is saying - there are others for whom it will be most productive to sit and listen intently and not take any notes at all.The problem seems to be then , not the PowerPoint itself , but the pacing that the professors use .
If they are to do problems on PowerPoint , they should have the steps appear gradually as they are working through the problem , and use the appropriate pacing , to ensure that students have the opportunity to follow the problem.As for not having handouts of the PowerPoint slide , or their availability being in some way a disadvantage - I would say it 's time to grow up .
Adults are responsible for their own learning .
If someone knows that they learn best by taking notes , then take notes anyway .
The availability of the notes after the class will be something very positive for many others , and to request that the notes not be available for their sake is to fail to recognize the learning needs of others .</tokentext>
<sentencetext>While it is important that there are opportunities for use of different learning styles, (such as the blogger wanting to be able to take notes during a talk) there will also be others that learn differently.The blogger may find it best to take notes on everything that the professor is saying - there are others for whom it will be most productive to sit and listen intently and not take any notes at all.The problem seems to be then, not the PowerPoint itself, but the pacing that the professors use.
If they are to do problems on PowerPoint, they should have the steps appear gradually as they are working through the problem, and use the appropriate pacing, to ensure that students have the opportunity to follow the problem.As for not having handouts of the PowerPoint slide, or their availability being in some way a disadvantage - I would say it's time to grow up.
Adults are responsible for their own learning.
If someone knows that they learn best by taking notes, then take notes anyway.
The availability of the notes after the class will be something very positive for many others, and to request that the notes not be available for their sake is to fail to recognize the learning needs of others.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30049846</id>
	<title>Fun Comes After Learning</title>
	<author>KalvinB</author>
	<datestamp>1257884400000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Kids these days can't even sit through a 2 hour movie in a theater without talking or using their cell phone.  And yet we want to pretend that entertaining them will solve discipline problems in the classroom.  So $100M budgets don't make up for lack of discipline either.</p><p>My theory of education as I prepare to be a teacher is to stick the standards in the classroom and have plenty of extra credit (not applied unless you otherwise pass the class) for students to have fun applying what they're getting out of the class.  As a math teacher it's possible to use Pokemon, D&amp;D, Fantasy Football, Science, Programming, Cooking, etc as extra credit assignments.  Things which interest individual students.  And also extra credit for struggling students so they can catch up and be rewarded for their efforts.</p><p>This way students understand that if they don't put in the effort to learn the "fun" will be out of reach.  You can't play on the field if you don't practice or even know how to play.  You can blame the teacher for not being "fun" enough but ultimately the student is responsible for their own work ethic.</p></htmltext>
<tokenext>Kids these days ca n't even sit through a 2 hour movie in a theater without talking or using their cell phone .
And yet we want to pretend that entertaining them will solve discipline problems in the classroom .
So $ 100M budgets do n't make up for lack of discipline either.My theory of education as I prepare to be a teacher is to stick the standards in the classroom and have plenty of extra credit ( not applied unless you otherwise pass the class ) for students to have fun applying what they 're getting out of the class .
As a math teacher it 's possible to use Pokemon , D&amp;D , Fantasy Football , Science , Programming , Cooking , etc as extra credit assignments .
Things which interest individual students .
And also extra credit for struggling students so they can catch up and be rewarded for their efforts.This way students understand that if they do n't put in the effort to learn the " fun " will be out of reach .
You ca n't play on the field if you do n't practice or even know how to play .
You can blame the teacher for not being " fun " enough but ultimately the student is responsible for their own work ethic .</tokentext>
<sentencetext>Kids these days can't even sit through a 2 hour movie in a theater without talking or using their cell phone.
And yet we want to pretend that entertaining them will solve discipline problems in the classroom.
So $100M budgets don't make up for lack of discipline either.My theory of education as I prepare to be a teacher is to stick the standards in the classroom and have plenty of extra credit (not applied unless you otherwise pass the class) for students to have fun applying what they're getting out of the class.
As a math teacher it's possible to use Pokemon, D&amp;D, Fantasy Football, Science, Programming, Cooking, etc as extra credit assignments.
Things which interest individual students.
And also extra credit for struggling students so they can catch up and be rewarded for their efforts.This way students understand that if they don't put in the effort to learn the "fun" will be out of reach.
You can't play on the field if you don't practice or even know how to play.
You can blame the teacher for not being "fun" enough but ultimately the student is responsible for their own work ethic.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045154</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30065666</id>
	<title>Re:different for ESL students</title>
	<author>moosesocks</author>
	<datestamp>1257070140000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>If you read more of Tufte's work, you'll find that he largely concurs with you.  If you're making a vaguely important presentation to more than 3 or 4 people, it helps to have an outline of that presentation written down somewhere for the benefit of the audience.</p><p>However, printouts of powerpoint slides are a patently <i>bad</i> way of doing this.  Powerpoint slides rarely provide an acceptable level of detail, are spread across dozens of slides (constrained only by the amount of information you can read off a screen at a distance, which is completely illogical for printed notes).  Slides are nice for presenting an outline, although you could do the exact same thing with a chalkboard.</p><p>On the other hand, detailed lecture notes are almost <i>always</i> appreciated.  Even just a page or two to comlpiment an hour-long lecture can be phenomenally helpful, especially when there is no printed reference that nicely accompanies the lecture.  Tufte used to reference the Wall Street Journal (back when it was in a full broadsheet format) to prove this point -- the amount of text and information contained in a single page would require several hundred powerpoint slides to reproduce.  If you've got a lot of data to present, <b>print it out</b>.</p><p>Obviously, you don't want to inundate your audience with too much data and information.  However, a properly written handout is 100x more helpful than any slides ever will be.</p></htmltext>
<tokenext>If you read more of Tufte 's work , you 'll find that he largely concurs with you .
If you 're making a vaguely important presentation to more than 3 or 4 people , it helps to have an outline of that presentation written down somewhere for the benefit of the audience.However , printouts of powerpoint slides are a patently bad way of doing this .
Powerpoint slides rarely provide an acceptable level of detail , are spread across dozens of slides ( constrained only by the amount of information you can read off a screen at a distance , which is completely illogical for printed notes ) .
Slides are nice for presenting an outline , although you could do the exact same thing with a chalkboard.On the other hand , detailed lecture notes are almost always appreciated .
Even just a page or two to comlpiment an hour-long lecture can be phenomenally helpful , especially when there is no printed reference that nicely accompanies the lecture .
Tufte used to reference the Wall Street Journal ( back when it was in a full broadsheet format ) to prove this point -- the amount of text and information contained in a single page would require several hundred powerpoint slides to reproduce .
If you 've got a lot of data to present , print it out.Obviously , you do n't want to inundate your audience with too much data and information .
However , a properly written handout is 100x more helpful than any slides ever will be .</tokentext>
<sentencetext>If you read more of Tufte's work, you'll find that he largely concurs with you.
If you're making a vaguely important presentation to more than 3 or 4 people, it helps to have an outline of that presentation written down somewhere for the benefit of the audience.However, printouts of powerpoint slides are a patently bad way of doing this.
Powerpoint slides rarely provide an acceptable level of detail, are spread across dozens of slides (constrained only by the amount of information you can read off a screen at a distance, which is completely illogical for printed notes).
Slides are nice for presenting an outline, although you could do the exact same thing with a chalkboard.On the other hand, detailed lecture notes are almost always appreciated.
Even just a page or two to comlpiment an hour-long lecture can be phenomenally helpful, especially when there is no printed reference that nicely accompanies the lecture.
Tufte used to reference the Wall Street Journal (back when it was in a full broadsheet format) to prove this point -- the amount of text and information contained in a single page would require several hundred powerpoint slides to reproduce.
If you've got a lot of data to present, print it out.Obviously, you don't want to inundate your audience with too much data and information.
However, a properly written handout is 100x more helpful than any slides ever will be.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044972</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30056206</id>
	<title>Slides / handouts better than incessant scribbling</title>
	<author>schwag monkey</author>
	<datestamp>1257874320000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>As a grad student teaching Intro To Programming in Ada (mid 90's), I also used self-prepared transparency sets, and handed out complete copies to my students.  This was way more helpful to my students than forcing them to scribble down copies of stuff I wrote on the blackboard.  They could focus on what I was talking about, rather than practicing to be extras in some sad dark ages movie playing monks hand copying the Bible.  I know it was more helpful to them because I asked them, and a majority said they preferred</p><p>But I also didn't machine gun them with 94 slides for a 50 minute class.  We would stay on one slide for quite some time, and while we talked about it, they would have their own copies to make additional notes on.</p></htmltext>
<tokenext>As a grad student teaching Intro To Programming in Ada ( mid 90 's ) , I also used self-prepared transparency sets , and handed out complete copies to my students .
This was way more helpful to my students than forcing them to scribble down copies of stuff I wrote on the blackboard .
They could focus on what I was talking about , rather than practicing to be extras in some sad dark ages movie playing monks hand copying the Bible .
I know it was more helpful to them because I asked them , and a majority said they preferredBut I also did n't machine gun them with 94 slides for a 50 minute class .
We would stay on one slide for quite some time , and while we talked about it , they would have their own copies to make additional notes on .</tokentext>
<sentencetext>As a grad student teaching Intro To Programming in Ada (mid 90's), I also used self-prepared transparency sets, and handed out complete copies to my students.
This was way more helpful to my students than forcing them to scribble down copies of stuff I wrote on the blackboard.
They could focus on what I was talking about, rather than practicing to be extras in some sad dark ages movie playing monks hand copying the Bible.
I know it was more helpful to them because I asked them, and a majority said they preferredBut I also didn't machine gun them with 94 slides for a 50 minute class.
We would stay on one slide for quite some time, and while we talked about it, they would have their own copies to make additional notes on.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044954</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045892</id>
	<title>Re:Learning is hard work, deal with it.</title>
	<author>Anonymous</author>
	<datestamp>1257870180000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>There's a difference between the work a student has to put into learning something, and the work a student has to do when they have a bad proffessor.  Maybe you never had this expierience, but in my school we have proffessors who cannot teach (who often do you poorly designed powerpoints) but still take attendance.  It's easy to say, skip the lecture and read the book, and for a lot of classes I'd love to, but not surprisingly the worse the proffessor is the more they like to take attendance.  I even had proffessors who would only teach one day a week (with the rest being spend "teaching ourselves" via worksheets that no one in the class understood.)  After we wasted our time Monday and Wendsday he would call us all idiots on Friday and teach half the material if we were lucky.  He still took attendance every day.</p><p>Now add this to bad test writing and you've got good reason for students to be angry.  I've had lit courses that could be passed without reading the texts as long as you knew the date they were published.  I had one prof who believed that "every answer on a multiple choice test should be reasonable" which meant if he asked vocab he would put in the book's definition, then three other definitions for the same word.  Oh, you said that tracking was, "monitering progress" no we were looking for, "putting something on a set path" sorry.  He as also fond of abusing the "best answer" clause, and would write questions with four right answers then expect you to divine his favorite.  And don't even get me started on the ones that tell a class "The average on this test was a 75\%, because I want only the best students to be able to get Cs."  That's all well and good for Advanced Physical Chemistry or something, but I had proffessors like that for 100 level classes.</p><p>It doesn't take two millions dollars to make a good lecture, most of my best teachers relied on the chalkboard or overheads.  Most schools still have chalkboards (or prehaps white/smartboards) in every room and even if you have to buy your own chalk/markers you're really not looking at much of a budget.  And while it doesn't take two years to write a good lecture it does take time.  But that's what proffessors are being paid to do.  Most of them only teach 2 or 3 classes a day, I think they can put aside another hour or two to prepare for their jobs.  Especially the ones that like to throw around figures like "1 hours classtime=2 hours study time."</p><p>So excuse college students for being upset when their "institutions of higher learning" are teaching them less than they'd learn in a semester of highschool, while testing them on material they were never taught with questions that at times don't even obey basic elementary school English grammar.  Escpecially when they're paying thousands of dollars for it.</p></htmltext>
<tokenext>There 's a difference between the work a student has to put into learning something , and the work a student has to do when they have a bad proffessor .
Maybe you never had this expierience , but in my school we have proffessors who can not teach ( who often do you poorly designed powerpoints ) but still take attendance .
It 's easy to say , skip the lecture and read the book , and for a lot of classes I 'd love to , but not surprisingly the worse the proffessor is the more they like to take attendance .
I even had proffessors who would only teach one day a week ( with the rest being spend " teaching ourselves " via worksheets that no one in the class understood .
) After we wasted our time Monday and Wendsday he would call us all idiots on Friday and teach half the material if we were lucky .
He still took attendance every day.Now add this to bad test writing and you 've got good reason for students to be angry .
I 've had lit courses that could be passed without reading the texts as long as you knew the date they were published .
I had one prof who believed that " every answer on a multiple choice test should be reasonable " which meant if he asked vocab he would put in the book 's definition , then three other definitions for the same word .
Oh , you said that tracking was , " monitering progress " no we were looking for , " putting something on a set path " sorry .
He as also fond of abusing the " best answer " clause , and would write questions with four right answers then expect you to divine his favorite .
And do n't even get me started on the ones that tell a class " The average on this test was a 75 \ % , because I want only the best students to be able to get Cs .
" That 's all well and good for Advanced Physical Chemistry or something , but I had proffessors like that for 100 level classes.It does n't take two millions dollars to make a good lecture , most of my best teachers relied on the chalkboard or overheads .
Most schools still have chalkboards ( or prehaps white/smartboards ) in every room and even if you have to buy your own chalk/markers you 're really not looking at much of a budget .
And while it does n't take two years to write a good lecture it does take time .
But that 's what proffessors are being paid to do .
Most of them only teach 2 or 3 classes a day , I think they can put aside another hour or two to prepare for their jobs .
Especially the ones that like to throw around figures like " 1 hours classtime = 2 hours study time .
" So excuse college students for being upset when their " institutions of higher learning " are teaching them less than they 'd learn in a semester of highschool , while testing them on material they were never taught with questions that at times do n't even obey basic elementary school English grammar .
Escpecially when they 're paying thousands of dollars for it .</tokentext>
<sentencetext>There's a difference between the work a student has to put into learning something, and the work a student has to do when they have a bad proffessor.
Maybe you never had this expierience, but in my school we have proffessors who cannot teach (who often do you poorly designed powerpoints) but still take attendance.
It's easy to say, skip the lecture and read the book, and for a lot of classes I'd love to, but not surprisingly the worse the proffessor is the more they like to take attendance.
I even had proffessors who would only teach one day a week (with the rest being spend "teaching ourselves" via worksheets that no one in the class understood.
)  After we wasted our time Monday and Wendsday he would call us all idiots on Friday and teach half the material if we were lucky.
He still took attendance every day.Now add this to bad test writing and you've got good reason for students to be angry.
I've had lit courses that could be passed without reading the texts as long as you knew the date they were published.
I had one prof who believed that "every answer on a multiple choice test should be reasonable" which meant if he asked vocab he would put in the book's definition, then three other definitions for the same word.
Oh, you said that tracking was, "monitering progress" no we were looking for, "putting something on a set path" sorry.
He as also fond of abusing the "best answer" clause, and would write questions with four right answers then expect you to divine his favorite.
And don't even get me started on the ones that tell a class "The average on this test was a 75\%, because I want only the best students to be able to get Cs.
"  That's all well and good for Advanced Physical Chemistry or something, but I had proffessors like that for 100 level classes.It doesn't take two millions dollars to make a good lecture, most of my best teachers relied on the chalkboard or overheads.
Most schools still have chalkboards (or prehaps white/smartboards) in every room and even if you have to buy your own chalk/markers you're really not looking at much of a budget.
And while it doesn't take two years to write a good lecture it does take time.
But that's what proffessors are being paid to do.
Most of them only teach 2 or 3 classes a day, I think they can put aside another hour or two to prepare for their jobs.
Especially the ones that like to throw around figures like "1 hours classtime=2 hours study time.
"So excuse college students for being upset when their "institutions of higher learning" are teaching them less than they'd learn in a semester of highschool, while testing them on material they were never taught with questions that at times don't even obey basic elementary school English grammar.
Escpecially when they're paying thousands of dollars for it.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045154</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046910</id>
	<title>Re:Powerpoint sucks in schools</title>
	<author>Anonymous</author>
	<datestamp>1257874080000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext>The problem isn't with PowerPoint. When I went to college in the '70's, my statistics professor classes were read, verbatim, from the textbook which he wrote. Unfortunately, he figured out pretty quickly that people wouldn't particularly feel like showing up if they were going to go the same passages twice and made attendance manditory. Oh, and he was a terrible writer, too...</htmltext>
<tokenext>The problem is n't with PowerPoint .
When I went to college in the '70 's , my statistics professor classes were read , verbatim , from the textbook which he wrote .
Unfortunately , he figured out pretty quickly that people would n't particularly feel like showing up if they were going to go the same passages twice and made attendance manditory .
Oh , and he was a terrible writer , too.. .</tokentext>
<sentencetext>The problem isn't with PowerPoint.
When I went to college in the '70's, my statistics professor classes were read, verbatim, from the textbook which he wrote.
Unfortunately, he figured out pretty quickly that people wouldn't particularly feel like showing up if they were going to go the same passages twice and made attendance manditory.
Oh, and he was a terrible writer, too...</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045026</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30048262</id>
	<title>Re:Career preparation</title>
	<author>Blakey Rat</author>
	<datestamp>1257878520000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>PowerPoint is a medium like any other.</p><p>I see this like griping that the prof is teaching on a whiteboard instead of a blackboard-- who gives a shit?</p><p>If the prof is interactive with his class, marking-up the PowerPoint slides as questions arise, letting students download and print them out, etc... then he's a good prof, regardless of the tool used. The fact that PowerPoint slides are trivially editable, annotated, can contain links and media, etc actually makes them a pretty damned good choice, IMO.</p><p>If the prof just shows slides and reads them in a droning voice, then he's a bad prof. Guess what? Bad profs existed before PowerPoint-- believe me, I had gobs of them. (Not that I went to school before PowerPoint, but my school didn't have projectors in any classrooms when I was there.)</p></htmltext>
<tokenext>PowerPoint is a medium like any other.I see this like griping that the prof is teaching on a whiteboard instead of a blackboard-- who gives a shit ? If the prof is interactive with his class , marking-up the PowerPoint slides as questions arise , letting students download and print them out , etc... then he 's a good prof , regardless of the tool used .
The fact that PowerPoint slides are trivially editable , annotated , can contain links and media , etc actually makes them a pretty damned good choice , IMO.If the prof just shows slides and reads them in a droning voice , then he 's a bad prof. Guess what ?
Bad profs existed before PowerPoint-- believe me , I had gobs of them .
( Not that I went to school before PowerPoint , but my school did n't have projectors in any classrooms when I was there .
)</tokentext>
<sentencetext>PowerPoint is a medium like any other.I see this like griping that the prof is teaching on a whiteboard instead of a blackboard-- who gives a shit?If the prof is interactive with his class, marking-up the PowerPoint slides as questions arise, letting students download and print them out, etc... then he's a good prof, regardless of the tool used.
The fact that PowerPoint slides are trivially editable, annotated, can contain links and media, etc actually makes them a pretty damned good choice, IMO.If the prof just shows slides and reads them in a droning voice, then he's a bad prof. Guess what?
Bad profs existed before PowerPoint-- believe me, I had gobs of them.
(Not that I went to school before PowerPoint, but my school didn't have projectors in any classrooms when I was there.
)</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044926</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045174</id>
	<title>Re:it's gonna get worse...</title>
	<author>Anonymous</author>
	<datestamp>1257866580000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Sadly, it's also extremely common (maybe almost ubiquitous) for students to be required to submit work in Microsoft Word format.</p><p>Captcha: profited.</p></htmltext>
<tokenext>Sadly , it 's also extremely common ( maybe almost ubiquitous ) for students to be required to submit work in Microsoft Word format.Captcha : profited .</tokentext>
<sentencetext>Sadly, it's also extremely common (maybe almost ubiquitous) for students to be required to submit work in Microsoft Word format.Captcha: profited.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044910</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30049388</id>
	<title>Forget OS X?</title>
	<author>Anonymous</author>
	<datestamp>1257882540000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>What about Apple iWork/KeyNote?</p></htmltext>
<tokenext>What about Apple iWork/KeyNote ?</tokentext>
<sentencetext>What about Apple iWork/KeyNote?</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045434</id>
	<title>Available any time...</title>
	<author>bkr1\_2k</author>
	<datestamp>1257867900000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>The only benefit I ever found from this was the fact that all the professors who used powerpoint or something similar made all their class slides available for download either before or directly after the lecture.  I stopped taking notes and just followed along<nobr> <wbr></nobr>...</p></htmltext>
<tokenext>The only benefit I ever found from this was the fact that all the professors who used powerpoint or something similar made all their class slides available for download either before or directly after the lecture .
I stopped taking notes and just followed along .. .</tokentext>
<sentencetext>The only benefit I ever found from this was the fact that all the professors who used powerpoint or something similar made all their class slides available for download either before or directly after the lecture.
I stopped taking notes and just followed along ...</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045160</id>
	<title>Are there profs doing this?</title>
	<author>Anonymous</author>
	<datestamp>1257866520000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I have never had a professor who used slides which were shipped with some sort of textbook. I also never had ONE book as literature reference to any course I took at university. In school, teachers tend to use parts of schoolbooks and other material provided by schoolbook publishers, but at university it would be strange to use "schoolbooks" for lectures. That sounds fishy to me.</p><p>And BTW slides can also produced with other software packages beside PowerPoint. For example latex-beamer which was used by several professors at my last university. And of course the slides are available online for the students before the lecture, so they can take notes on the printout version of the slides or on their notebooks, depending on what they prefer.</p></htmltext>
<tokenext>I have never had a professor who used slides which were shipped with some sort of textbook .
I also never had ONE book as literature reference to any course I took at university .
In school , teachers tend to use parts of schoolbooks and other material provided by schoolbook publishers , but at university it would be strange to use " schoolbooks " for lectures .
That sounds fishy to me.And BTW slides can also produced with other software packages beside PowerPoint .
For example latex-beamer which was used by several professors at my last university .
And of course the slides are available online for the students before the lecture , so they can take notes on the printout version of the slides or on their notebooks , depending on what they prefer .</tokentext>
<sentencetext>I have never had a professor who used slides which were shipped with some sort of textbook.
I also never had ONE book as literature reference to any course I took at university.
In school, teachers tend to use parts of schoolbooks and other material provided by schoolbook publishers, but at university it would be strange to use "schoolbooks" for lectures.
That sounds fishy to me.And BTW slides can also produced with other software packages beside PowerPoint.
For example latex-beamer which was used by several professors at my last university.
And of course the slides are available online for the students before the lecture, so they can take notes on the printout version of the slides or on their notebooks, depending on what they prefer.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30052268</id>
	<title>Re:Learning is hard work, deal with it.</title>
	<author>1s44c</author>
	<datestamp>1257850980000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><div class="quote"><p>You are responsible for your own learning.  And if you are good, you might have understood this already before you leave school.</p></div><p>That's the most insightful thing I've seen this week.</p></div>
	</htmltext>
<tokenext>You are responsible for your own learning .
And if you are good , you might have understood this already before you leave school.That 's the most insightful thing I 've seen this week .</tokentext>
<sentencetext>You are responsible for your own learning.
And if you are good, you might have understood this already before you leave school.That's the most insightful thing I've seen this week.
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045154</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046218</id>
	<title>Re:A chalk-talk instructor here</title>
	<author>LandDolphin</author>
	<datestamp>1257871440000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><div class="quote"><p>formulaic pills, "Concept A stands for blah; Concept B stands for bleh",</p> </div><p>I can see why.  In that format, the information is given the information in a very direct and logical form that is probably easier to understand.
<br> <br>

This way, the student can look at the PP and get the required information that <b>should</b> be enhanced by the Teachers use of discussion/lecture.</p></div>
	</htmltext>
<tokenext>formulaic pills , " Concept A stands for blah ; Concept B stands for bleh " , I can see why .
In that format , the information is given the information in a very direct and logical form that is probably easier to understand .
This way , the student can look at the PP and get the required information that should be enhanced by the Teachers use of discussion/lecture .</tokentext>
<sentencetext>formulaic pills, "Concept A stands for blah; Concept B stands for bleh", I can see why.
In that format, the information is given the information in a very direct and logical form that is probably easier to understand.
This way, the student can look at the PP and get the required information that should be enhanced by the Teachers use of discussion/lecture.
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045072</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045118</id>
	<title>Re:Actually</title>
	<author>Anonymous</author>
	<datestamp>1257866220000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Agreed. It's just that - what if you're unlucky and \_most\_ of your teachers aren't good teachers? And what when you realize that the administration encourages and supports that - simply because they're inept themselves and don't really understand they're dumbing the students down through such negligence? FFS, I know people with doctorates who appear total idiots - and I'd guess it's because they are required to teach stuff they don't really know much about. Suddenly the 120 slides kindergarten.</p></htmltext>
<tokenext>Agreed .
It 's just that - what if you 're unlucky and \ _most \ _ of your teachers are n't good teachers ?
And what when you realize that the administration encourages and supports that - simply because they 're inept themselves and do n't really understand they 're dumbing the students down through such negligence ?
FFS , I know people with doctorates who appear total idiots - and I 'd guess it 's because they are required to teach stuff they do n't really know much about .
Suddenly the 120 slides kindergarten .</tokentext>
<sentencetext>Agreed.
It's just that - what if you're unlucky and \_most\_ of your teachers aren't good teachers?
And what when you realize that the administration encourages and supports that - simply because they're inept themselves and don't really understand they're dumbing the students down through such negligence?
FFS, I know people with doctorates who appear total idiots - and I'd guess it's because they are required to teach stuff they don't really know much about.
Suddenly the 120 slides kindergarten.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045524</id>
	<title>Re:Actually</title>
	<author>xtracto</author>
	<datestamp>1257868320000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext><p>Agreed. CS PhD here.</p><p>I have been reading the "Power Presenter" ( <a href="http://www.amazon.com/Power-Presenter-Technique-Strategy-Americas/dp/0470376481" title="amazon.com" rel="nofollow">http://www.amazon.com/Power-Presenter-Technique-Strategy-Americas/dp/0470376481</a> [amazon.com] ) to improve my presentation skills.</p><p>I was surprised in the wrong way when preparing y first demonstration course during my PhD years in the UK. It seems everyone uses overhead slides for  *all* lectures (every single day).</p><p>Having studied my undergraduate courses in a public university in Mexico, I was raised by chalkboard and (if you were lucky to get the room) whiteboard lectures.</p><p>Whiteboard in my opinion encourages the interaction between student and teacher. Of course I do remember a teacher whose "teaching" consisted in turning the back to the students and write in the blackboard whatever chunk of text he had prepared the night before (or maybe 5 years ago).</p><p>Another issue that saddened me from the UK was the lack of communication between the teacher and the students. I remember becoming good friend with several of my teachers during undergrad. In the UK, as each class has more than 50 students, the teacher only goes to the classroom, talks his slides and gets out of the room. If there are any assignments they are usually explained in the last slide.</p><p>But I guess that different types of education are suitable for different types of people.</p></htmltext>
<tokenext>Agreed .
CS PhD here.I have been reading the " Power Presenter " ( http : //www.amazon.com/Power-Presenter-Technique-Strategy-Americas/dp/0470376481 [ amazon.com ] ) to improve my presentation skills.I was surprised in the wrong way when preparing y first demonstration course during my PhD years in the UK .
It seems everyone uses overhead slides for * all * lectures ( every single day ) .Having studied my undergraduate courses in a public university in Mexico , I was raised by chalkboard and ( if you were lucky to get the room ) whiteboard lectures.Whiteboard in my opinion encourages the interaction between student and teacher .
Of course I do remember a teacher whose " teaching " consisted in turning the back to the students and write in the blackboard whatever chunk of text he had prepared the night before ( or maybe 5 years ago ) .Another issue that saddened me from the UK was the lack of communication between the teacher and the students .
I remember becoming good friend with several of my teachers during undergrad .
In the UK , as each class has more than 50 students , the teacher only goes to the classroom , talks his slides and gets out of the room .
If there are any assignments they are usually explained in the last slide.But I guess that different types of education are suitable for different types of people .</tokentext>
<sentencetext>Agreed.
CS PhD here.I have been reading the "Power Presenter" ( http://www.amazon.com/Power-Presenter-Technique-Strategy-Americas/dp/0470376481 [amazon.com] ) to improve my presentation skills.I was surprised in the wrong way when preparing y first demonstration course during my PhD years in the UK.
It seems everyone uses overhead slides for  *all* lectures (every single day).Having studied my undergraduate courses in a public university in Mexico, I was raised by chalkboard and (if you were lucky to get the room) whiteboard lectures.Whiteboard in my opinion encourages the interaction between student and teacher.
Of course I do remember a teacher whose "teaching" consisted in turning the back to the students and write in the blackboard whatever chunk of text he had prepared the night before (or maybe 5 years ago).Another issue that saddened me from the UK was the lack of communication between the teacher and the students.
I remember becoming good friend with several of my teachers during undergrad.
In the UK, as each class has more than 50 students, the teacher only goes to the classroom, talks his slides and gets out of the room.
If there are any assignments they are usually explained in the last slide.But I guess that different types of education are suitable for different types of people.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30049488</id>
	<title>Power Point looses the point of learning</title>
	<author>gnu-sucks</author>
	<datestamp>1257882960000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>As a current  ECE undergrad, I have a few things to say.</p><p>Yes, power point (and other computer technologies) are very useful for specific tasks, such as presenting videos, showing complicated graphs, and long code listings.</p><p>But when it comes to learning and understanding, and especially learning the theory behind a method, watching the professor work it out with chalk (or markers, whatever) is immensely more valuable than seeing the results print, phrase-by-phrase, on a screen.</p><p>Add this to the fact that power point presenters typically dim the lights, mumble the words on the screen, and typically have a 5-minute overhead time spent "playing with the computer" trying to find their files, figure out why the font is wrong, etc.</p><p>Many have pointed out that it comes down to the quality of the teacher. And this is true. But to link causality to cause, if the teacher relies too heavily on powerpoint, they probably suck at teaching with any method.</p><p>Learning from a all powerpoint lecture is sort of like learning from a set of flashcards. Are they really that different? Except for animations or mulit-page code listings, they're about the same, and equally "useful".</p><p>Some have pointed out that powerpoint is great if you want to download the notes on your own time. This is true, but going to class and taking your own notes is much more useful. If your notes aren't clear, or you missed class that day, then ask a friend for a copy of the notes. It's that simple, and part of normal "group studying" anyway. Heck, you could even read the text book, do the homework, and go to office hours in the worst case...</p></htmltext>
<tokenext>As a current ECE undergrad , I have a few things to say.Yes , power point ( and other computer technologies ) are very useful for specific tasks , such as presenting videos , showing complicated graphs , and long code listings.But when it comes to learning and understanding , and especially learning the theory behind a method , watching the professor work it out with chalk ( or markers , whatever ) is immensely more valuable than seeing the results print , phrase-by-phrase , on a screen.Add this to the fact that power point presenters typically dim the lights , mumble the words on the screen , and typically have a 5-minute overhead time spent " playing with the computer " trying to find their files , figure out why the font is wrong , etc.Many have pointed out that it comes down to the quality of the teacher .
And this is true .
But to link causality to cause , if the teacher relies too heavily on powerpoint , they probably suck at teaching with any method.Learning from a all powerpoint lecture is sort of like learning from a set of flashcards .
Are they really that different ?
Except for animations or mulit-page code listings , they 're about the same , and equally " useful " .Some have pointed out that powerpoint is great if you want to download the notes on your own time .
This is true , but going to class and taking your own notes is much more useful .
If your notes are n't clear , or you missed class that day , then ask a friend for a copy of the notes .
It 's that simple , and part of normal " group studying " anyway .
Heck , you could even read the text book , do the homework , and go to office hours in the worst case.. .</tokentext>
<sentencetext>As a current  ECE undergrad, I have a few things to say.Yes, power point (and other computer technologies) are very useful for specific tasks, such as presenting videos, showing complicated graphs, and long code listings.But when it comes to learning and understanding, and especially learning the theory behind a method, watching the professor work it out with chalk (or markers, whatever) is immensely more valuable than seeing the results print, phrase-by-phrase, on a screen.Add this to the fact that power point presenters typically dim the lights, mumble the words on the screen, and typically have a 5-minute overhead time spent "playing with the computer" trying to find their files, figure out why the font is wrong, etc.Many have pointed out that it comes down to the quality of the teacher.
And this is true.
But to link causality to cause, if the teacher relies too heavily on powerpoint, they probably suck at teaching with any method.Learning from a all powerpoint lecture is sort of like learning from a set of flashcards.
Are they really that different?
Except for animations or mulit-page code listings, they're about the same, and equally "useful".Some have pointed out that powerpoint is great if you want to download the notes on your own time.
This is true, but going to class and taking your own notes is much more useful.
If your notes aren't clear, or you missed class that day, then ask a friend for a copy of the notes.
It's that simple, and part of normal "group studying" anyway.
Heck, you could even read the text book, do the homework, and go to office hours in the worst case...</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045090</id>
	<title>Same as web pages</title>
	<author>XxtraLarGe</author>
	<datestamp>1257866100000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>One of the problems we have is that making a powerpoint presentation is a lot like making a web page when it comes to newbies. "Oooh, I can make a black background, blinking red text, and add a bunch of cupids shooting hearts!!!" We have profs here that use different backgrounds and transitions for every slide, add sounds, etc. They think it looks very sophisticated, when in fact, it creates a barrier to learning. When we review their slides for online use, we try to come up with some guidelines, like "Use one theme, with only a few colors" or "No more than 2 different fonts, pref. Sans Serif. Nothing below 18 pt. in size." We have to do this because they use Camtasia Studio to turn their presentations into Flash movies, and a mix of colors, fonts, etc. makes the file size blow up.</htmltext>
<tokenext>One of the problems we have is that making a powerpoint presentation is a lot like making a web page when it comes to newbies .
" Oooh , I can make a black background , blinking red text , and add a bunch of cupids shooting hearts ! ! !
" We have profs here that use different backgrounds and transitions for every slide , add sounds , etc .
They think it looks very sophisticated , when in fact , it creates a barrier to learning .
When we review their slides for online use , we try to come up with some guidelines , like " Use one theme , with only a few colors " or " No more than 2 different fonts , pref .
Sans Serif .
Nothing below 18 pt .
in size .
" We have to do this because they use Camtasia Studio to turn their presentations into Flash movies , and a mix of colors , fonts , etc .
makes the file size blow up .</tokentext>
<sentencetext>One of the problems we have is that making a powerpoint presentation is a lot like making a web page when it comes to newbies.
"Oooh, I can make a black background, blinking red text, and add a bunch of cupids shooting hearts!!!
" We have profs here that use different backgrounds and transitions for every slide, add sounds, etc.
They think it looks very sophisticated, when in fact, it creates a barrier to learning.
When we review their slides for online use, we try to come up with some guidelines, like "Use one theme, with only a few colors" or "No more than 2 different fonts, pref.
Sans Serif.
Nothing below 18 pt.
in size.
" We have to do this because they use Camtasia Studio to turn their presentations into Flash movies, and a mix of colors, fonts, etc.
makes the file size blow up.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30049146</id>
	<title>Re:Actually</title>
	<author>Anonymous</author>
	<datestamp>1257881580000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I teach a number of different classes related to computer forensics for the government.  While you'd think that we'd be particularly bad about overstuffing PPT slides with too much info, the opposite is actually true.  We have a requirement enforced upon our course developers (we, the instructors, are both teachers and course developers) that require us to keep our slides to a 6-line maximum.</p><p>Yes, a lot of our material is hands-on, given the nature of the material, but especially in the fundamental-level classes, there's a lot of material to cover to get the students up to speed.  In that case, we and they find that the slides are a great talking point and direction for the classes, but we do not adhere to the slides as the only teaching aid.  In fact, we require at least three different teaching aids (whether practical exercises, discussions, PPT, whiteboard discussions, etc.).  As a way of learning its much easier on both the instructors and the students this way.  The students benefit from the constantly varying learning modes, thus improving their retention and interest level, while the instructors are constantly pushed to improve their teaching style and their knowledge on the subject matter, since you cannot just read from a book or set of slides.</p><p>In summary, I'm fully in favor of the use of PPT presentations, but only as one of many modes of instruction and not THE primary mode.</p></htmltext>
<tokenext>I teach a number of different classes related to computer forensics for the government .
While you 'd think that we 'd be particularly bad about overstuffing PPT slides with too much info , the opposite is actually true .
We have a requirement enforced upon our course developers ( we , the instructors , are both teachers and course developers ) that require us to keep our slides to a 6-line maximum.Yes , a lot of our material is hands-on , given the nature of the material , but especially in the fundamental-level classes , there 's a lot of material to cover to get the students up to speed .
In that case , we and they find that the slides are a great talking point and direction for the classes , but we do not adhere to the slides as the only teaching aid .
In fact , we require at least three different teaching aids ( whether practical exercises , discussions , PPT , whiteboard discussions , etc. ) .
As a way of learning its much easier on both the instructors and the students this way .
The students benefit from the constantly varying learning modes , thus improving their retention and interest level , while the instructors are constantly pushed to improve their teaching style and their knowledge on the subject matter , since you can not just read from a book or set of slides.In summary , I 'm fully in favor of the use of PPT presentations , but only as one of many modes of instruction and not THE primary mode .</tokentext>
<sentencetext>I teach a number of different classes related to computer forensics for the government.
While you'd think that we'd be particularly bad about overstuffing PPT slides with too much info, the opposite is actually true.
We have a requirement enforced upon our course developers (we, the instructors, are both teachers and course developers) that require us to keep our slides to a 6-line maximum.Yes, a lot of our material is hands-on, given the nature of the material, but especially in the fundamental-level classes, there's a lot of material to cover to get the students up to speed.
In that case, we and they find that the slides are a great talking point and direction for the classes, but we do not adhere to the slides as the only teaching aid.
In fact, we require at least three different teaching aids (whether practical exercises, discussions, PPT, whiteboard discussions, etc.).
As a way of learning its much easier on both the instructors and the students this way.
The students benefit from the constantly varying learning modes, thus improving their retention and interest level, while the instructors are constantly pushed to improve their teaching style and their knowledge on the subject matter, since you cannot just read from a book or set of slides.In summary, I'm fully in favor of the use of PPT presentations, but only as one of many modes of instruction and not THE primary mode.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045044</id>
	<title>Overheads Rock</title>
	<author>Nessak</author>
	<datestamp>1257865800000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext><p>The rise of PowerPoint for teaching is something I've been annoyed with for years. Honestly the best teaching tool my Professors ever used was the overhead transparency projector -- the type where the transparency was on a spool that the professor cranked to get a clean surface. This was far more legible then chalk, plus you could go crank the transparency spool in the opposite direction after class if you missed something. Not chalk dust either.</p><p>Powerpoint is annoying as professors tend to only put meaningless bullet points and skip working out the equations in real time, explaining as they go along. A good professor is interactive with the class, not just someone who reads from a script pointed at the screen. Sadly, this is way most (but not all) PowerPoint professors operate.</p></htmltext>
<tokenext>The rise of PowerPoint for teaching is something I 've been annoyed with for years .
Honestly the best teaching tool my Professors ever used was the overhead transparency projector -- the type where the transparency was on a spool that the professor cranked to get a clean surface .
This was far more legible then chalk , plus you could go crank the transparency spool in the opposite direction after class if you missed something .
Not chalk dust either.Powerpoint is annoying as professors tend to only put meaningless bullet points and skip working out the equations in real time , explaining as they go along .
A good professor is interactive with the class , not just someone who reads from a script pointed at the screen .
Sadly , this is way most ( but not all ) PowerPoint professors operate .</tokentext>
<sentencetext>The rise of PowerPoint for teaching is something I've been annoyed with for years.
Honestly the best teaching tool my Professors ever used was the overhead transparency projector -- the type where the transparency was on a spool that the professor cranked to get a clean surface.
This was far more legible then chalk, plus you could go crank the transparency spool in the opposite direction after class if you missed something.
Not chalk dust either.Powerpoint is annoying as professors tend to only put meaningless bullet points and skip working out the equations in real time, explaining as they go along.
A good professor is interactive with the class, not just someone who reads from a script pointed at the screen.
Sadly, this is way most (but not all) PowerPoint professors operate.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045100</id>
	<title>This Post Was Created In PPT</title>
	<author>smitty777</author>
	<datestamp>1257866160000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>OBJECTIVES:</p><p>- Ridicule PPT presentations (good!)<br>- Education Rant<br>- Pitfalls<br>
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; o Boring<br>
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; o Lack of connection<br>
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; o Obligatory MS rant<br>- Conclusions</p><p>Note: there will be a test Thr, make sure you are familiar with this material</p></htmltext>
<tokenext>OBJECTIVES : - Ridicule PPT presentations ( good !
) - Education Rant- Pitfalls           o Boring           o Lack of connection           o Obligatory MS rant- ConclusionsNote : there will be a test Thr , make sure you are familiar with this material</tokentext>
<sentencetext>OBJECTIVES:- Ridicule PPT presentations (good!
)- Education Rant- Pitfalls
          o Boring
          o Lack of connection
          o Obligatory MS rant- ConclusionsNote: there will be a test Thr, make sure you are familiar with this material</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30053904</id>
	<title>Why is this dreck still around?</title>
	<author>thethibs</author>
	<datestamp>1257859380000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>When you consider how much well-deserved ridicule has been levelled at PowerPoint and it's users by people with outstanding communications credentials, how is it than anyone can fire up a "deck" without being laughed out of the room?</htmltext>
<tokenext>When you consider how much well-deserved ridicule has been levelled at PowerPoint and it 's users by people with outstanding communications credentials , how is it than anyone can fire up a " deck " without being laughed out of the room ?</tokentext>
<sentencetext>When you consider how much well-deserved ridicule has been levelled at PowerPoint and it's users by people with outstanding communications credentials, how is it than anyone can fire up a "deck" without being laughed out of the room?</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045548</id>
	<title>newsflash</title>
	<author>jollyreaper</author>
	<datestamp>1257868380000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>There were shitty overhead transparency packs from textbook publishers long before Powerpoint. And the worst professor I ever encountered was a Trig guy from Jamaica whose accent was so thick and handwriting so bad he invented a dozen new letters for the Greek alphabet. No, this is like blaming shitty writing on the computer, acting as if shitty writers never worked on typewriters. And before that I'm sure longhand enthusiasts were cursing the scourge of the typewriter for promoting lazy thinking and balderdash. Al Gore's movie was the most impressive powerpoint presentation I've ever seen. (probably helped that it was not on powerpoint but you get the idea.) There are many fascinating presentations on the TED Talks, all using multimedia displays.</p><p>Tools can be used and they can be abused. Blame the person using them, not the tool itself. Unless it's Twitter. That's fucking worthless.</p></htmltext>
<tokenext>There were shitty overhead transparency packs from textbook publishers long before Powerpoint .
And the worst professor I ever encountered was a Trig guy from Jamaica whose accent was so thick and handwriting so bad he invented a dozen new letters for the Greek alphabet .
No , this is like blaming shitty writing on the computer , acting as if shitty writers never worked on typewriters .
And before that I 'm sure longhand enthusiasts were cursing the scourge of the typewriter for promoting lazy thinking and balderdash .
Al Gore 's movie was the most impressive powerpoint presentation I 've ever seen .
( probably helped that it was not on powerpoint but you get the idea .
) There are many fascinating presentations on the TED Talks , all using multimedia displays.Tools can be used and they can be abused .
Blame the person using them , not the tool itself .
Unless it 's Twitter .
That 's fucking worthless .</tokentext>
<sentencetext>There were shitty overhead transparency packs from textbook publishers long before Powerpoint.
And the worst professor I ever encountered was a Trig guy from Jamaica whose accent was so thick and handwriting so bad he invented a dozen new letters for the Greek alphabet.
No, this is like blaming shitty writing on the computer, acting as if shitty writers never worked on typewriters.
And before that I'm sure longhand enthusiasts were cursing the scourge of the typewriter for promoting lazy thinking and balderdash.
Al Gore's movie was the most impressive powerpoint presentation I've ever seen.
(probably helped that it was not on powerpoint but you get the idea.
) There are many fascinating presentations on the TED Talks, all using multimedia displays.Tools can be used and they can be abused.
Blame the person using them, not the tool itself.
Unless it's Twitter.
That's fucking worthless.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045068</id>
	<title>Be careful what you wish for</title>
	<author>IndustrialComplex</author>
	<datestamp>1257865920000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>1</modscore>
	<htmltext><p>Be careful what you wish for.</p><p>I had a professor that DID know what he was talking about, he decided that he wanted us to learn so much in a single course that this was a common occurance.</p><p>Professor arrives in class.  3 seconds later he has an overhead projector up and is now talking and writing directly on blank transparancy paper.   The rate at which he was writing was near stream-of-consciousness.  I typically took 20-30 PAGES of notes in a single lecture, and these notes were basically a transcription of his non-stop lecture.  You couldn't afford to miss a single thing he said.  He basically wrote one one sheet, slid it to the other side of the projector, and then started another one on the right side.  If you were a fast writer, you could just finish up the previous page just as he completed the next.</p><p>The problem was that he did know what he was talking about, but it was the ultra-condenced version.  You had to go home and take a few hours to review the classes transcript.  Thankfully, he scanned his sheets and sent them out the next week.  I doubt I could have survived that class on my notes alone.</p><p>Although it was nice in that since he wrote almost everything down, any accent barriers were inconsequential.</p><p>(The course wasn't a walk in the park either, it was our digital signals processing course)</p></htmltext>
<tokenext>Be careful what you wish for.I had a professor that DID know what he was talking about , he decided that he wanted us to learn so much in a single course that this was a common occurance.Professor arrives in class .
3 seconds later he has an overhead projector up and is now talking and writing directly on blank transparancy paper .
The rate at which he was writing was near stream-of-consciousness .
I typically took 20-30 PAGES of notes in a single lecture , and these notes were basically a transcription of his non-stop lecture .
You could n't afford to miss a single thing he said .
He basically wrote one one sheet , slid it to the other side of the projector , and then started another one on the right side .
If you were a fast writer , you could just finish up the previous page just as he completed the next.The problem was that he did know what he was talking about , but it was the ultra-condenced version .
You had to go home and take a few hours to review the classes transcript .
Thankfully , he scanned his sheets and sent them out the next week .
I doubt I could have survived that class on my notes alone.Although it was nice in that since he wrote almost everything down , any accent barriers were inconsequential .
( The course was n't a walk in the park either , it was our digital signals processing course )</tokentext>
<sentencetext>Be careful what you wish for.I had a professor that DID know what he was talking about, he decided that he wanted us to learn so much in a single course that this was a common occurance.Professor arrives in class.
3 seconds later he has an overhead projector up and is now talking and writing directly on blank transparancy paper.
The rate at which he was writing was near stream-of-consciousness.
I typically took 20-30 PAGES of notes in a single lecture, and these notes were basically a transcription of his non-stop lecture.
You couldn't afford to miss a single thing he said.
He basically wrote one one sheet, slid it to the other side of the projector, and then started another one on the right side.
If you were a fast writer, you could just finish up the previous page just as he completed the next.The problem was that he did know what he was talking about, but it was the ultra-condenced version.
You had to go home and take a few hours to review the classes transcript.
Thankfully, he scanned his sheets and sent them out the next week.
I doubt I could have survived that class on my notes alone.Although it was nice in that since he wrote almost everything down, any accent barriers were inconsequential.
(The course wasn't a walk in the park either, it was our digital signals processing course)</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30047774</id>
	<title>Re:o What's Wrong With Powerpoint</title>
	<author>Suicyco</author>
	<datestamp>1257877020000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Its also a bitch to add new rows to your powerpoint excel.</p><p><a href="http://www.youtube.com/watch?v=541e3RC3cvc" title="youtube.com">http://www.youtube.com/watch?v=541e3RC3cvc</a> [youtube.com]</p></htmltext>
<tokenext>Its also a bitch to add new rows to your powerpoint excel.http : //www.youtube.com/watch ? v = 541e3RC3cvc [ youtube.com ]</tokentext>
<sentencetext>Its also a bitch to add new rows to your powerpoint excel.http://www.youtube.com/watch?v=541e3RC3cvc [youtube.com]</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044988</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045270</id>
	<title>Little time to digest, heh</title>
	<author>Lemming Mark</author>
	<datestamp>1257867060000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext><p>"Unlike an old-school chalk talk, professors who use PowerPoint tend to present topics very quickly, leaving little time to digest the visuals or to take learning-reinforcing notes"</p><p>Sounds like how my professors used to lecture with printed slides and, to a lesser extent, when writing slides by hand during the lecture.  To cover the material, the lectures couldn't really have gone much slower but this can be addressed by providing students with decent printed notes, which all too often were missing or of extremely poor quality.  The degree was very educational but to a large extent this was due to the hard work of students in their study time and due to the small group teaching that followed the lectures and attempted to pick up the pieces.</p><p>Not fantastic value-for-money given how expensive these courses are - but to some extent, that's what's going to happen if you choose *teaching* roles based on how good at research a professor is.  Or for that matter, based on how senior and entrenched in the department and university a professor is.  If you're going to pay someone to do something, you ought to have some decent oversight and minimum standards they are required to meet.  Universities are not good at this sort of thing in my experience.</p></htmltext>
<tokenext>" Unlike an old-school chalk talk , professors who use PowerPoint tend to present topics very quickly , leaving little time to digest the visuals or to take learning-reinforcing notes " Sounds like how my professors used to lecture with printed slides and , to a lesser extent , when writing slides by hand during the lecture .
To cover the material , the lectures could n't really have gone much slower but this can be addressed by providing students with decent printed notes , which all too often were missing or of extremely poor quality .
The degree was very educational but to a large extent this was due to the hard work of students in their study time and due to the small group teaching that followed the lectures and attempted to pick up the pieces.Not fantastic value-for-money given how expensive these courses are - but to some extent , that 's what 's going to happen if you choose * teaching * roles based on how good at research a professor is .
Or for that matter , based on how senior and entrenched in the department and university a professor is .
If you 're going to pay someone to do something , you ought to have some decent oversight and minimum standards they are required to meet .
Universities are not good at this sort of thing in my experience .</tokentext>
<sentencetext>"Unlike an old-school chalk talk, professors who use PowerPoint tend to present topics very quickly, leaving little time to digest the visuals or to take learning-reinforcing notes"Sounds like how my professors used to lecture with printed slides and, to a lesser extent, when writing slides by hand during the lecture.
To cover the material, the lectures couldn't really have gone much slower but this can be addressed by providing students with decent printed notes, which all too often were missing or of extremely poor quality.
The degree was very educational but to a large extent this was due to the hard work of students in their study time and due to the small group teaching that followed the lectures and attempted to pick up the pieces.Not fantastic value-for-money given how expensive these courses are - but to some extent, that's what's going to happen if you choose *teaching* roles based on how good at research a professor is.
Or for that matter, based on how senior and entrenched in the department and university a professor is.
If you're going to pay someone to do something, you ought to have some decent oversight and minimum standards they are required to meet.
Universities are not good at this sort of thing in my experience.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30049414</id>
	<title>Re:Learning is hard work, deal with it.</title>
	<author>dangitman</author>
	<datestamp>1257882660000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><div class="quote"><p>The interesting thing for me is I am old enough to remember when students complain that some professors actually still writes on the board instead of using powerpoint!</p></div><p>No, the interesting thing is that you think that being old enough to remember that makes you old. That is a very recent development, so that makes you quite young.</p></div>
	</htmltext>
<tokenext>The interesting thing for me is I am old enough to remember when students complain that some professors actually still writes on the board instead of using powerpoint ! No , the interesting thing is that you think that being old enough to remember that makes you old .
That is a very recent development , so that makes you quite young .</tokentext>
<sentencetext>The interesting thing for me is I am old enough to remember when students complain that some professors actually still writes on the board instead of using powerpoint!No, the interesting thing is that you think that being old enough to remember that makes you old.
That is a very recent development, so that makes you quite young.
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045154</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30054434</id>
	<title>Re:o What's Wrong With Powerpoint</title>
	<author>jonaskoelker</author>
	<datestamp>1257863220000</datestamp>
	<modclass>Funny</modclass>
	<modscore>2</modscore>
	<htmltext><p>Your post advocates a</p><p>(X) technical ( ) legislative ( ) market-based ( ) vigilante</p><p>approach to fighting PowerPoint. Your idea will not work. Here is why it won't work.<br>(One or more of the following may apply to your particular idea, and it may<br>have other flaws which used to vary from state to state before a bad federal<br>law was passed.)</p><p>( ) Professors can easily use it to harvest email addresses<br>(X) Boardroom presentations and other legitimate PowerPoint uses would be affected<br>( ) No one will be able to find the guy or collect the money<br>( ) It is defenseless against brute force attacks<br>( ) It will stop PowerPoint for two weeks and then we'll be stuck with it<br>(X) Users of PowerPoint will not put up with it<br>(X) Microsoft will not put up with it<br>( ) The police will not put up with it<br>(X) Requires too much cooperation from professors<br>( ) Requires immediate total cooperation from everybody at once<br>(X) Many PowerPoint users cannot afford to lose business or alienate potential<br>employers<br>( ) Professors don't care about invalid student IDs in their lists<br>( ) Anyone could anonymously destroy anyone else's career or business</p><p>Specifically, your plan fails to account for</p><p>( ) Laws expressly prohibiting it<br>( ) Lack of centrally controlling authority for PowerPoint<br>( ) Open diploma mills in foreign countries<br>( ) Ease of searching tiny alphanumeric address space of all email addresses<br>( ) Asshats<br>( ) Jurisdictional problems<br>( ) Unpopularity of weird new taxes<br>( ) Public reluctance to accept weird new forms of money<br>(X) Huge existing software investment in PPT<br>( ) Susceptibility of protocols other than SMTP to attack<br>( ) Willingness of users to install OS patches received by email<br>( ) Armies of worm riddled broadband-connected Windows boxes<br>( ) Eternal arms race involved in all filtering approaches<br>(X) Extreme profitability of tenure<br>( ) Joe jobs and/or identity theft<br>( ) Technically illiterate politicians<br>( ) Extreme stupidity on the part of people who do business with professors<br>( ) Dishonesty on the part of professors themselves<br>( ) Bandwidth costs that are unaffected by client filtering<br>(X) Outlook</p><p>and the following philosophical objections may also apply:</p><p>( ) Ideas similar to yours are easy to come up with, yet none have ever<br>been shown practical<br>( ) Any scheme based on opt-out is unacceptable<br>( ) SMTP headers should not be the subject of legislation<br>( ) Blacklists suck<br>( ) Whitelists suck<br>(X) We should be able to have presentations about Viagra without being censored<br>( ) Countermeasures should not involve wire fraud or credit card fraud<br>( ) Countermeasures should not involve sabotage of public networks<br>( ) Countermeasures must work if phased in gradually<br>(X) Giving talks should be free<br>( ) Why should we have to trust you and your servers?<br>(X) Incompatiblity with open source or open source licenses<br>( ) Feel-good measures do nothing to solve the problem<br>( ) Temporary/one-time email addresses are cumbersome<br>( ) I don't want the government reading my slides<br>(X) Killing them that way is not slow and painful enough</p><p>Furthermore, this is what I think about you:</p><p>(X) Sorry dude, but I don't think it would work.<br>( ) This is a stupid idea, and you're a stupid person for suggesting it.<br>( ) Nice try, assh0le! I'm going to find out where you live and burn your<br>house down!</p></htmltext>
<tokenext>Your post advocates a ( X ) technical ( ) legislative ( ) market-based ( ) vigilanteapproach to fighting PowerPoint .
Your idea will not work .
Here is why it wo n't work .
( One or more of the following may apply to your particular idea , and it mayhave other flaws which used to vary from state to state before a bad federallaw was passed .
) ( ) Professors can easily use it to harvest email addresses ( X ) Boardroom presentations and other legitimate PowerPoint uses would be affected ( ) No one will be able to find the guy or collect the money ( ) It is defenseless against brute force attacks ( ) It will stop PowerPoint for two weeks and then we 'll be stuck with it ( X ) Users of PowerPoint will not put up with it ( X ) Microsoft will not put up with it ( ) The police will not put up with it ( X ) Requires too much cooperation from professors ( ) Requires immediate total cooperation from everybody at once ( X ) Many PowerPoint users can not afford to lose business or alienate potentialemployers ( ) Professors do n't care about invalid student IDs in their lists ( ) Anyone could anonymously destroy anyone else 's career or businessSpecifically , your plan fails to account for ( ) Laws expressly prohibiting it ( ) Lack of centrally controlling authority for PowerPoint ( ) Open diploma mills in foreign countries ( ) Ease of searching tiny alphanumeric address space of all email addresses ( ) Asshats ( ) Jurisdictional problems ( ) Unpopularity of weird new taxes ( ) Public reluctance to accept weird new forms of money ( X ) Huge existing software investment in PPT ( ) Susceptibility of protocols other than SMTP to attack ( ) Willingness of users to install OS patches received by email ( ) Armies of worm riddled broadband-connected Windows boxes ( ) Eternal arms race involved in all filtering approaches ( X ) Extreme profitability of tenure ( ) Joe jobs and/or identity theft ( ) Technically illiterate politicians ( ) Extreme stupidity on the part of people who do business with professors ( ) Dishonesty on the part of professors themselves ( ) Bandwidth costs that are unaffected by client filtering ( X ) Outlookand the following philosophical objections may also apply : ( ) Ideas similar to yours are easy to come up with , yet none have everbeen shown practical ( ) Any scheme based on opt-out is unacceptable ( ) SMTP headers should not be the subject of legislation ( ) Blacklists suck ( ) Whitelists suck ( X ) We should be able to have presentations about Viagra without being censored ( ) Countermeasures should not involve wire fraud or credit card fraud ( ) Countermeasures should not involve sabotage of public networks ( ) Countermeasures must work if phased in gradually ( X ) Giving talks should be free ( ) Why should we have to trust you and your servers ?
( X ) Incompatiblity with open source or open source licenses ( ) Feel-good measures do nothing to solve the problem ( ) Temporary/one-time email addresses are cumbersome ( ) I do n't want the government reading my slides ( X ) Killing them that way is not slow and painful enoughFurthermore , this is what I think about you : ( X ) Sorry dude , but I do n't think it would work .
( ) This is a stupid idea , and you 're a stupid person for suggesting it .
( ) Nice try , assh0le !
I 'm going to find out where you live and burn yourhouse down !</tokentext>
<sentencetext>Your post advocates a(X) technical ( ) legislative ( ) market-based ( ) vigilanteapproach to fighting PowerPoint.
Your idea will not work.
Here is why it won't work.
(One or more of the following may apply to your particular idea, and it mayhave other flaws which used to vary from state to state before a bad federallaw was passed.
)( ) Professors can easily use it to harvest email addresses(X) Boardroom presentations and other legitimate PowerPoint uses would be affected( ) No one will be able to find the guy or collect the money( ) It is defenseless against brute force attacks( ) It will stop PowerPoint for two weeks and then we'll be stuck with it(X) Users of PowerPoint will not put up with it(X) Microsoft will not put up with it( ) The police will not put up with it(X) Requires too much cooperation from professors( ) Requires immediate total cooperation from everybody at once(X) Many PowerPoint users cannot afford to lose business or alienate potentialemployers( ) Professors don't care about invalid student IDs in their lists( ) Anyone could anonymously destroy anyone else's career or businessSpecifically, your plan fails to account for( ) Laws expressly prohibiting it( ) Lack of centrally controlling authority for PowerPoint( ) Open diploma mills in foreign countries( ) Ease of searching tiny alphanumeric address space of all email addresses( ) Asshats( ) Jurisdictional problems( ) Unpopularity of weird new taxes( ) Public reluctance to accept weird new forms of money(X) Huge existing software investment in PPT( ) Susceptibility of protocols other than SMTP to attack( ) Willingness of users to install OS patches received by email( ) Armies of worm riddled broadband-connected Windows boxes( ) Eternal arms race involved in all filtering approaches(X) Extreme profitability of tenure( ) Joe jobs and/or identity theft( ) Technically illiterate politicians( ) Extreme stupidity on the part of people who do business with professors( ) Dishonesty on the part of professors themselves( ) Bandwidth costs that are unaffected by client filtering(X) Outlookand the following philosophical objections may also apply:( ) Ideas similar to yours are easy to come up with, yet none have everbeen shown practical( ) Any scheme based on opt-out is unacceptable( ) SMTP headers should not be the subject of legislation( ) Blacklists suck( ) Whitelists suck(X) We should be able to have presentations about Viagra without being censored( ) Countermeasures should not involve wire fraud or credit card fraud( ) Countermeasures should not involve sabotage of public networks( ) Countermeasures must work if phased in gradually(X) Giving talks should be free( ) Why should we have to trust you and your servers?
(X) Incompatiblity with open source or open source licenses( ) Feel-good measures do nothing to solve the problem( ) Temporary/one-time email addresses are cumbersome( ) I don't want the government reading my slides(X) Killing them that way is not slow and painful enoughFurthermore, this is what I think about you:(X) Sorry dude, but I don't think it would work.
( ) This is a stupid idea, and you're a stupid person for suggesting it.
( ) Nice try, assh0le!
I'm going to find out where you live and burn yourhouse down!</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044988</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045078</id>
	<title>Why PowerPoint is a useful classroom aid</title>
	<author>Anonymous</author>
	<datestamp>1257865980000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><ul><li>Reinforce key educational points</li><li>Slides convenient for test-time review</li><li>More material can be covered in allotted time</li><li>Dodgy handwriting not an issue</li><li>Students can sleep in, download later</li><li>Nobody reads the last bullet anyway</li></ul></htmltext>
<tokenext>Reinforce key educational pointsSlides convenient for test-time reviewMore material can be covered in allotted timeDodgy handwriting not an issueStudents can sleep in , download laterNobody reads the last bullet anyway</tokentext>
<sentencetext>Reinforce key educational pointsSlides convenient for test-time reviewMore material can be covered in allotted timeDodgy handwriting not an issueStudents can sleep in, download laterNobody reads the last bullet anyway</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045294</id>
	<title>Re:Actually</title>
	<author>digitig</author>
	<datestamp>1257867180000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>2</modscore>
	<htmltext><p><div class="quote"><p>There's a RIGHT way to use a computerized slides, and a WRONG way.</p></div><p>I once attended a presentation at which the presenter had been ordered by the organisers to use a Powerpoint presentation. The powerpoint presentation he used was just a slideshow of classic artworks (unrelated to the presentation) which went on in the background while he gave an excellent talk on the actual subject. I file that under "RIGHT way".</p></div>
	</htmltext>
<tokenext>There 's a RIGHT way to use a computerized slides , and a WRONG way.I once attended a presentation at which the presenter had been ordered by the organisers to use a Powerpoint presentation .
The powerpoint presentation he used was just a slideshow of classic artworks ( unrelated to the presentation ) which went on in the background while he gave an excellent talk on the actual subject .
I file that under " RIGHT way " .</tokentext>
<sentencetext>There's a RIGHT way to use a computerized slides, and a WRONG way.I once attended a presentation at which the presenter had been ordered by the organisers to use a Powerpoint presentation.
The powerpoint presentation he used was just a slideshow of classic artworks (unrelated to the presentation) which went on in the background while he gave an excellent talk on the actual subject.
I file that under "RIGHT way".
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045210</id>
	<title>Both my professors use them</title>
	<author>Anonymous</author>
	<datestamp>1257866760000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>The lectures are exactly as Carolyn described - rushed and poorly delivered.    Both of my professors are smart and knowledgeable, but the teaching method is easy for them and hard on the students.   Also - practically <i>anyone</i> could stand up in front of a class of students and walk through a PPT.   If you read slowly enough an entire class period can be wasted with a single presentation.    <p>

In both classes very little time is given towards class discussion or Q&amp;A.   </p><p>Powerpoints are a win-win for colleges though -- less skilled teachers can be employed at lower wages.</p></htmltext>
<tokenext>The lectures are exactly as Carolyn described - rushed and poorly delivered .
Both of my professors are smart and knowledgeable , but the teaching method is easy for them and hard on the students .
Also - practically anyone could stand up in front of a class of students and walk through a PPT .
If you read slowly enough an entire class period can be wasted with a single presentation .
In both classes very little time is given towards class discussion or Q&amp;A .
Powerpoints are a win-win for colleges though -- less skilled teachers can be employed at lower wages .</tokentext>
<sentencetext>The lectures are exactly as Carolyn described - rushed and poorly delivered.
Both of my professors are smart and knowledgeable, but the teaching method is easy for them and hard on the students.
Also - practically anyone could stand up in front of a class of students and walk through a PPT.
If you read slowly enough an entire class period can be wasted with a single presentation.
In both classes very little time is given towards class discussion or Q&amp;A.
Powerpoints are a win-win for colleges though -- less skilled teachers can be employed at lower wages.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045372</id>
	<title>Re:it's gonna get worse...</title>
	<author>xaxa</author>
	<datestamp>1257867600000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I had to do assessed presentations at school for GCSE English (14-16). There was no requirement for PowerPoint but IIRC marks were awarded  for using slides appropriately (i.e. still engaging with the audience and not just reading them out).</p><p>(A few marks were also awarded for <i>listening</i>.)</p></htmltext>
<tokenext>I had to do assessed presentations at school for GCSE English ( 14-16 ) .
There was no requirement for PowerPoint but IIRC marks were awarded for using slides appropriately ( i.e .
still engaging with the audience and not just reading them out ) .
( A few marks were also awarded for listening .
)</tokentext>
<sentencetext>I had to do assessed presentations at school for GCSE English (14-16).
There was no requirement for PowerPoint but IIRC marks were awarded  for using slides appropriately (i.e.
still engaging with the audience and not just reading them out).
(A few marks were also awarded for listening.
)</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044910</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046416</id>
	<title>I don't know,</title>
	<author>SCHecklerX</author>
	<datestamp>1257872280000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>If you have a copy of the formulas and such, it's much easier to ask questions and absorb things since you don't have to furiously write things down.  The Navier-Stokes equations, for example.  Routh tables, for another.</p><p>The best class I had in college was an Aeronautics class where the professor had us buy the notes at the local copy center.  That was one of the few classes, despite being one of the most complex, that I did well in that semester.</p></htmltext>
<tokenext>If you have a copy of the formulas and such , it 's much easier to ask questions and absorb things since you do n't have to furiously write things down .
The Navier-Stokes equations , for example .
Routh tables , for another.The best class I had in college was an Aeronautics class where the professor had us buy the notes at the local copy center .
That was one of the few classes , despite being one of the most complex , that I did well in that semester .</tokentext>
<sentencetext>If you have a copy of the formulas and such, it's much easier to ask questions and absorb things since you don't have to furiously write things down.
The Navier-Stokes equations, for example.
Routh tables, for another.The best class I had in college was an Aeronautics class where the professor had us buy the notes at the local copy center.
That was one of the few classes, despite being one of the most complex, that I did well in that semester.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046884</id>
	<title>Brings back a law school memory.</title>
	<author>MarkvW</author>
	<datestamp>1257874020000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>In my first year at law school I had a contracts professor who knew his material very well.  He got behind some in the first semester, so in the second semester he presented material at a rapid pace.  I wasn't getting it that well.  One day I taped his class (or somebody taped it for me, I can't recall) and listened to it later.  Then, I could slow it down and digest what he said at my own pace.  I was surprised.  The presentation was brilliant and awesome.</p><p>When I told him that, the professor was visibly chagrined.  His problem was that he just didn't have enough time.</p><p>I don't think that presentation software is the problem.  The problem is the same back as when I was in law school.  For many people, it isn't enough for the teacher to explain the point.  The teacher often needs to explain the point, hammer it home, illustrate it in various contexts, deconstruct it, reassemble it, then blow it up and do it once again.</p><p>When a teacher asks questions, it shouldn't be to fuck with the student.  The only valid reason for a teacher to ask questions is to help the teacher figure out if the students are getting what he's saying.  If they're not, the teacher's job is to REORIENT himself/herself and approach the material from a different tack.  In other words, lecturing is not enough.  The teacher needs to LISTEN.</p><p>When PowerPoint divorces the teacher from getting student feedback, then PowerPoint is mightily bad. When PowerPoint is used interactively with the students, it can be mighty good.</p><p>PowerPoint should be used like music sequencing software.  You should have multiple clips that you can use to explain the same point in different ways, if necessary.  Forcing the lecturer to make clip selection decisions, will force the lecturer to interact with his students and listen to them.  This can only add to the quality of the presentation.</p><p>Anyway, my two cents worth.</p></htmltext>
<tokenext>In my first year at law school I had a contracts professor who knew his material very well .
He got behind some in the first semester , so in the second semester he presented material at a rapid pace .
I was n't getting it that well .
One day I taped his class ( or somebody taped it for me , I ca n't recall ) and listened to it later .
Then , I could slow it down and digest what he said at my own pace .
I was surprised .
The presentation was brilliant and awesome.When I told him that , the professor was visibly chagrined .
His problem was that he just did n't have enough time.I do n't think that presentation software is the problem .
The problem is the same back as when I was in law school .
For many people , it is n't enough for the teacher to explain the point .
The teacher often needs to explain the point , hammer it home , illustrate it in various contexts , deconstruct it , reassemble it , then blow it up and do it once again.When a teacher asks questions , it should n't be to fuck with the student .
The only valid reason for a teacher to ask questions is to help the teacher figure out if the students are getting what he 's saying .
If they 're not , the teacher 's job is to REORIENT himself/herself and approach the material from a different tack .
In other words , lecturing is not enough .
The teacher needs to LISTEN.When PowerPoint divorces the teacher from getting student feedback , then PowerPoint is mightily bad .
When PowerPoint is used interactively with the students , it can be mighty good.PowerPoint should be used like music sequencing software .
You should have multiple clips that you can use to explain the same point in different ways , if necessary .
Forcing the lecturer to make clip selection decisions , will force the lecturer to interact with his students and listen to them .
This can only add to the quality of the presentation.Anyway , my two cents worth .</tokentext>
<sentencetext>In my first year at law school I had a contracts professor who knew his material very well.
He got behind some in the first semester, so in the second semester he presented material at a rapid pace.
I wasn't getting it that well.
One day I taped his class (or somebody taped it for me, I can't recall) and listened to it later.
Then, I could slow it down and digest what he said at my own pace.
I was surprised.
The presentation was brilliant and awesome.When I told him that, the professor was visibly chagrined.
His problem was that he just didn't have enough time.I don't think that presentation software is the problem.
The problem is the same back as when I was in law school.
For many people, it isn't enough for the teacher to explain the point.
The teacher often needs to explain the point, hammer it home, illustrate it in various contexts, deconstruct it, reassemble it, then blow it up and do it once again.When a teacher asks questions, it shouldn't be to fuck with the student.
The only valid reason for a teacher to ask questions is to help the teacher figure out if the students are getting what he's saying.
If they're not, the teacher's job is to REORIENT himself/herself and approach the material from a different tack.
In other words, lecturing is not enough.
The teacher needs to LISTEN.When PowerPoint divorces the teacher from getting student feedback, then PowerPoint is mightily bad.
When PowerPoint is used interactively with the students, it can be mighty good.PowerPoint should be used like music sequencing software.
You should have multiple clips that you can use to explain the same point in different ways, if necessary.
Forcing the lecturer to make clip selection decisions, will force the lecturer to interact with his students and listen to them.
This can only add to the quality of the presentation.Anyway, my two cents worth.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045132</id>
	<title>Bad professors are nothing new...</title>
	<author>captainpanic</author>
	<datestamp>1257866280000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Bad teaching is not new - but since the powerpoint thingy is new, they teach badly in a new way.</p><p>"Any questions?"<br>(silence)<br>"So, you must have understood everything!" (-- wrong conclusion</p></htmltext>
<tokenext>Bad teaching is not new - but since the powerpoint thingy is new , they teach badly in a new way .
" Any questions ?
" ( silence ) " So , you must have understood everything !
" ( -- wrong conclusion</tokentext>
<sentencetext>Bad teaching is not new - but since the powerpoint thingy is new, they teach badly in a new way.
"Any questions?
"(silence)"So, you must have understood everything!
" (-- wrong conclusion</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30056108</id>
	<title>RIT here...</title>
	<author>KingAlanI</author>
	<datestamp>1257873360000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I've had bad classes with PowerPoint, good classes with it, bad classes without it, and good classes without it. It's a bit different mix every quarter<br>(1-1-1-2)<br>(2-0-1-2)<br>(0-3-0-1)<br>(1-2-1-0)<br>(1-1-0-2)<br>(0-2-0-2)<br>(0-1-0-2)<br>Total 5-10-3-11</p><p>My statistics professor, incidentally one of the non-users, might like it that I'm thinking of a multifactor regression analysis and a chi-square versus-equal-proportions test here.<nobr> <wbr></nobr>:P</p><p>Yes, my professors have been known to use the textbook publisher's PowerPoints. However, even if they don't edit the file, they "edit" the way they present it - they will skip or gloss over content from the slides that they don't feel is necessary. So it saves them some grunt work in assembling PowerPoints, even if they know what to talk about.</p><p>The one professor this quarter who was a big PowerPoint user had other qualities to redeem his teaching style - real-world experience and unusual-but-still-valuable out-of-class assignments.</p><p>Even if the professor made the slide deck available, I still would like to take notes during the lecture itself rather than take notes as I'm going through the slides myself.</p></htmltext>
<tokenext>I 've had bad classes with PowerPoint , good classes with it , bad classes without it , and good classes without it .
It 's a bit different mix every quarter ( 1-1-1-2 ) ( 2-0-1-2 ) ( 0-3-0-1 ) ( 1-2-1-0 ) ( 1-1-0-2 ) ( 0-2-0-2 ) ( 0-1-0-2 ) Total 5-10-3-11My statistics professor , incidentally one of the non-users , might like it that I 'm thinking of a multifactor regression analysis and a chi-square versus-equal-proportions test here .
: PYes , my professors have been known to use the textbook publisher 's PowerPoints .
However , even if they do n't edit the file , they " edit " the way they present it - they will skip or gloss over content from the slides that they do n't feel is necessary .
So it saves them some grunt work in assembling PowerPoints , even if they know what to talk about.The one professor this quarter who was a big PowerPoint user had other qualities to redeem his teaching style - real-world experience and unusual-but-still-valuable out-of-class assignments.Even if the professor made the slide deck available , I still would like to take notes during the lecture itself rather than take notes as I 'm going through the slides myself .</tokentext>
<sentencetext>I've had bad classes with PowerPoint, good classes with it, bad classes without it, and good classes without it.
It's a bit different mix every quarter(1-1-1-2)(2-0-1-2)(0-3-0-1)(1-2-1-0)(1-1-0-2)(0-2-0-2)(0-1-0-2)Total 5-10-3-11My statistics professor, incidentally one of the non-users, might like it that I'm thinking of a multifactor regression analysis and a chi-square versus-equal-proportions test here.
:PYes, my professors have been known to use the textbook publisher's PowerPoints.
However, even if they don't edit the file, they "edit" the way they present it - they will skip or gloss over content from the slides that they don't feel is necessary.
So it saves them some grunt work in assembling PowerPoints, even if they know what to talk about.The one professor this quarter who was a big PowerPoint user had other qualities to redeem his teaching style - real-world experience and unusual-but-still-valuable out-of-class assignments.Even if the professor made the slide deck available, I still would like to take notes during the lecture itself rather than take notes as I'm going through the slides myself.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045088</id>
	<title>Re:Actually</title>
	<author>Anonymous</author>
	<datestamp>1257866040000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Many professors or would be professors have little to no skill or training as instructors and that is the fault of the research grant and publish or perish funding systems.</p><p>If you want great instructors then you have to fund instructors for what they do very well<nobr> <wbr></nobr>... impart the material to the students in informative,  interesting and reactive ways.</p></htmltext>
<tokenext>Many professors or would be professors have little to no skill or training as instructors and that is the fault of the research grant and publish or perish funding systems.If you want great instructors then you have to fund instructors for what they do very well ... impart the material to the students in informative , interesting and reactive ways .</tokentext>
<sentencetext>Many professors or would be professors have little to no skill or training as instructors and that is the fault of the research grant and publish or perish funding systems.If you want great instructors then you have to fund instructors for what they do very well ... impart the material to the students in informative,  interesting and reactive ways.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045874</id>
	<title>Bad Teachers != Bad Tool</title>
	<author>drakkos</author>
	<datestamp>1257870120000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I don't have any quarrel with what the article says, for the most part.  However, it falls into the same trap so many of these things do as equating bad teaching with a bad tool. It's one of my pet hates to see people dismiss Java/C++/C#/Whatever as a 'bad teaching language because ' when every one of those reasons is that it's a tool being used by a bad teacher.  As someone who has been teaching programming for coming up to a decade, I find it more than a little frustrating.  'Java is a bad teaching language because it has all the standard data structures built into the library' is one such example.  Sure, that's true, but there's nothing stopping you from making people roll their own.  I just wish people would stop claimi</p><p>Powerpoint is not inherently bad.  In fact, for what I use it for, it's an absolutely fantastic package - it is really my cue cards writ large.  I don't use animations, sounds, videos (unless appropriate), diagrams, or even coloured backgrounds.  It's literally just something I use for cueing my lecture. It contains perhaps 20 minutes of the 60 minutes in a regular lecture, the rest being provided by me and done via whiteboard/blackboard descriptions, contextualising, diagramming and (when I'm lucky) direct dialog with students.</p><p>Really the article is - it's bad to deliver the material of other people (I agree, but probably for different reasons).  It's bad to deliver material too fast for the class (Well, yeah).  It's bad to skip the important contextualising and diagramming in a lecture (sure).  None of those things are flaws in powerpoint though.  A bad teacher will be a bad teacher regardless.  The same thing was very evident when professors taught from the same overhead slides for years.  They're not going to get any better if you remove powerpoint from the equation.</p></htmltext>
<tokenext>I do n't have any quarrel with what the article says , for the most part .
However , it falls into the same trap so many of these things do as equating bad teaching with a bad tool .
It 's one of my pet hates to see people dismiss Java/C + + /C # /Whatever as a 'bad teaching language because ' when every one of those reasons is that it 's a tool being used by a bad teacher .
As someone who has been teaching programming for coming up to a decade , I find it more than a little frustrating .
'Java is a bad teaching language because it has all the standard data structures built into the library ' is one such example .
Sure , that 's true , but there 's nothing stopping you from making people roll their own .
I just wish people would stop claimiPowerpoint is not inherently bad .
In fact , for what I use it for , it 's an absolutely fantastic package - it is really my cue cards writ large .
I do n't use animations , sounds , videos ( unless appropriate ) , diagrams , or even coloured backgrounds .
It 's literally just something I use for cueing my lecture .
It contains perhaps 20 minutes of the 60 minutes in a regular lecture , the rest being provided by me and done via whiteboard/blackboard descriptions , contextualising , diagramming and ( when I 'm lucky ) direct dialog with students.Really the article is - it 's bad to deliver the material of other people ( I agree , but probably for different reasons ) .
It 's bad to deliver material too fast for the class ( Well , yeah ) .
It 's bad to skip the important contextualising and diagramming in a lecture ( sure ) .
None of those things are flaws in powerpoint though .
A bad teacher will be a bad teacher regardless .
The same thing was very evident when professors taught from the same overhead slides for years .
They 're not going to get any better if you remove powerpoint from the equation .</tokentext>
<sentencetext>I don't have any quarrel with what the article says, for the most part.
However, it falls into the same trap so many of these things do as equating bad teaching with a bad tool.
It's one of my pet hates to see people dismiss Java/C++/C#/Whatever as a 'bad teaching language because ' when every one of those reasons is that it's a tool being used by a bad teacher.
As someone who has been teaching programming for coming up to a decade, I find it more than a little frustrating.
'Java is a bad teaching language because it has all the standard data structures built into the library' is one such example.
Sure, that's true, but there's nothing stopping you from making people roll their own.
I just wish people would stop claimiPowerpoint is not inherently bad.
In fact, for what I use it for, it's an absolutely fantastic package - it is really my cue cards writ large.
I don't use animations, sounds, videos (unless appropriate), diagrams, or even coloured backgrounds.
It's literally just something I use for cueing my lecture.
It contains perhaps 20 minutes of the 60 minutes in a regular lecture, the rest being provided by me and done via whiteboard/blackboard descriptions, contextualising, diagramming and (when I'm lucky) direct dialog with students.Really the article is - it's bad to deliver the material of other people (I agree, but probably for different reasons).
It's bad to deliver material too fast for the class (Well, yeah).
It's bad to skip the important contextualising and diagramming in a lecture (sure).
None of those things are flaws in powerpoint though.
A bad teacher will be a bad teacher regardless.
The same thing was very evident when professors taught from the same overhead slides for years.
They're not going to get any better if you remove powerpoint from the equation.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30047816</id>
	<title>Meh</title>
	<author>tweekie</author>
	<datestamp>1257877080000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I just completed a class, and it was my first experience in a completely PowerPoint based lecture scenario.  Sure, he jotted occasional notes on the board, but in about 50 hours of lecture I managed to only take about 15 pages of notes (including labnotes).

I see the use of PowerPoint as a pro since it gives profs the option of making them available to students, so if you're sick or miss a day then you're not scrambling to borrow notes from someone else.

But I actually think it's more of a con since my prof didn't really adhere to his slides, and by week 3 we were already 2 weeks behind.  The end result was him giving us the slides and telling us to read them on our own.  Gee, I could have stayed home and done that myself.  So while it makes it easier for students to stay caught up, it just seems to make the profs less likely to stick to their material.  Or, less likely to put as much effort into teaching it.

I'd rather handwrite notes off a chalkboard any day.</htmltext>
<tokenext>I just completed a class , and it was my first experience in a completely PowerPoint based lecture scenario .
Sure , he jotted occasional notes on the board , but in about 50 hours of lecture I managed to only take about 15 pages of notes ( including labnotes ) .
I see the use of PowerPoint as a pro since it gives profs the option of making them available to students , so if you 're sick or miss a day then you 're not scrambling to borrow notes from someone else .
But I actually think it 's more of a con since my prof did n't really adhere to his slides , and by week 3 we were already 2 weeks behind .
The end result was him giving us the slides and telling us to read them on our own .
Gee , I could have stayed home and done that myself .
So while it makes it easier for students to stay caught up , it just seems to make the profs less likely to stick to their material .
Or , less likely to put as much effort into teaching it .
I 'd rather handwrite notes off a chalkboard any day .</tokentext>
<sentencetext>I just completed a class, and it was my first experience in a completely PowerPoint based lecture scenario.
Sure, he jotted occasional notes on the board, but in about 50 hours of lecture I managed to only take about 15 pages of notes (including labnotes).
I see the use of PowerPoint as a pro since it gives profs the option of making them available to students, so if you're sick or miss a day then you're not scrambling to borrow notes from someone else.
But I actually think it's more of a con since my prof didn't really adhere to his slides, and by week 3 we were already 2 weeks behind.
The end result was him giving us the slides and telling us to read them on our own.
Gee, I could have stayed home and done that myself.
So while it makes it easier for students to stay caught up, it just seems to make the profs less likely to stick to their material.
Or, less likely to put as much effort into teaching it.
I'd rather handwrite notes off a chalkboard any day.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30048322</id>
	<title>Re:I am a prof, and I agree!!</title>
	<author>Anonymous</author>
	<datestamp>1257878700000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>That's where there is a rising star called the smartboard which is the child of a white-board and a computer getting together. Im not saying its good or bad but what it is, is a projector screen or touch-sensitive LCD you can write on with a virtual pen (people writing on them with real pens by accident is hilarious to watch) and then its all recorded in the computer. I had a chemistry class where this was employed heavily in 2006 and the professor would come to class and do his lectures on the smartboard. The object was that after class the written board notes were available in the event you did not have time to copy them down, also handwriting math formulas on a screen is much easier than trying to type them with any speed at all.</p></htmltext>
<tokenext>That 's where there is a rising star called the smartboard which is the child of a white-board and a computer getting together .
Im not saying its good or bad but what it is , is a projector screen or touch-sensitive LCD you can write on with a virtual pen ( people writing on them with real pens by accident is hilarious to watch ) and then its all recorded in the computer .
I had a chemistry class where this was employed heavily in 2006 and the professor would come to class and do his lectures on the smartboard .
The object was that after class the written board notes were available in the event you did not have time to copy them down , also handwriting math formulas on a screen is much easier than trying to type them with any speed at all .</tokentext>
<sentencetext>That's where there is a rising star called the smartboard which is the child of a white-board and a computer getting together.
Im not saying its good or bad but what it is, is a projector screen or touch-sensitive LCD you can write on with a virtual pen (people writing on them with real pens by accident is hilarious to watch) and then its all recorded in the computer.
I had a chemistry class where this was employed heavily in 2006 and the professor would come to class and do his lectures on the smartboard.
The object was that after class the written board notes were available in the event you did not have time to copy them down, also handwriting math formulas on a screen is much easier than trying to type them with any speed at all.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045990</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045952</id>
	<title>Re:Actually</title>
	<author>u38cg</author>
	<datestamp>1257870420000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Personally, I think it's a very good rule of thumb that if you can't take good quality notes and also understand the material being presented, then the teacher is doing something wrong -  moving too fast, focusing on the wrong kind of examples, or slapping vast quantities of text on the screen.  The medium is secondary, but in general chalk and talk is hard to beat if it's well done.</htmltext>
<tokenext>Personally , I think it 's a very good rule of thumb that if you ca n't take good quality notes and also understand the material being presented , then the teacher is doing something wrong - moving too fast , focusing on the wrong kind of examples , or slapping vast quantities of text on the screen .
The medium is secondary , but in general chalk and talk is hard to beat if it 's well done .</tokentext>
<sentencetext>Personally, I think it's a very good rule of thumb that if you can't take good quality notes and also understand the material being presented, then the teacher is doing something wrong -  moving too fast, focusing on the wrong kind of examples, or slapping vast quantities of text on the screen.
The medium is secondary, but in general chalk and talk is hard to beat if it's well done.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045166</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30051502</id>
	<title>Re:I am a prof, and I agree!!</title>
	<author>Anonymous</author>
	<datestamp>1257847920000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p><div class="quote"><p>Why anyone think these abominations are progress is beyond me: the pens can't deliver ink fast enough - the first few words are nice, then they get faint and the pens don't recover until they sit for a good, long while.</p></div><p>Get more pens, and keep switching as they stop working?</p></div>
	</htmltext>
<tokenext>Why anyone think these abominations are progress is beyond me : the pens ca n't deliver ink fast enough - the first few words are nice , then they get faint and the pens do n't recover until they sit for a good , long while.Get more pens , and keep switching as they stop working ?</tokentext>
<sentencetext>Why anyone think these abominations are progress is beyond me: the pens can't deliver ink fast enough - the first few words are nice, then they get faint and the pens don't recover until they sit for a good, long while.Get more pens, and keep switching as they stop working?
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045990</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045976</id>
	<title>Re:different for ESL students</title>
	<author>Anonymous</author>
	<datestamp>1257870540000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><div class="quote"><p>Why would an English-language institution lower its educational standards for lectures in order to cater to non-English-speaking students?</p></div><p>Because (at least in Canada) it's desirable to welcome foreign students into the classroom. Foreign students pay more tuition, subsidizing domestic students. They tend to work harder, enrich the learning environment, and bring a different perspective to an otherwise homogeneous group of people. </p></div>
	</htmltext>
<tokenext>Why would an English-language institution lower its educational standards for lectures in order to cater to non-English-speaking students ? Because ( at least in Canada ) it 's desirable to welcome foreign students into the classroom .
Foreign students pay more tuition , subsidizing domestic students .
They tend to work harder , enrich the learning environment , and bring a different perspective to an otherwise homogeneous group of people .</tokentext>
<sentencetext>Why would an English-language institution lower its educational standards for lectures in order to cater to non-English-speaking students?Because (at least in Canada) it's desirable to welcome foreign students into the classroom.
Foreign students pay more tuition, subsidizing domestic students.
They tend to work harder, enrich the learning environment, and bring a different perspective to an otherwise homogeneous group of people. 
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045652</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046076</id>
	<title>And, no copies!</title>
	<author>MikeURL</author>
	<datestamp>1257870900000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I'm in a class that is being taught via powerpoint slides and we can't even get a copy of the slides because of, get this, copyright restrictions!
<br> <br>
There is no possible way to keep up in any meaningful way when the prof is going through slides one after another.  At least if we had a copy of the slides we could write notes on the slides (that actually can work quite well).</htmltext>
<tokenext>I 'm in a class that is being taught via powerpoint slides and we ca n't even get a copy of the slides because of , get this , copyright restrictions !
There is no possible way to keep up in any meaningful way when the prof is going through slides one after another .
At least if we had a copy of the slides we could write notes on the slides ( that actually can work quite well ) .</tokentext>
<sentencetext>I'm in a class that is being taught via powerpoint slides and we can't even get a copy of the slides because of, get this, copyright restrictions!
There is no possible way to keep up in any meaningful way when the prof is going through slides one after another.
At least if we had a copy of the slides we could write notes on the slides (that actually can work quite well).</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045166</id>
	<title>Re:Actually</title>
	<author>jellomizer</author>
	<datestamp>1257866580000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>3</modscore>
	<htmltext><p>The only advantage that power point has vs. the old ways is the fact you can Download the Slides for further studying so you are not franticly trying to get all the information as notes.  (which for some people) Distract them from actually listening and learning the material, and getting any of the tangents where the real stuff is learned.  However even back in my day professors often had pre printed overhead transparencies, which were made by the publisher which made things just as bad as with powerpoint. Or worse the professor who kept the transparencies when he use to care about his class and just put up the hand written notes and put a piece of paper on top of it so you wouldn't get ahead of them.</p><p>Any Media can be used for good or for evil.</p></htmltext>
<tokenext>The only advantage that power point has vs. the old ways is the fact you can Download the Slides for further studying so you are not franticly trying to get all the information as notes .
( which for some people ) Distract them from actually listening and learning the material , and getting any of the tangents where the real stuff is learned .
However even back in my day professors often had pre printed overhead transparencies , which were made by the publisher which made things just as bad as with powerpoint .
Or worse the professor who kept the transparencies when he use to care about his class and just put up the hand written notes and put a piece of paper on top of it so you would n't get ahead of them.Any Media can be used for good or for evil .</tokentext>
<sentencetext>The only advantage that power point has vs. the old ways is the fact you can Download the Slides for further studying so you are not franticly trying to get all the information as notes.
(which for some people) Distract them from actually listening and learning the material, and getting any of the tangents where the real stuff is learned.
However even back in my day professors often had pre printed overhead transparencies, which were made by the publisher which made things just as bad as with powerpoint.
Or worse the professor who kept the transparencies when he use to care about his class and just put up the hand written notes and put a piece of paper on top of it so you wouldn't get ahead of them.Any Media can be used for good or for evil.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045026</id>
	<title>Powerpoint sucks in schools</title>
	<author>Pedrito</author>
	<datestamp>1257865740000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>3</modscore>
	<htmltext>There are various reasons why power point should be banned from schools. There's nothing wrong with power point, per se, but professors who use it, tend to abuse it and use it in ways that are counter to a learning environment.<br> <br>

I took a biology class a few years back where the professor provided a powerpoint presentation for every class. We were supposed to print it out before class and then in class, he would read through the power point presentation. Literally, word for word, reading the presentation, with little or no additional information. Obviously, once I figured out this was his modus operandi, I stopped going to the clas, as I'm quite capable of reading a power point presentation myself.<br> <br>

The problem with power point is that it's presenter (teacher) centric. This is fine in some forums, but in a classroom, a class lesson should be student centric. Students should interact and ask questions. The lesson should go at the pace that the students can absorb it, not at the pace the teacher can present it.<br> <br>

If all that's required to learn the information is to read, then why even have a class? Just give the kids a book and send them on their way...</htmltext>
<tokenext>There are various reasons why power point should be banned from schools .
There 's nothing wrong with power point , per se , but professors who use it , tend to abuse it and use it in ways that are counter to a learning environment .
I took a biology class a few years back where the professor provided a powerpoint presentation for every class .
We were supposed to print it out before class and then in class , he would read through the power point presentation .
Literally , word for word , reading the presentation , with little or no additional information .
Obviously , once I figured out this was his modus operandi , I stopped going to the clas , as I 'm quite capable of reading a power point presentation myself .
The problem with power point is that it 's presenter ( teacher ) centric .
This is fine in some forums , but in a classroom , a class lesson should be student centric .
Students should interact and ask questions .
The lesson should go at the pace that the students can absorb it , not at the pace the teacher can present it .
If all that 's required to learn the information is to read , then why even have a class ?
Just give the kids a book and send them on their way.. .</tokentext>
<sentencetext>There are various reasons why power point should be banned from schools.
There's nothing wrong with power point, per se, but professors who use it, tend to abuse it and use it in ways that are counter to a learning environment.
I took a biology class a few years back where the professor provided a powerpoint presentation for every class.
We were supposed to print it out before class and then in class, he would read through the power point presentation.
Literally, word for word, reading the presentation, with little or no additional information.
Obviously, once I figured out this was his modus operandi, I stopped going to the clas, as I'm quite capable of reading a power point presentation myself.
The problem with power point is that it's presenter (teacher) centric.
This is fine in some forums, but in a classroom, a class lesson should be student centric.
Students should interact and ask questions.
The lesson should go at the pace that the students can absorb it, not at the pace the teacher can present it.
If all that's required to learn the information is to read, then why even have a class?
Just give the kids a book and send them on their way...</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045266</id>
	<title>Re:Actually</title>
	<author>CheshireCatCO</author>
	<datestamp>1257867060000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext><p>We can take this further:  if you're lecturing the whole time, you've already failed.  Lecturing.  Doesn't.  Work.</p><p>(And the blogger's cited study not withstanding, I've also seen studies that show that sitting in lecture furiously taking notes is *not* an effective way of learning.  It may be better than sitting in lecture and zoning, but it's far better not to lecture.)</p><p>I'm a professor and I do use PowerPoint.  For the 10-20 minutes of each period (70 min) that I actually am in lecture mode, anyway.  It lets me post notes ahead of time (something many students have thanked me for, both for saving them time and for when they've gotten sick), put extra notes at the end I don't intended to cover in class (but want to add for anyone interested) and include a lot of figures and images that wouldn't work well with the board or transparencies.  (A slide projector would, at minimum, be required.)</p><p>Now, granted, I don't follow my slides slavishly.  I frequently (too frequently, it feels like) diverge from them.  And I don't expect my lecture to actually cover the entire material.  That's daft.  The students have to do the reading, even in a science class.  The lecture is just there to highlight the important points, add anything I feel would help, or clarify a poorly explained bit of the text.  (The latter happens rarely since I chose the textbook carefully.)</p></htmltext>
<tokenext>We can take this further : if you 're lecturing the whole time , you 've already failed .
Lecturing. Does n't .
Work. ( And the blogger 's cited study not withstanding , I 've also seen studies that show that sitting in lecture furiously taking notes is * not * an effective way of learning .
It may be better than sitting in lecture and zoning , but it 's far better not to lecture .
) I 'm a professor and I do use PowerPoint .
For the 10-20 minutes of each period ( 70 min ) that I actually am in lecture mode , anyway .
It lets me post notes ahead of time ( something many students have thanked me for , both for saving them time and for when they 've gotten sick ) , put extra notes at the end I do n't intended to cover in class ( but want to add for anyone interested ) and include a lot of figures and images that would n't work well with the board or transparencies .
( A slide projector would , at minimum , be required .
) Now , granted , I do n't follow my slides slavishly .
I frequently ( too frequently , it feels like ) diverge from them .
And I do n't expect my lecture to actually cover the entire material .
That 's daft .
The students have to do the reading , even in a science class .
The lecture is just there to highlight the important points , add anything I feel would help , or clarify a poorly explained bit of the text .
( The latter happens rarely since I chose the textbook carefully .
)</tokentext>
<sentencetext>We can take this further:  if you're lecturing the whole time, you've already failed.
Lecturing.  Doesn't.
Work.(And the blogger's cited study not withstanding, I've also seen studies that show that sitting in lecture furiously taking notes is *not* an effective way of learning.
It may be better than sitting in lecture and zoning, but it's far better not to lecture.
)I'm a professor and I do use PowerPoint.
For the 10-20 minutes of each period (70 min) that I actually am in lecture mode, anyway.
It lets me post notes ahead of time (something many students have thanked me for, both for saving them time and for when they've gotten sick), put extra notes at the end I don't intended to cover in class (but want to add for anyone interested) and include a lot of figures and images that wouldn't work well with the board or transparencies.
(A slide projector would, at minimum, be required.
)Now, granted, I don't follow my slides slavishly.
I frequently (too frequently, it feels like) diverge from them.
And I don't expect my lecture to actually cover the entire material.
That's daft.
The students have to do the reading, even in a science class.
The lecture is just there to highlight the important points, add anything I feel would help, or clarify a poorly explained bit of the text.
(The latter happens rarely since I chose the textbook carefully.
)</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045746</id>
	<title>As a college professor...</title>
	<author>wadam</author>
	<datestamp>1257869400000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>From the perspective of somebody who teaches liberal arts courses at a small university, I am really not keen on PowerPoint.  I can see the point of it for business or conference presentations.  There, the goal is to impart as much information, in as organized a manner, as possible.  And speed and interactivity aren't much of an issue.  But I find that a certain amount of inefficiency -- a willingness to repeat myself or to digress when needed -- is important pedagogically.  It allows students to interact with me -- to ask questions that don't just get cursory answers, but shape the content of the course.  And it means, as the article suggests, that students have a chance to digest a little bit while I write the important points down.
<br> <br>
The result is that more than many of my colleagues, I end up writing on the chalkboard.  Though an even better solution from my perspective is to project a blank Word document, or a Word document with just a couple of notes in it, and edit it -- take notes -- as I go along.  Typing is much quicker and more readable than writing on the board, which means that rather than writing one or two words at a time, I can write full-sentence ideas, or exact quotes from students, that better reflect what is going on in class.
<br> <br>
I can see how this might not be an optimal solution for every professor.  If I had a large quantity of information that I needed to impart to students, or if I had photos or diagrams to show, I would probably do PowerPoint as well.  But from the perspective of establishing an active learning environment even in a lecture setting, PowerPoint is more often than not counterproductive.</htmltext>
<tokenext>From the perspective of somebody who teaches liberal arts courses at a small university , I am really not keen on PowerPoint .
I can see the point of it for business or conference presentations .
There , the goal is to impart as much information , in as organized a manner , as possible .
And speed and interactivity are n't much of an issue .
But I find that a certain amount of inefficiency -- a willingness to repeat myself or to digress when needed -- is important pedagogically .
It allows students to interact with me -- to ask questions that do n't just get cursory answers , but shape the content of the course .
And it means , as the article suggests , that students have a chance to digest a little bit while I write the important points down .
The result is that more than many of my colleagues , I end up writing on the chalkboard .
Though an even better solution from my perspective is to project a blank Word document , or a Word document with just a couple of notes in it , and edit it -- take notes -- as I go along .
Typing is much quicker and more readable than writing on the board , which means that rather than writing one or two words at a time , I can write full-sentence ideas , or exact quotes from students , that better reflect what is going on in class .
I can see how this might not be an optimal solution for every professor .
If I had a large quantity of information that I needed to impart to students , or if I had photos or diagrams to show , I would probably do PowerPoint as well .
But from the perspective of establishing an active learning environment even in a lecture setting , PowerPoint is more often than not counterproductive .</tokentext>
<sentencetext>From the perspective of somebody who teaches liberal arts courses at a small university, I am really not keen on PowerPoint.
I can see the point of it for business or conference presentations.
There, the goal is to impart as much information, in as organized a manner, as possible.
And speed and interactivity aren't much of an issue.
But I find that a certain amount of inefficiency -- a willingness to repeat myself or to digress when needed -- is important pedagogically.
It allows students to interact with me -- to ask questions that don't just get cursory answers, but shape the content of the course.
And it means, as the article suggests, that students have a chance to digest a little bit while I write the important points down.
The result is that more than many of my colleagues, I end up writing on the chalkboard.
Though an even better solution from my perspective is to project a blank Word document, or a Word document with just a couple of notes in it, and edit it -- take notes -- as I go along.
Typing is much quicker and more readable than writing on the board, which means that rather than writing one or two words at a time, I can write full-sentence ideas, or exact quotes from students, that better reflect what is going on in class.
I can see how this might not be an optimal solution for every professor.
If I had a large quantity of information that I needed to impart to students, or if I had photos or diagrams to show, I would probably do PowerPoint as well.
But from the perspective of establishing an active learning environment even in a lecture setting, PowerPoint is more often than not counterproductive.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045654</id>
	<title>Mode of Learning</title>
	<author>Venner</author>
	<datestamp>1257868920000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>A large part of opinion on this really comes down to how the student learns, I think. For me, I learn best by listening to a lecture, writing it down (which includes thinking about the material and summarizing / synthesizing it), and then never looking at my notes again. It's the act of writing / transferring it that works for me; the actual notes are superfluous for me afterwards. It about killed me when a professor who was big into powerpoint would quickly flip through densely packed slides -- I just couldn't absorb it and telling me not to take notes, that they were available to print out, didn't cut it. I had a couple of rough classes where the material itself wasn't bad, but I could have learned the same material in a class hour listening and notetaking that actually took me 4-5 hours to muddle through slides instead. (My undergraduate was in physics, EE, CS).</p><p>Some people, on the other hand, learned best by reading and repetition and I suppose this would work for them. Not me. Even in law school, with its horrifying amount of reading, it was the oral lectures and notetaking that cemented the material for me.</p></htmltext>
<tokenext>A large part of opinion on this really comes down to how the student learns , I think .
For me , I learn best by listening to a lecture , writing it down ( which includes thinking about the material and summarizing / synthesizing it ) , and then never looking at my notes again .
It 's the act of writing / transferring it that works for me ; the actual notes are superfluous for me afterwards .
It about killed me when a professor who was big into powerpoint would quickly flip through densely packed slides -- I just could n't absorb it and telling me not to take notes , that they were available to print out , did n't cut it .
I had a couple of rough classes where the material itself was n't bad , but I could have learned the same material in a class hour listening and notetaking that actually took me 4-5 hours to muddle through slides instead .
( My undergraduate was in physics , EE , CS ) .Some people , on the other hand , learned best by reading and repetition and I suppose this would work for them .
Not me .
Even in law school , with its horrifying amount of reading , it was the oral lectures and notetaking that cemented the material for me .</tokentext>
<sentencetext>A large part of opinion on this really comes down to how the student learns, I think.
For me, I learn best by listening to a lecture, writing it down (which includes thinking about the material and summarizing / synthesizing it), and then never looking at my notes again.
It's the act of writing / transferring it that works for me; the actual notes are superfluous for me afterwards.
It about killed me when a professor who was big into powerpoint would quickly flip through densely packed slides -- I just couldn't absorb it and telling me not to take notes, that they were available to print out, didn't cut it.
I had a couple of rough classes where the material itself wasn't bad, but I could have learned the same material in a class hour listening and notetaking that actually took me 4-5 hours to muddle through slides instead.
(My undergraduate was in physics, EE, CS).Some people, on the other hand, learned best by reading and repetition and I suppose this would work for them.
Not me.
Even in law school, with its horrifying amount of reading, it was the oral lectures and notetaking that cemented the material for me.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045732</id>
	<title>Re:o What's Wrong With Powerpoint</title>
	<author>Rudeboy777</author>
	<datestamp>1257869400000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>The variant from our all-hands meetings:<br> <br>
"Jackie, next slide please"</htmltext>
<tokenext>The variant from our all-hands meetings : " Jackie , next slide please "</tokentext>
<sentencetext>The variant from our all-hands meetings: 
"Jackie, next slide please"</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044988</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30048878</id>
	<title>Bad presenter</title>
	<author>Anonymous</author>
	<datestamp>1257880680000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I was tech support for a Symposium on coaching. I had one NHL vet coach all ready to go, laptop on podium, powerpoint loaded, just hit the button. He did not know what to do. So we had a volunteer sit behind him in a chair, at the back of the stage. Every time the coach snapped his fingers this guy hit the button on the mouse. Funniest thing I ever saw, blah blah blah...snap...new slide...blah blah blah...snap...new slide...</p></htmltext>
<tokenext>I was tech support for a Symposium on coaching .
I had one NHL vet coach all ready to go , laptop on podium , powerpoint loaded , just hit the button .
He did not know what to do .
So we had a volunteer sit behind him in a chair , at the back of the stage .
Every time the coach snapped his fingers this guy hit the button on the mouse .
Funniest thing I ever saw , blah blah blah...snap...new slide...blah blah blah...snap...new slide.. .</tokentext>
<sentencetext>I was tech support for a Symposium on coaching.
I had one NHL vet coach all ready to go, laptop on podium, powerpoint loaded, just hit the button.
He did not know what to do.
So we had a volunteer sit behind him in a chair, at the back of the stage.
Every time the coach snapped his fingers this guy hit the button on the mouse.
Funniest thing I ever saw, blah blah blah...snap...new slide...blah blah blah...snap...new slide...</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30047936</id>
	<title>Re:I am a prof, and I agree!!</title>
	<author>whitedsepdivine</author>
	<datestamp>1257877500000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Why don't you get a real job?</htmltext>
<tokenext>Why do n't you get a real job ?</tokentext>
<sentencetext>Why don't you get a real job?</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045990</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044938</id>
	<title>Lectures are a thing from the past</title>
	<author>Anonymous</author>
	<datestamp>1257865260000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I prefer when professors use their powerpoint presentations because I can just download them from the web and spare going to the boring lectures.</p></htmltext>
<tokenext>I prefer when professors use their powerpoint presentations because I can just download them from the web and spare going to the boring lectures .</tokentext>
<sentencetext>I prefer when professors use their powerpoint presentations because I can just download them from the web and spare going to the boring lectures.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30053498</id>
	<title>Re:I am a prof, and I agree!!</title>
	<author>8tim8</author>
	<datestamp>1257856920000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>&gt;Why anyone think these abominations are progress is beyond me</p><p>I teach, too, and the word I was given was that blackboards generate lots of dust, and the dust gets into the computers/projectors/etc.  I once taught in a room where the solution apparently was to put the projector facing one wall while the chalkboard was along another wall.  It was completely useless for using the chalkboard while showing presentations.</p></htmltext>
<tokenext>&gt; Why anyone think these abominations are progress is beyond meI teach , too , and the word I was given was that blackboards generate lots of dust , and the dust gets into the computers/projectors/etc .
I once taught in a room where the solution apparently was to put the projector facing one wall while the chalkboard was along another wall .
It was completely useless for using the chalkboard while showing presentations .</tokentext>
<sentencetext>&gt;Why anyone think these abominations are progress is beyond meI teach, too, and the word I was given was that blackboards generate lots of dust, and the dust gets into the computers/projectors/etc.
I once taught in a room where the solution apparently was to put the projector facing one wall while the chalkboard was along another wall.
It was completely useless for using the chalkboard while showing presentations.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045990</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045510</id>
	<title>Not so bad</title>
	<author>dosilegecko</author>
	<datestamp>1257868260000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I guess I have been fortunate. I am currently almost done with my MSEE, and I have been at the same school since the beginning (UNH). All the classes that I took in the ECE department, even the ones I hated, have been chalk+blackboard (marker+whiteboard), with<nobr> <wbr></nobr>.ppts only used as supplements. I get the feeling from every professor I have had that they want the students to actually learn something. I attribute this to the philosophy of the department and to the selection of professors the dean has made. I remember last year they had a slot for a new professor; they made each candidate give a lecture in front of all the other professors, the deans, and any students who wanted to come. Talk about a job interview! So all-in-all and obviously: it depends on the school/department/professor.</htmltext>
<tokenext>I guess I have been fortunate .
I am currently almost done with my MSEE , and I have been at the same school since the beginning ( UNH ) .
All the classes that I took in the ECE department , even the ones I hated , have been chalk + blackboard ( marker + whiteboard ) , with .ppts only used as supplements .
I get the feeling from every professor I have had that they want the students to actually learn something .
I attribute this to the philosophy of the department and to the selection of professors the dean has made .
I remember last year they had a slot for a new professor ; they made each candidate give a lecture in front of all the other professors , the deans , and any students who wanted to come .
Talk about a job interview !
So all-in-all and obviously : it depends on the school/department/professor .</tokentext>
<sentencetext>I guess I have been fortunate.
I am currently almost done with my MSEE, and I have been at the same school since the beginning (UNH).
All the classes that I took in the ECE department, even the ones I hated, have been chalk+blackboard (marker+whiteboard), with .ppts only used as supplements.
I get the feeling from every professor I have had that they want the students to actually learn something.
I attribute this to the philosophy of the department and to the selection of professors the dean has made.
I remember last year they had a slot for a new professor; they made each candidate give a lecture in front of all the other professors, the deans, and any students who wanted to come.
Talk about a job interview!
So all-in-all and obviously: it depends on the school/department/professor.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30048296</id>
	<title>Just a new version of overhead presentations</title>
	<author>gorfie</author>
	<datestamp>1257878640000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>PowerPoint wasn't in use when I was in college, but that didn't stop *some* professors from having the same pre-printed materials on overhead sheets that they presented each semester.  Blame the individuals, not the technology.</htmltext>
<tokenext>PowerPoint was n't in use when I was in college , but that did n't stop * some * professors from having the same pre-printed materials on overhead sheets that they presented each semester .
Blame the individuals , not the technology .</tokentext>
<sentencetext>PowerPoint wasn't in use when I was in college, but that didn't stop *some* professors from having the same pre-printed materials on overhead sheets that they presented each semester.
Blame the individuals, not the technology.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30056782</id>
	<title>Re:I am a prof, and I agree!!</title>
	<author>Anonymous</author>
	<datestamp>1257879720000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I could never understand the downgrade to whiteboards - until I used Vista</p></htmltext>
<tokenext>I could never understand the downgrade to whiteboards - until I used Vista</tokentext>
<sentencetext>I could never understand the downgrade to whiteboards - until I used Vista</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045990</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045468</id>
	<title>Presentation software is just a tool.</title>
	<author>Qbertino</author>
	<datestamp>1257868080000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>2</modscore>
	<htmltext><p>Presentation software is just a tool. I had a professor who could actually handle it pretty well. He had his slides set up in a very simple but readable manner, they weren't cramped. They were to the point, short and very well planned. And he gave each of his students a miniature printout of the lectures slides, so that everybody could anotate each one by himself with whatever they needed.</p><p>He'd use maybe 40 slides in a 90 minute lecture. His talk was educating, informative, sometimes quite humorous and you could actually understand what he was saying simply because he didn't have to hop around 3 chalkboards all the time but could stay put at the podium. He was allways well prepared and his lectures where a feast. And that even though it was a hard subject (IT-electronics subcurriculum in CS).</p><p>Bottom line:<br>Presentation software, just like chalkboards, are nothing but tools. Use them badly or in the wrong way and your results will be accordingly (like, f.i., cramped, braindead presentation-slides or crappy handwriting on chalkboards<nobr> <wbr></nobr>... duh). Use them correctly and you will be able to utilise the benefits that they bring along. It's that simple.</p></htmltext>
<tokenext>Presentation software is just a tool .
I had a professor who could actually handle it pretty well .
He had his slides set up in a very simple but readable manner , they were n't cramped .
They were to the point , short and very well planned .
And he gave each of his students a miniature printout of the lectures slides , so that everybody could anotate each one by himself with whatever they needed.He 'd use maybe 40 slides in a 90 minute lecture .
His talk was educating , informative , sometimes quite humorous and you could actually understand what he was saying simply because he did n't have to hop around 3 chalkboards all the time but could stay put at the podium .
He was allways well prepared and his lectures where a feast .
And that even though it was a hard subject ( IT-electronics subcurriculum in CS ) .Bottom line : Presentation software , just like chalkboards , are nothing but tools .
Use them badly or in the wrong way and your results will be accordingly ( like , f.i. , cramped , braindead presentation-slides or crappy handwriting on chalkboards ... duh ) . Use them correctly and you will be able to utilise the benefits that they bring along .
It 's that simple .</tokentext>
<sentencetext>Presentation software is just a tool.
I had a professor who could actually handle it pretty well.
He had his slides set up in a very simple but readable manner, they weren't cramped.
They were to the point, short and very well planned.
And he gave each of his students a miniature printout of the lectures slides, so that everybody could anotate each one by himself with whatever they needed.He'd use maybe 40 slides in a 90 minute lecture.
His talk was educating, informative, sometimes quite humorous and you could actually understand what he was saying simply because he didn't have to hop around 3 chalkboards all the time but could stay put at the podium.
He was allways well prepared and his lectures where a feast.
And that even though it was a hard subject (IT-electronics subcurriculum in CS).Bottom line:Presentation software, just like chalkboards, are nothing but tools.
Use them badly or in the wrong way and your results will be accordingly (like, f.i., cramped, braindead presentation-slides or crappy handwriting on chalkboards ... duh). Use them correctly and you will be able to utilise the benefits that they bring along.
It's that simple.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30048408</id>
	<title>Re:Learning is hard work, deal with it.</title>
	<author>Anonymous</author>
	<datestamp>1257878940000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Is it so weird that students ask that professors do something for the tuition they have paid? Is it normal that students pay professors to teach them, and then end up with useless lectures?</p><p>Or is your tuition used only to pay for the exams? In that case, I could create a respected institution for far less money!</p></htmltext>
<tokenext>Is it so weird that students ask that professors do something for the tuition they have paid ?
Is it normal that students pay professors to teach them , and then end up with useless lectures ? Or is your tuition used only to pay for the exams ?
In that case , I could create a respected institution for far less money !</tokentext>
<sentencetext>Is it so weird that students ask that professors do something for the tuition they have paid?
Is it normal that students pay professors to teach them, and then end up with useless lectures?Or is your tuition used only to pay for the exams?
In that case, I could create a respected institution for far less money!</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045154</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046020</id>
	<title>Re:Learning is hard work, deal with it.</title>
	<author>Anonymous</author>
	<datestamp>1257870720000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext>I was wondering when the high and mighty "elder" was going to come down from on high and bestow some knowledge onto a complaining student.</htmltext>
<tokenext>I was wondering when the high and mighty " elder " was going to come down from on high and bestow some knowledge onto a complaining student .</tokentext>
<sentencetext>I was wondering when the high and mighty "elder" was going to come down from on high and bestow some knowledge onto a complaining student.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045154</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045990</id>
	<title>I am a prof, and I agree!!</title>
	<author>bradley13</author>
	<datestamp>1257870600000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>4</modscore>
	<htmltext><p>Damn, I wish my school administration would read this. Every time a building is remodeled, the projector screens get larger and the boards get smaller. In the newest rooms, the whiteboard is about 70cm high and 140cm wide (30" by 60") - nearly useless. Meanwhile, the projection screen is huge, six or eight times that size. I am <i>forced</i> to put most of my material in the presentation. There ain't no other way to do it!

</p><p>While I'm venting: there are no blackboards anymore, only whiteboards. Why anyone think these abominations are progress is beyond me: the pens can't deliver ink fast enough - the first few words are nice, then they get faint and the pens don't recover until they sit for a good, long while. I suppose the suits didn't like chalk dust on their pinstripes, but give me a good quality blackboard any day.

</p><p>We're getting a new school building in two years. I will probably need a magnifying glass to find the whiteboards. Assuming they haven't been eliminated entirely...</p></htmltext>
<tokenext>Damn , I wish my school administration would read this .
Every time a building is remodeled , the projector screens get larger and the boards get smaller .
In the newest rooms , the whiteboard is about 70cm high and 140cm wide ( 30 " by 60 " ) - nearly useless .
Meanwhile , the projection screen is huge , six or eight times that size .
I am forced to put most of my material in the presentation .
There ai n't no other way to do it !
While I 'm venting : there are no blackboards anymore , only whiteboards .
Why anyone think these abominations are progress is beyond me : the pens ca n't deliver ink fast enough - the first few words are nice , then they get faint and the pens do n't recover until they sit for a good , long while .
I suppose the suits did n't like chalk dust on their pinstripes , but give me a good quality blackboard any day .
We 're getting a new school building in two years .
I will probably need a magnifying glass to find the whiteboards .
Assuming they have n't been eliminated entirely.. .</tokentext>
<sentencetext>Damn, I wish my school administration would read this.
Every time a building is remodeled, the projector screens get larger and the boards get smaller.
In the newest rooms, the whiteboard is about 70cm high and 140cm wide (30" by 60") - nearly useless.
Meanwhile, the projection screen is huge, six or eight times that size.
I am forced to put most of my material in the presentation.
There ain't no other way to do it!
While I'm venting: there are no blackboards anymore, only whiteboards.
Why anyone think these abominations are progress is beyond me: the pens can't deliver ink fast enough - the first few words are nice, then they get faint and the pens don't recover until they sit for a good, long while.
I suppose the suits didn't like chalk dust on their pinstripes, but give me a good quality blackboard any day.
We're getting a new school building in two years.
I will probably need a magnifying glass to find the whiteboards.
Assuming they haven't been eliminated entirely...</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045464</id>
	<title>Re:Amazing that Lectures Still Exist</title>
	<author>Anonymous</author>
	<datestamp>1257868080000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>There are two types of lectures.<br>Variant A: The lecturer stands in front of the class talking. If he/she is good at least 10\% of the information is remembered by the class. You can decrease this further by using distractions (like effects on your slides, or talking in a monotone voice etc.)<br>Variant B: The lecturer presents a problem and the class works in groups on solutions to the problem. After a certain time, the groups present their ideas. In this case the lecturer provides additional information when required. You can also work with the whole class (depending on the size) and discuss the stuff.</p><p>For basic information distribution most professors use method A, even though that method sucks, but when you have 100 or more people in a course there is no other way (so they think).</p></htmltext>
<tokenext>There are two types of lectures.Variant A : The lecturer stands in front of the class talking .
If he/she is good at least 10 \ % of the information is remembered by the class .
You can decrease this further by using distractions ( like effects on your slides , or talking in a monotone voice etc .
) Variant B : The lecturer presents a problem and the class works in groups on solutions to the problem .
After a certain time , the groups present their ideas .
In this case the lecturer provides additional information when required .
You can also work with the whole class ( depending on the size ) and discuss the stuff.For basic information distribution most professors use method A , even though that method sucks , but when you have 100 or more people in a course there is no other way ( so they think ) .</tokentext>
<sentencetext>There are two types of lectures.Variant A: The lecturer stands in front of the class talking.
If he/she is good at least 10\% of the information is remembered by the class.
You can decrease this further by using distractions (like effects on your slides, or talking in a monotone voice etc.
)Variant B: The lecturer presents a problem and the class works in groups on solutions to the problem.
After a certain time, the groups present their ideas.
In this case the lecturer provides additional information when required.
You can also work with the whole class (depending on the size) and discuss the stuff.For basic information distribution most professors use method A, even though that method sucks, but when you have 100 or more people in a course there is no other way (so they think).</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044950</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046690</id>
	<title>Death By Powerpoint</title>
	<author>Rex Stone</author>
	<datestamp>1257873360000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext>I would direct any professor to this link: <a href="http://lifehacker.com/323554/stop-death-by-powerpoint" title="lifehacker.com" rel="nofollow">http://lifehacker.com/323554/stop-death-by-powerpoint</a> [lifehacker.com]

I have my executives go through this before attempting to create their presentation.</htmltext>
<tokenext>I would direct any professor to this link : http : //lifehacker.com/323554/stop-death-by-powerpoint [ lifehacker.com ] I have my executives go through this before attempting to create their presentation .</tokentext>
<sentencetext>I would direct any professor to this link: http://lifehacker.com/323554/stop-death-by-powerpoint [lifehacker.com]

I have my executives go through this before attempting to create their presentation.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045450</id>
	<title>Re:It's not the tech, it's the prof</title>
	<author>TCFOO</author>
	<datestamp>1257868020000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><div class="quote"><p>Do yourself a favor and look up <a href="http://www.ratemyprofessors.com/" title="ratemyprofessors.com" rel="nofollow">reviews</a> [ratemyprofessors.com] for your profs before you sign up for their class.</p></div><p>Some times there is only one professor that teaches a particular class that is required to graduate, so it doesn't matter if he has good ratings or not you still need to take his class. This is especially true in some smaller universities.</p><p><div class="quote"><p>When it comes down to it, it's the prof. If he's a gifted teacher, it will shine through no matter which medium he chooses.</p></div><p>Some of the best profs that I had were active professionally in their fields a few years before I took their classes, and they each had thier own style from "chalk talk" to in-depth discussions and explanations of what was on the PowerPoint.</p></div>
	</htmltext>
<tokenext>Do yourself a favor and look up reviews [ ratemyprofessors.com ] for your profs before you sign up for their class.Some times there is only one professor that teaches a particular class that is required to graduate , so it does n't matter if he has good ratings or not you still need to take his class .
This is especially true in some smaller universities.When it comes down to it , it 's the prof. If he 's a gifted teacher , it will shine through no matter which medium he chooses.Some of the best profs that I had were active professionally in their fields a few years before I took their classes , and they each had thier own style from " chalk talk " to in-depth discussions and explanations of what was on the PowerPoint .</tokentext>
<sentencetext>Do yourself a favor and look up reviews [ratemyprofessors.com] for your profs before you sign up for their class.Some times there is only one professor that teaches a particular class that is required to graduate, so it doesn't matter if he has good ratings or not you still need to take his class.
This is especially true in some smaller universities.When it comes down to it, it's the prof. If he's a gifted teacher, it will shine through no matter which medium he chooses.Some of the best profs that I had were active professionally in their fields a few years before I took their classes, and they each had thier own style from "chalk talk" to in-depth discussions and explanations of what was on the PowerPoint.
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044968</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045148</id>
	<title>Suggestion to Carolyn</title>
	<author>140Mandak262Jamuna</author>
	<datestamp>1257866460000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>The blog is nice. But it is large block of text, para after para after. So to make it easier to understand, break the blog post into something like 20 sections.<p>
 Give each section a title. Then write just two or three points for each section.</p><p>
 Do not make the mistake of writing a fully correct grammatical sentence for each point. Make it short and pithy. Just a sentence fragment or phrase preceded by a small filled circle will do.</p><p>
 Arrange these sections in a landscape format. Use a large 28 point font for the section titles and something like a 24 point font for the two or three points you make in each section.</p><p>
 Choose a nice color and a not-too-distracting-but-not-very-bland either border decoration and apply it to all the sections. </p><p>
Add a nice title section. </p><p>
Presto, your blog post is very eminently presentable to millions of college students in a easy to present format that appears to be nice and slick. As an added bonus before someone comprehends enough of it to ask you any tough questions, you would scrammed out of there with plenty of time to spare.</p></htmltext>
<tokenext>The blog is nice .
But it is large block of text , para after para after .
So to make it easier to understand , break the blog post into something like 20 sections .
Give each section a title .
Then write just two or three points for each section .
Do not make the mistake of writing a fully correct grammatical sentence for each point .
Make it short and pithy .
Just a sentence fragment or phrase preceded by a small filled circle will do .
Arrange these sections in a landscape format .
Use a large 28 point font for the section titles and something like a 24 point font for the two or three points you make in each section .
Choose a nice color and a not-too-distracting-but-not-very-bland either border decoration and apply it to all the sections .
Add a nice title section .
Presto , your blog post is very eminently presentable to millions of college students in a easy to present format that appears to be nice and slick .
As an added bonus before someone comprehends enough of it to ask you any tough questions , you would scrammed out of there with plenty of time to spare .</tokentext>
<sentencetext>The blog is nice.
But it is large block of text, para after para after.
So to make it easier to understand, break the blog post into something like 20 sections.
Give each section a title.
Then write just two or three points for each section.
Do not make the mistake of writing a fully correct grammatical sentence for each point.
Make it short and pithy.
Just a sentence fragment or phrase preceded by a small filled circle will do.
Arrange these sections in a landscape format.
Use a large 28 point font for the section titles and something like a 24 point font for the two or three points you make in each section.
Choose a nice color and a not-too-distracting-but-not-very-bland either border decoration and apply it to all the sections.
Add a nice title section.
Presto, your blog post is very eminently presentable to millions of college students in a easy to present format that appears to be nice and slick.
As an added bonus before someone comprehends enough of it to ask you any tough questions, you would scrammed out of there with plenty of time to spare.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30047612</id>
	<title>PowerPoint is just a tool</title>
	<author>Anonymous</author>
	<datestamp>1257876480000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>PowerPoint doesn't make bad presenters any worse, or good presenters any better. I used PowerPoint when I taught a Java programming class, and basically had to spend more time preparing the slides than actually giving the lectures. I also posted the slides on the college web site after every lecture. Whiteboards were still used to illustrate the answers to questions from students -- and there were a lot of questions. There are a lot of reasons I sucked as a teacher (talking in a monotone, trying to teach both students who already know C and those who had no programming experience whatsoever, having a really crappy textbook forced on us by the college, etc.) But I don't think PowerPoint made me any worse. If anything, it was much easier to read than my handwriting on a whiteboard, as well as allowing me to cover more material.<br> <br>
Back in the day, we had a Calculus professor who would write with his right hand while erasing with his left -- making it virtually impossible to simultaneously take notes and understand what he what talking about. Personally, I think canned lectures are an improvement.</htmltext>
<tokenext>PowerPoint does n't make bad presenters any worse , or good presenters any better .
I used PowerPoint when I taught a Java programming class , and basically had to spend more time preparing the slides than actually giving the lectures .
I also posted the slides on the college web site after every lecture .
Whiteboards were still used to illustrate the answers to questions from students -- and there were a lot of questions .
There are a lot of reasons I sucked as a teacher ( talking in a monotone , trying to teach both students who already know C and those who had no programming experience whatsoever , having a really crappy textbook forced on us by the college , etc .
) But I do n't think PowerPoint made me any worse .
If anything , it was much easier to read than my handwriting on a whiteboard , as well as allowing me to cover more material .
Back in the day , we had a Calculus professor who would write with his right hand while erasing with his left -- making it virtually impossible to simultaneously take notes and understand what he what talking about .
Personally , I think canned lectures are an improvement .</tokentext>
<sentencetext>PowerPoint doesn't make bad presenters any worse, or good presenters any better.
I used PowerPoint when I taught a Java programming class, and basically had to spend more time preparing the slides than actually giving the lectures.
I also posted the slides on the college web site after every lecture.
Whiteboards were still used to illustrate the answers to questions from students -- and there were a lot of questions.
There are a lot of reasons I sucked as a teacher (talking in a monotone, trying to teach both students who already know C and those who had no programming experience whatsoever, having a really crappy textbook forced on us by the college, etc.
) But I don't think PowerPoint made me any worse.
If anything, it was much easier to read than my handwriting on a whiteboard, as well as allowing me to cover more material.
Back in the day, we had a Calculus professor who would write with his right hand while erasing with his left -- making it virtually impossible to simultaneously take notes and understand what he what talking about.
Personally, I think canned lectures are an improvement.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046044</id>
	<title>Re:different for ESL students</title>
	<author>LandDolphin</author>
	<datestamp>1257870780000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Because the school has to provide equal (equitable) education to everyone?<br> <br>

Plus, the alterations that are done to help ELL (English Language Learner) students tend to actually improve comprehension with students that already know English.</htmltext>
<tokenext>Because the school has to provide equal ( equitable ) education to everyone ?
Plus , the alterations that are done to help ELL ( English Language Learner ) students tend to actually improve comprehension with students that already know English .</tokentext>
<sentencetext>Because the school has to provide equal (equitable) education to everyone?
Plus, the alterations that are done to help ELL (English Language Learner) students tend to actually improve comprehension with students that already know English.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045652</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045488</id>
	<title>Re:different for ESL students</title>
	<author>srussia</author>
	<datestamp>1257868200000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><div class="quote"><p> But when a relevant percentage of the audience does not understand English, or when the presenter does not speak English, writing the entire presentation down on the slides and reading off the slides is a more effective way of communicating.</p></div><p>I know what you mean. I studied Greek Philosophy, using the Greek texts, while <i>learning</i> ancient Greek, which was being taught <i> in Spanish</i>, which in turn I was still learning as a third language (STL?). Oh, and the professors barely touched the board at all, mostly just holding forth while smoking. I am now a linguist by profession.</p></div>
	</htmltext>
<tokenext>But when a relevant percentage of the audience does not understand English , or when the presenter does not speak English , writing the entire presentation down on the slides and reading off the slides is a more effective way of communicating.I know what you mean .
I studied Greek Philosophy , using the Greek texts , while learning ancient Greek , which was being taught in Spanish , which in turn I was still learning as a third language ( STL ? ) .
Oh , and the professors barely touched the board at all , mostly just holding forth while smoking .
I am now a linguist by profession .</tokentext>
<sentencetext> But when a relevant percentage of the audience does not understand English, or when the presenter does not speak English, writing the entire presentation down on the slides and reading off the slides is a more effective way of communicating.I know what you mean.
I studied Greek Philosophy, using the Greek texts, while learning ancient Greek, which was being taught  in Spanish, which in turn I was still learning as a third language (STL?).
Oh, and the professors barely touched the board at all, mostly just holding forth while smoking.
I am now a linguist by profession.
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044972</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30047770</id>
	<title>Its not like professors can program</title>
	<author>whitedsepdivine</author>
	<datestamp>1257876960000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I had professors teaching 300 and 400 level classes in Java who have never programmed a line of java in their life.  Not just one professor, many.  Whenever you asked them a question they would defer it until next class and then never answer it.  Their slides where their life blood.  If they could not get the power point to display, class would be canceled.  And this would happen often, due to a poor IT department.

In my view professors, are people that couldn't find a real job after graduating so they never left.  This is a fact you will have to live with, and this is why so many professor have such poor knowledge.

I graduated from Drexel in CS, but I am guessing that many school may have this problem.  It seems to me, that either a very low, or very high end school would have the best professors.  Since the low end would employ people who have full time jobs, and teach in their spare time, and high end actually care about what they are doing.  By far the best teachers I had where dedicated TAs, Adjuncts, or Wikipedia.</htmltext>
<tokenext>I had professors teaching 300 and 400 level classes in Java who have never programmed a line of java in their life .
Not just one professor , many .
Whenever you asked them a question they would defer it until next class and then never answer it .
Their slides where their life blood .
If they could not get the power point to display , class would be canceled .
And this would happen often , due to a poor IT department .
In my view professors , are people that could n't find a real job after graduating so they never left .
This is a fact you will have to live with , and this is why so many professor have such poor knowledge .
I graduated from Drexel in CS , but I am guessing that many school may have this problem .
It seems to me , that either a very low , or very high end school would have the best professors .
Since the low end would employ people who have full time jobs , and teach in their spare time , and high end actually care about what they are doing .
By far the best teachers I had where dedicated TAs , Adjuncts , or Wikipedia .</tokentext>
<sentencetext>I had professors teaching 300 and 400 level classes in Java who have never programmed a line of java in their life.
Not just one professor, many.
Whenever you asked them a question they would defer it until next class and then never answer it.
Their slides where their life blood.
If they could not get the power point to display, class would be canceled.
And this would happen often, due to a poor IT department.
In my view professors, are people that couldn't find a real job after graduating so they never left.
This is a fact you will have to live with, and this is why so many professor have such poor knowledge.
I graduated from Drexel in CS, but I am guessing that many school may have this problem.
It seems to me, that either a very low, or very high end school would have the best professors.
Since the low end would employ people who have full time jobs, and teach in their spare time, and high end actually care about what they are doing.
By far the best teachers I had where dedicated TAs, Adjuncts, or Wikipedia.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045120</id>
	<title>Re:Actually</title>
	<author>jgtg32a</author>
	<datestamp>1257866220000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>3</modscore>
	<htmltext>Learn the difference between a PowerPoint presentation and a presentation using PowerPoint</htmltext>
<tokenext>Learn the difference between a PowerPoint presentation and a presentation using PowerPoint</tokentext>
<sentencetext>Learn the difference between a PowerPoint presentation and a presentation using PowerPoint</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045050</id>
	<title>PP AID</title>
	<author>Anonymous</author>
	<datestamp>1257865800000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>powerpoint is an 'aid' to a presentation and should not be the presentation itself. say, if Jesus used PPs to present his teachings would he be as effective? anything extra speakers does directly competes with what the speaker has to say for listener's attention.</p></htmltext>
<tokenext>powerpoint is an 'aid ' to a presentation and should not be the presentation itself .
say , if Jesus used PPs to present his teachings would he be as effective ?
anything extra speakers does directly competes with what the speaker has to say for listener 's attention .</tokentext>
<sentencetext>powerpoint is an 'aid' to a presentation and should not be the presentation itself.
say, if Jesus used PPs to present his teachings would he be as effective?
anything extra speakers does directly competes with what the speaker has to say for listener's attention.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30049332</id>
	<title>Teachers</title>
	<author>kenp2002</author>
	<datestamp>1257882420000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>In 33 years I've met two teachers in my life. Being employed by a school, stuck in front of a class with a ciriculum doesn't make you a teacher, professor, or instructor; at best it makes you a baby sitter.</p><p>I have great sympathy for students today, they'll likely never know what it is like to have a teacher, a real teacher. This PowerPoint issue brings about a great point in the nature of teaching (or in most cases the lack of) and what it means to teach. Lecturing is not teaching. But my quote to my students comes to mind:</p><p>"I am the teacher.<br>You are the student.<br>It is my job to teach, your job to learn.<br>It is not my job to learn the material for you.<br>My job is to take the vast array of information you are to learn, package it, and hand it out and ensure you understand what is in the package.<br>Your job is to take that package, unwrap it, and figure out how all the parts inside fit together. If you do not understand a part, I will explain it. I will not, however, explain how they fit together, that is what you are here to do. That is learning. If I tell you how those parts fit together, then you have learned nothing but the right answer to a question, that is memorization. You are not here to memorize information; books are a far superior method of recording information. Does anyone here not understand the difference?"</p></div>
	</htmltext>
<tokenext>In 33 years I 've met two teachers in my life .
Being employed by a school , stuck in front of a class with a ciriculum does n't make you a teacher , professor , or instructor ; at best it makes you a baby sitter.I have great sympathy for students today , they 'll likely never know what it is like to have a teacher , a real teacher .
This PowerPoint issue brings about a great point in the nature of teaching ( or in most cases the lack of ) and what it means to teach .
Lecturing is not teaching .
But my quote to my students comes to mind : " I am the teacher.You are the student.It is my job to teach , your job to learn.It is not my job to learn the material for you.My job is to take the vast array of information you are to learn , package it , and hand it out and ensure you understand what is in the package.Your job is to take that package , unwrap it , and figure out how all the parts inside fit together .
If you do not understand a part , I will explain it .
I will not , however , explain how they fit together , that is what you are here to do .
That is learning .
If I tell you how those parts fit together , then you have learned nothing but the right answer to a question , that is memorization .
You are not here to memorize information ; books are a far superior method of recording information .
Does anyone here not understand the difference ?
"</tokentext>
<sentencetext>In 33 years I've met two teachers in my life.
Being employed by a school, stuck in front of a class with a ciriculum doesn't make you a teacher, professor, or instructor; at best it makes you a baby sitter.I have great sympathy for students today, they'll likely never know what it is like to have a teacher, a real teacher.
This PowerPoint issue brings about a great point in the nature of teaching (or in most cases the lack of) and what it means to teach.
Lecturing is not teaching.
But my quote to my students comes to mind:"I am the teacher.You are the student.It is my job to teach, your job to learn.It is not my job to learn the material for you.My job is to take the vast array of information you are to learn, package it, and hand it out and ensure you understand what is in the package.Your job is to take that package, unwrap it, and figure out how all the parts inside fit together.
If you do not understand a part, I will explain it.
I will not, however, explain how they fit together, that is what you are here to do.
That is learning.
If I tell you how those parts fit together, then you have learned nothing but the right answer to a question, that is memorization.
You are not here to memorize information; books are a far superior method of recording information.
Does anyone here not understand the difference?
"
	</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30047260</id>
	<title>Prepares them for the "real world"</title>
	<author>HikingStick</author>
	<datestamp>1257875280000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Let's face it.  When graduates get out into the "real word", they'll be sitting through presentations by their managers and peers that are just as bad, if not worse (ever see a presentation where a research type includes tables so big that you couldn't read them on screen from the front row with a telescope?). Just think of it as practical life experience.  They'll be ready for the workplace!</htmltext>
<tokenext>Let 's face it .
When graduates get out into the " real word " , they 'll be sitting through presentations by their managers and peers that are just as bad , if not worse ( ever see a presentation where a research type includes tables so big that you could n't read them on screen from the front row with a telescope ? ) .
Just think of it as practical life experience .
They 'll be ready for the workplace !</tokentext>
<sentencetext>Let's face it.
When graduates get out into the "real word", they'll be sitting through presentations by their managers and peers that are just as bad, if not worse (ever see a presentation where a research type includes tables so big that you couldn't read them on screen from the front row with a telescope?).
Just think of it as practical life experience.
They'll be ready for the workplace!</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045700</id>
	<title>Re:It Works If The Professor Made the Slides</title>
	<author>Anonymous</author>
	<datestamp>1257869160000</datestamp>
	<modclass>Troll</modclass>
	<modscore>-1</modscore>
	<htmltext><p>Sorry, you still suck.</p></htmltext>
<tokenext>Sorry , you still suck .</tokentext>
<sentencetext>Sorry, you still suck.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044954</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045322</id>
	<title>Re:Actually</title>
	<author>vvaduva</author>
	<datestamp>1257867360000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>You are probably right, but there is value to having static information on one area of the board and having the freedom to erase anything at will/change anything.  You'd have to put a lot of work into PP slides to make that happen.</p><p>I homeschool and I use a whiteboard for my kids and they are absolutely loving it.  They are not college-age, byt I can easily see how powerpoint would take away from the experience if done the wrong way.</p><p>Perhaps the kind of information being presented is important too.  Poetry is different than organic chemistry, so presentation methods should be different too.</p></htmltext>
<tokenext>You are probably right , but there is value to having static information on one area of the board and having the freedom to erase anything at will/change anything .
You 'd have to put a lot of work into PP slides to make that happen.I homeschool and I use a whiteboard for my kids and they are absolutely loving it .
They are not college-age , byt I can easily see how powerpoint would take away from the experience if done the wrong way.Perhaps the kind of information being presented is important too .
Poetry is different than organic chemistry , so presentation methods should be different too .</tokentext>
<sentencetext>You are probably right, but there is value to having static information on one area of the board and having the freedom to erase anything at will/change anything.
You'd have to put a lot of work into PP slides to make that happen.I homeschool and I use a whiteboard for my kids and they are absolutely loving it.
They are not college-age, byt I can easily see how powerpoint would take away from the experience if done the wrong way.Perhaps the kind of information being presented is important too.
Poetry is different than organic chemistry, so presentation methods should be different too.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30052338</id>
	<title>Re:I am a prof, and I agree!!</title>
	<author>spikenerd</author>
	<datestamp>1257851220000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Just project Kolourpaint (or MS-Paint if you use Windows) onto the screen. It's better than a chalk-board. You can type text right onto the screen. You can draw lines, ellipses, etc. You can even select things and drag them around for cheap animation effects. And you can save your scratchings and pass them out. Is there anything you can do on a whiteboard that you can't do with a simple paint program?</htmltext>
<tokenext>Just project Kolourpaint ( or MS-Paint if you use Windows ) onto the screen .
It 's better than a chalk-board .
You can type text right onto the screen .
You can draw lines , ellipses , etc .
You can even select things and drag them around for cheap animation effects .
And you can save your scratchings and pass them out .
Is there anything you can do on a whiteboard that you ca n't do with a simple paint program ?</tokentext>
<sentencetext>Just project Kolourpaint (or MS-Paint if you use Windows) onto the screen.
It's better than a chalk-board.
You can type text right onto the screen.
You can draw lines, ellipses, etc.
You can even select things and drag them around for cheap animation effects.
And you can save your scratchings and pass them out.
Is there anything you can do on a whiteboard that you can't do with a simple paint program?</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045990</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045084</id>
	<title>Three words</title>
	<author>marcel-jan.nl</author>
	<datestamp>1257865980000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>.. <a href="http://www.youtube.com/watch?v=yL\_-1d9OSdk" title="youtube.com" rel="nofollow">Chicken chicken chicken</a> [youtube.com].</htmltext>
<tokenext>.. Chicken chicken chicken [ youtube.com ] .</tokentext>
<sentencetext>.. Chicken chicken chicken [youtube.com].</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30049218</id>
	<title>Oblig. Futurama</title>
	<author>ThatsNotPudding</author>
	<datestamp>1257881940000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>"Please, Fry I don't know how to use PowerPoint! I'm a professor!"</htmltext>
<tokenext>" Please , Fry I do n't know how to use PowerPoint !
I 'm a professor !
"</tokentext>
<sentencetext>"Please, Fry I don't know how to use PowerPoint!
I'm a professor!
"</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30056582</id>
	<title>Re:I am a prof, and I agree!!</title>
	<author>formfeed</author>
	<datestamp>1257878160000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Me too. <p>
The problem is, that many profs feel insecure with technology, so a few pseudo-techs in administration set the course.</p><p>
They give out grants for great new ideas that solve problems nobody had in the first place. For example: A system where students can write little essays on pdas and send them to the professor in the front, who then can open it on the PC and show it on the projector screen.  -- I can do the same with sheets of paper and a doc-cam.
</p><p>
By the time I powered up the projector, I could have written something on the board ten times. An overhead I can annotate easily, a power point presentation usually not. This takes away flexibility in the class room and favors professors who like canned material over those who would like to react to students' questions and alter their material accordingly.
</p><p>If technology disrupts and takes away flexibility, then it's not ready to be used.</p></htmltext>
<tokenext>Me too .
The problem is , that many profs feel insecure with technology , so a few pseudo-techs in administration set the course .
They give out grants for great new ideas that solve problems nobody had in the first place .
For example : A system where students can write little essays on pdas and send them to the professor in the front , who then can open it on the PC and show it on the projector screen .
-- I can do the same with sheets of paper and a doc-cam .
By the time I powered up the projector , I could have written something on the board ten times .
An overhead I can annotate easily , a power point presentation usually not .
This takes away flexibility in the class room and favors professors who like canned material over those who would like to react to students ' questions and alter their material accordingly .
If technology disrupts and takes away flexibility , then it 's not ready to be used .</tokentext>
<sentencetext>Me too.
The problem is, that many profs feel insecure with technology, so a few pseudo-techs in administration set the course.
They give out grants for great new ideas that solve problems nobody had in the first place.
For example: A system where students can write little essays on pdas and send them to the professor in the front, who then can open it on the PC and show it on the projector screen.
-- I can do the same with sheets of paper and a doc-cam.
By the time I powered up the projector, I could have written something on the board ten times.
An overhead I can annotate easily, a power point presentation usually not.
This takes away flexibility in the class room and favors professors who like canned material over those who would like to react to students' questions and alter their material accordingly.
If technology disrupts and takes away flexibility, then it's not ready to be used.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045990</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046106</id>
	<title>No different in corporate world..</title>
	<author>HockeyPuck</author>
	<datestamp>1257870960000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I've seen this a million times in the corporate world.  The problem is that the speaker has never taken ANY professional speaking classes.  Sure, they may know their material inside and out, but they have never been trained on actually presenting it using powerpoint.  The biggest problem?  <b>The speaker does not pause.</b></p><p>With a "chalk talk" the speaker can only write so fast, but with ppt, they can put up a huge page of bullets/text/graphics in an instant, and the instant that material is up on the screen they immediately begin speaking.  So as an attendee, what are you supposed to do? Listen to what they say or read what's on the screen?</p><p>What the speaker <i>should</i> do is, after putting up a slide, pause for 20seconds so the attendee can read what's up there.  Sure the speaker might think they look like a moron for not saying anything, but you're allowing the attendee to digest what you just put up on the screen before you start draw the attention away from the slide and onto the speaker.</p></htmltext>
<tokenext>I 've seen this a million times in the corporate world .
The problem is that the speaker has never taken ANY professional speaking classes .
Sure , they may know their material inside and out , but they have never been trained on actually presenting it using powerpoint .
The biggest problem ?
The speaker does not pause.With a " chalk talk " the speaker can only write so fast , but with ppt , they can put up a huge page of bullets/text/graphics in an instant , and the instant that material is up on the screen they immediately begin speaking .
So as an attendee , what are you supposed to do ?
Listen to what they say or read what 's on the screen ? What the speaker should do is , after putting up a slide , pause for 20seconds so the attendee can read what 's up there .
Sure the speaker might think they look like a moron for not saying anything , but you 're allowing the attendee to digest what you just put up on the screen before you start draw the attention away from the slide and onto the speaker .</tokentext>
<sentencetext>I've seen this a million times in the corporate world.
The problem is that the speaker has never taken ANY professional speaking classes.
Sure, they may know their material inside and out, but they have never been trained on actually presenting it using powerpoint.
The biggest problem?
The speaker does not pause.With a "chalk talk" the speaker can only write so fast, but with ppt, they can put up a huge page of bullets/text/graphics in an instant, and the instant that material is up on the screen they immediately begin speaking.
So as an attendee, what are you supposed to do?
Listen to what they say or read what's on the screen?What the speaker should do is, after putting up a slide, pause for 20seconds so the attendee can read what's up there.
Sure the speaker might think they look like a moron for not saying anything, but you're allowing the attendee to digest what you just put up on the screen before you start draw the attention away from the slide and onto the speaker.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044976</id>
	<title>Chalk talk rules</title>
	<author>Anonymous</author>
	<datestamp>1257865560000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>5</modscore>
	<htmltext>I've got a masters degree in physics, and I'm now teaching as part of my duties as a PhD studies. At my university, most professors give "chalk talks", and some use presentation software. In my experience, presentation software lets the lecturer skip quickly ahead before the students have time to make up their mind about "what just happened", and don't have time to take notes. During a chalk talk, the speed of progress is limited by the time it takes to write up that big nasty equation, and the lecture proceeds at a natural pace. Most importantly, the students more easily see how you think while doing a calculation; if using a powerpoint slide, forget that.

<p>
Conclusion? Chalk Talk rules for fundamental science teaching. Powerpoint is probably OK for management theory classes.</p></htmltext>
<tokenext>I 've got a masters degree in physics , and I 'm now teaching as part of my duties as a PhD studies .
At my university , most professors give " chalk talks " , and some use presentation software .
In my experience , presentation software lets the lecturer skip quickly ahead before the students have time to make up their mind about " what just happened " , and do n't have time to take notes .
During a chalk talk , the speed of progress is limited by the time it takes to write up that big nasty equation , and the lecture proceeds at a natural pace .
Most importantly , the students more easily see how you think while doing a calculation ; if using a powerpoint slide , forget that .
Conclusion ? Chalk Talk rules for fundamental science teaching .
Powerpoint is probably OK for management theory classes .</tokentext>
<sentencetext>I've got a masters degree in physics, and I'm now teaching as part of my duties as a PhD studies.
At my university, most professors give "chalk talks", and some use presentation software.
In my experience, presentation software lets the lecturer skip quickly ahead before the students have time to make up their mind about "what just happened", and don't have time to take notes.
During a chalk talk, the speed of progress is limited by the time it takes to write up that big nasty equation, and the lecture proceeds at a natural pace.
Most importantly, the students more easily see how you think while doing a calculation; if using a powerpoint slide, forget that.
Conclusion? Chalk Talk rules for fundamental science teaching.
Powerpoint is probably OK for management theory classes.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045824</id>
	<title>I've seen some good ones before.</title>
	<author>ChrisBachmann</author>
	<datestamp>1257869820000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Back in the 90's, I had an accounting professor who did her whole class in PowerPoint. When I signed up and got the text books and I also needed to buy a packet of paper which had the whole semesters worth of PP slides with plenty of room to take notes. This way I never had to write down what was on the slides themselves, just my understanding of the material. And there was a lot of material.</htmltext>
<tokenext>Back in the 90 's , I had an accounting professor who did her whole class in PowerPoint .
When I signed up and got the text books and I also needed to buy a packet of paper which had the whole semesters worth of PP slides with plenty of room to take notes .
This way I never had to write down what was on the slides themselves , just my understanding of the material .
And there was a lot of material .</tokentext>
<sentencetext>Back in the 90's, I had an accounting professor who did her whole class in PowerPoint.
When I signed up and got the text books and I also needed to buy a packet of paper which had the whole semesters worth of PP slides with plenty of room to take notes.
This way I never had to write down what was on the slides themselves, just my understanding of the material.
And there was a lot of material.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045810</id>
	<title>Re:It's not the tech, it's the prof</title>
	<author>Anonymous</author>
	<datestamp>1257869820000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>The problem with this, is most of the idiots rate the professor 5 for giving them an A and 1 for giving them an F. The professor was awesome if he allowed me to drink myself retarded and still pass his class, without any hard-work or studying. These kids don't want to learn, they want to get an A.</p><p>The professors I learned the most from in college, the ones that I actually learned something from, have been habitually rated low on ratemyprof like sites.</p></htmltext>
<tokenext>The problem with this , is most of the idiots rate the professor 5 for giving them an A and 1 for giving them an F. The professor was awesome if he allowed me to drink myself retarded and still pass his class , without any hard-work or studying .
These kids do n't want to learn , they want to get an A.The professors I learned the most from in college , the ones that I actually learned something from , have been habitually rated low on ratemyprof like sites .</tokentext>
<sentencetext>The problem with this, is most of the idiots rate the professor 5 for giving them an A and 1 for giving them an F. The professor was awesome if he allowed me to drink myself retarded and still pass his class, without any hard-work or studying.
These kids don't want to learn, they want to get an A.The professors I learned the most from in college, the ones that I actually learned something from, have been habitually rated low on ratemyprof like sites.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044968</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045502</id>
	<title>R.I.P. Outline Skills</title>
	<author>LoadWB</author>
	<datestamp>1257868260000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>PowerPoint presentations for class lectures makes outlining lectures virtually impossible.  I tried one semester and found that I was having to leave blank spots all over the place and return to topics and subtopics from sometimes pages ahead.</p><p>At least overhead transparencies were in some kind of outline format.  I miss the days when thoughts were organized.</p><p>Not to say there are not good PowerPoint presentations out there.  I have had one professor use PowerPoint in an amazingly effective manner, but essentially by breaking all the PowerPoint rules.  Bah.</p></htmltext>
<tokenext>PowerPoint presentations for class lectures makes outlining lectures virtually impossible .
I tried one semester and found that I was having to leave blank spots all over the place and return to topics and subtopics from sometimes pages ahead.At least overhead transparencies were in some kind of outline format .
I miss the days when thoughts were organized.Not to say there are not good PowerPoint presentations out there .
I have had one professor use PowerPoint in an amazingly effective manner , but essentially by breaking all the PowerPoint rules .
Bah .</tokentext>
<sentencetext>PowerPoint presentations for class lectures makes outlining lectures virtually impossible.
I tried one semester and found that I was having to leave blank spots all over the place and return to topics and subtopics from sometimes pages ahead.At least overhead transparencies were in some kind of outline format.
I miss the days when thoughts were organized.Not to say there are not good PowerPoint presentations out there.
I have had one professor use PowerPoint in an amazingly effective manner, but essentially by breaking all the PowerPoint rules.
Bah.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30047004</id>
	<title>Re:Actually</title>
	<author>Anonymous</author>
	<datestamp>1257874440000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>There is a way which is far more common with so-and-so presenters! They use their slides as a summary of their talk, so they know what to say when. This is also BAD.</p><p>Slides are for showing stuff, nothing more and nothing less. Go and look at some TED talks, and tell me which ones you like best. The ones where slides == summary, or the ones where slides are only used to show images?</p><p>Then go to slideshare.net, and explain to yourself why the featured presentations are so good. Now, repeat after me: "I will never use powerpoint slides as a summary. I will write the summary on paper cards."</p></htmltext>
<tokenext>There is a way which is far more common with so-and-so presenters !
They use their slides as a summary of their talk , so they know what to say when .
This is also BAD.Slides are for showing stuff , nothing more and nothing less .
Go and look at some TED talks , and tell me which ones you like best .
The ones where slides = = summary , or the ones where slides are only used to show images ? Then go to slideshare.net , and explain to yourself why the featured presentations are so good .
Now , repeat after me : " I will never use powerpoint slides as a summary .
I will write the summary on paper cards .
"</tokentext>
<sentencetext>There is a way which is far more common with so-and-so presenters!
They use their slides as a summary of their talk, so they know what to say when.
This is also BAD.Slides are for showing stuff, nothing more and nothing less.
Go and look at some TED talks, and tell me which ones you like best.
The ones where slides == summary, or the ones where slides are only used to show images?Then go to slideshare.net, and explain to yourself why the featured presentations are so good.
Now, repeat after me: "I will never use powerpoint slides as a summary.
I will write the summary on paper cards.
"</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046026</id>
	<title>Re:It Works If The Professor Made the Slides</title>
	<author>Hurricane78</author>
	<datestamp>1257870720000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>There is one problem with prepared slides: They are canned! They are not exactly a dynamic medium of communication. While the chalkboard still is.</p><p>I think if I were a professor, I'd get myself a one or a couple of <a href="http://www.wacom.com/cintiq/cintiq-21ux.php" title="wacom.com">Cintiq</a> [wacom.com]s, and project each one on a different screen. Just like chalkboards. But with the ability to use prepared material too, and even quickly switch to a website or just project some code while I write it, if needed.</p><p>The problem is, that education is crappy, because the money all goes to "terrorist" ghosts, pointless wars, by/and "failing" banks who deliberately put the country into debt, to control it.<br>It's a bit like the original Stargate movie: We have the right to have just enough intelligence to be good servants.</p></htmltext>
<tokenext>There is one problem with prepared slides : They are canned !
They are not exactly a dynamic medium of communication .
While the chalkboard still is.I think if I were a professor , I 'd get myself a one or a couple of Cintiq [ wacom.com ] s , and project each one on a different screen .
Just like chalkboards .
But with the ability to use prepared material too , and even quickly switch to a website or just project some code while I write it , if needed.The problem is , that education is crappy , because the money all goes to " terrorist " ghosts , pointless wars , by/and " failing " banks who deliberately put the country into debt , to control it.It 's a bit like the original Stargate movie : We have the right to have just enough intelligence to be good servants .</tokentext>
<sentencetext>There is one problem with prepared slides: They are canned!
They are not exactly a dynamic medium of communication.
While the chalkboard still is.I think if I were a professor, I'd get myself a one or a couple of Cintiq [wacom.com]s, and project each one on a different screen.
Just like chalkboards.
But with the ability to use prepared material too, and even quickly switch to a website or just project some code while I write it, if needed.The problem is, that education is crappy, because the money all goes to "terrorist" ghosts, pointless wars, by/and "failing" banks who deliberately put the country into debt, to control it.It's a bit like the original Stargate movie: We have the right to have just enough intelligence to be good servants.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044954</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045834</id>
	<title>Good for some students</title>
	<author>i-like-burritos</author>
	<datestamp>1257869880000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I love classes where the professors use power point.  Those professors almost always post the presentations online, and that completely eliminates the need to show up for class.<p>

Personally, I have a hard time paying attention to most professors talk for an hour, and I also find it inefficient.  It feels like a waste of time to listen to the professor explain something out loud when I can just read it to myself in 1/2 the time.  It also seems inefficient to spend time watching the professor write things that are already written in the text book.  I appreciate the guidance and motivation that professors provide, but most of my actual learning comes from my textbooks and online resources.</p><p>

I understand that different people have different styles of learning, and that many (or even most) people value lectures.  Using power point and posting the slides online is a way for professors to accomodate both kinds of students.  Students like me can still benefit from the knowledge of the professor without having to listen to a lecture, and students who want to listen to a lecture still have that option.</p><p>

One of the author's main complaints seems to be that power-point lectures move too fast, but I would complain that traditional lectures move too slow.  It's just a matter of different learning styles, and not all of your professors' teaching styles will match your particular learning style.  That's just part of life.</p><p>

Now, professors who use power-point badly are, of course, not very helpful, but that has nothing to do with power-point.  Some professors just aren't the best teachers.</p></htmltext>
<tokenext>I love classes where the professors use power point .
Those professors almost always post the presentations online , and that completely eliminates the need to show up for class .
Personally , I have a hard time paying attention to most professors talk for an hour , and I also find it inefficient .
It feels like a waste of time to listen to the professor explain something out loud when I can just read it to myself in 1/2 the time .
It also seems inefficient to spend time watching the professor write things that are already written in the text book .
I appreciate the guidance and motivation that professors provide , but most of my actual learning comes from my textbooks and online resources .
I understand that different people have different styles of learning , and that many ( or even most ) people value lectures .
Using power point and posting the slides online is a way for professors to accomodate both kinds of students .
Students like me can still benefit from the knowledge of the professor without having to listen to a lecture , and students who want to listen to a lecture still have that option .
One of the author 's main complaints seems to be that power-point lectures move too fast , but I would complain that traditional lectures move too slow .
It 's just a matter of different learning styles , and not all of your professors ' teaching styles will match your particular learning style .
That 's just part of life .
Now , professors who use power-point badly are , of course , not very helpful , but that has nothing to do with power-point .
Some professors just are n't the best teachers .</tokentext>
<sentencetext>I love classes where the professors use power point.
Those professors almost always post the presentations online, and that completely eliminates the need to show up for class.
Personally, I have a hard time paying attention to most professors talk for an hour, and I also find it inefficient.
It feels like a waste of time to listen to the professor explain something out loud when I can just read it to myself in 1/2 the time.
It also seems inefficient to spend time watching the professor write things that are already written in the text book.
I appreciate the guidance and motivation that professors provide, but most of my actual learning comes from my textbooks and online resources.
I understand that different people have different styles of learning, and that many (or even most) people value lectures.
Using power point and posting the slides online is a way for professors to accomodate both kinds of students.
Students like me can still benefit from the knowledge of the professor without having to listen to a lecture, and students who want to listen to a lecture still have that option.
One of the author's main complaints seems to be that power-point lectures move too fast, but I would complain that traditional lectures move too slow.
It's just a matter of different learning styles, and not all of your professors' teaching styles will match your particular learning style.
That's just part of life.
Now, professors who use power-point badly are, of course, not very helpful, but that has nothing to do with power-point.
Some professors just aren't the best teachers.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045918</id>
	<title>Re:Learning is hard work, deal with it.</title>
	<author>Akido37</author>
	<datestamp>1257870300000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><div class="quote"><p>You are responsible for your own learning.  And if you are good, you might have understood this already before you leave school.</p></div><p>If this is true, why do we measure teachers' effectiveness based on the students' test scores?  If they fail, it's their own fault since they're responsible for their own learning.
<br> <br>
I'm not being sarcastic, I'm serious.  We treat students as responsible for their own learning, yet punish teachers if they don't.  WTF?</p></div>
	</htmltext>
<tokenext>You are responsible for your own learning .
And if you are good , you might have understood this already before you leave school.If this is true , why do we measure teachers ' effectiveness based on the students ' test scores ?
If they fail , it 's their own fault since they 're responsible for their own learning .
I 'm not being sarcastic , I 'm serious .
We treat students as responsible for their own learning , yet punish teachers if they do n't .
WTF ?</tokentext>
<sentencetext>You are responsible for your own learning.
And if you are good, you might have understood this already before you leave school.If this is true, why do we measure teachers' effectiveness based on the students' test scores?
If they fail, it's their own fault since they're responsible for their own learning.
I'm not being sarcastic, I'm serious.
We treat students as responsible for their own learning, yet punish teachers if they don't.
WTF?
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045154</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045106</id>
	<title>stupid garbage</title>
	<author>spidercoz</author>
	<datestamp>1257866160000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Powerpoint is the worst thing to ever happen to higher education.  It lets these professors, whose teaching abilities are minimal to begin with, just coast through their responsibilities to the students.  They think they don't have to do any real teaching anymore.</htmltext>
<tokenext>Powerpoint is the worst thing to ever happen to higher education .
It lets these professors , whose teaching abilities are minimal to begin with , just coast through their responsibilities to the students .
They think they do n't have to do any real teaching anymore .</tokentext>
<sentencetext>Powerpoint is the worst thing to ever happen to higher education.
It lets these professors, whose teaching abilities are minimal to begin with, just coast through their responsibilities to the students.
They think they don't have to do any real teaching anymore.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045092</id>
	<title>Why is this news?</title>
	<author>Protonk</author>
	<datestamp>1257866100000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Airline food, isn't it terrible?  And the lines!  Also some people are bad at driving.

I mean...gratz on a well constructed criticism of powerpoint in the classroom, but you aren't really breaking new ground.</htmltext>
<tokenext>Airline food , is n't it terrible ?
And the lines !
Also some people are bad at driving .
I mean...gratz on a well constructed criticism of powerpoint in the classroom , but you are n't really breaking new ground .</tokentext>
<sentencetext>Airline food, isn't it terrible?
And the lines!
Also some people are bad at driving.
I mean...gratz on a well constructed criticism of powerpoint in the classroom, but you aren't really breaking new ground.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30047752</id>
	<title>bad tools</title>
	<author>Tom</author>
	<datestamp>1257876900000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Also, because PP is a horrible tool, badly suited for the job it is intended for - and routinely abused for jobs it wasn't.</p><p>I've seen PowerPoint and Keynote presentations right next to and/or immediately following each other. That's a difference you can't put into words. I've seen people who know how to work the tool and people who wear a suit and sit at a desk all day with "manager" on their door sign present, and it's another world of difference. I've seen people use presentation software for presentations, and for practically every other purpose, including the agenda of a meeting.</p><p>Add all that up, and the range is unbelievable. People who only know four programs (Word, Excel, PowerPoint and Outlook) and <b>still</b> insist on creating their presentations themselves are a total failure, and they don't even notice. But their audience does. And if you're trying to put facts, figures and formulas into a medium that was meant for more condensed information, it only gets worse.</p><p>Every university, and almost every company would profit considerably if they were to just wipe out powerpoint on all their machines and prevent re-installation. I'm serious.</p></htmltext>
<tokenext>Also , because PP is a horrible tool , badly suited for the job it is intended for - and routinely abused for jobs it was n't.I 've seen PowerPoint and Keynote presentations right next to and/or immediately following each other .
That 's a difference you ca n't put into words .
I 've seen people who know how to work the tool and people who wear a suit and sit at a desk all day with " manager " on their door sign present , and it 's another world of difference .
I 've seen people use presentation software for presentations , and for practically every other purpose , including the agenda of a meeting.Add all that up , and the range is unbelievable .
People who only know four programs ( Word , Excel , PowerPoint and Outlook ) and still insist on creating their presentations themselves are a total failure , and they do n't even notice .
But their audience does .
And if you 're trying to put facts , figures and formulas into a medium that was meant for more condensed information , it only gets worse.Every university , and almost every company would profit considerably if they were to just wipe out powerpoint on all their machines and prevent re-installation .
I 'm serious .</tokentext>
<sentencetext>Also, because PP is a horrible tool, badly suited for the job it is intended for - and routinely abused for jobs it wasn't.I've seen PowerPoint and Keynote presentations right next to and/or immediately following each other.
That's a difference you can't put into words.
I've seen people who know how to work the tool and people who wear a suit and sit at a desk all day with "manager" on their door sign present, and it's another world of difference.
I've seen people use presentation software for presentations, and for practically every other purpose, including the agenda of a meeting.Add all that up, and the range is unbelievable.
People who only know four programs (Word, Excel, PowerPoint and Outlook) and still insist on creating their presentations themselves are a total failure, and they don't even notice.
But their audience does.
And if you're trying to put facts, figures and formulas into a medium that was meant for more condensed information, it only gets worse.Every university, and almost every company would profit considerably if they were to just wipe out powerpoint on all their machines and prevent re-installation.
I'm serious.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30062188</id>
	<title>Re:Actually</title>
	<author>Anonymous</author>
	<datestamp>1257099000000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I was talking to my father-in-law (he's a middle-school math teacher) about the push for technology in the class room, and we agreed that we had never seen a bit of "technology" that actually improved the learning environment for students.</p><p>Maybe you're right, that there are some out there that truly get it, and that can use the tools to advance their teaching, but in so many cases, "technology in the classroom" pushes are just an excuse to rake in cash and make the good teachers out there roll their eyes. They promise to make mediocre teachers magically great, instead of make great teachers a bit more effective.</p></htmltext>
<tokenext>I was talking to my father-in-law ( he 's a middle-school math teacher ) about the push for technology in the class room , and we agreed that we had never seen a bit of " technology " that actually improved the learning environment for students.Maybe you 're right , that there are some out there that truly get it , and that can use the tools to advance their teaching , but in so many cases , " technology in the classroom " pushes are just an excuse to rake in cash and make the good teachers out there roll their eyes .
They promise to make mediocre teachers magically great , instead of make great teachers a bit more effective .</tokentext>
<sentencetext>I was talking to my father-in-law (he's a middle-school math teacher) about the push for technology in the class room, and we agreed that we had never seen a bit of "technology" that actually improved the learning environment for students.Maybe you're right, that there are some out there that truly get it, and that can use the tools to advance their teaching, but in so many cases, "technology in the classroom" pushes are just an excuse to rake in cash and make the good teachers out there roll their eyes.
They promise to make mediocre teachers magically great, instead of make great teachers a bit more effective.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30051546</id>
	<title>Re:From the other side</title>
	<author>lucas teh geek</author>
	<datestamp>1257848100000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I know personally, I dont hear a thing if im concentrating on copying something down from a board correctly. I also write quite slowly and it makes my hand cramp, so if I'm trying to get things written down before they're taken off the board I do not have the opportunity to think about what I'm writing.</p><p>take those facts and apply them to your lectures, and all I get out of them is hand written notes that I then have to go back and try to teach to myself. why exactly is this any better than me not showing up and studying of your pre-prepared notes? I'm not advocating not showing up, but what you're forcing upon students like me is no better than what you seem to be so against.</p><p>personally, when I go to a lecture I want to listen, think and ask questions. taking notes prevents all of that. by trying to force those with no concentration to learn by ROTE, you're forcing EVERYONE to sit and take notes and you're preventing many students from learning in the manners they find efficient. some people learn by seeing, others by hearing. others by doing. on the scale of learning efficiency, ROTE comes in pretty fucking low.</p></htmltext>
<tokenext>I know personally , I dont hear a thing if im concentrating on copying something down from a board correctly .
I also write quite slowly and it makes my hand cramp , so if I 'm trying to get things written down before they 're taken off the board I do not have the opportunity to think about what I 'm writing.take those facts and apply them to your lectures , and all I get out of them is hand written notes that I then have to go back and try to teach to myself .
why exactly is this any better than me not showing up and studying of your pre-prepared notes ?
I 'm not advocating not showing up , but what you 're forcing upon students like me is no better than what you seem to be so against.personally , when I go to a lecture I want to listen , think and ask questions .
taking notes prevents all of that .
by trying to force those with no concentration to learn by ROTE , you 're forcing EVERYONE to sit and take notes and you 're preventing many students from learning in the manners they find efficient .
some people learn by seeing , others by hearing .
others by doing .
on the scale of learning efficiency , ROTE comes in pretty fucking low .</tokentext>
<sentencetext>I know personally, I dont hear a thing if im concentrating on copying something down from a board correctly.
I also write quite slowly and it makes my hand cramp, so if I'm trying to get things written down before they're taken off the board I do not have the opportunity to think about what I'm writing.take those facts and apply them to your lectures, and all I get out of them is hand written notes that I then have to go back and try to teach to myself.
why exactly is this any better than me not showing up and studying of your pre-prepared notes?
I'm not advocating not showing up, but what you're forcing upon students like me is no better than what you seem to be so against.personally, when I go to a lecture I want to listen, think and ask questions.
taking notes prevents all of that.
by trying to force those with no concentration to learn by ROTE, you're forcing EVERYONE to sit and take notes and you're preventing many students from learning in the manners they find efficient.
some people learn by seeing, others by hearing.
others by doing.
on the scale of learning efficiency, ROTE comes in pretty fucking low.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045752</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046308</id>
	<title>Re:different for ESL students</title>
	<author>dkf</author>
	<datestamp>1257871800000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><div class="quote"><p>Why would an English-language institution lower its educational standards for lectures in order to cater to non-English-speaking students?</p></div><p>Because foreign students are (usually) more motivated to learn and they pay higher fees. The first tends to follow from the second; people tend to value expensive things more than cheap ones. (OSS is an apparent anomaly here, but that's off-topic.)</p><p><div class="quote"><p>Besides, I was under the impression you had to take a language proficiency exam to attend school in a foreign language.</p></div><p>Yes, but that still doesn't mean that they find it easier to deal with spoken English than written. The reverse is more likely, TBH.</p></div>
	</htmltext>
<tokenext>Why would an English-language institution lower its educational standards for lectures in order to cater to non-English-speaking students ? Because foreign students are ( usually ) more motivated to learn and they pay higher fees .
The first tends to follow from the second ; people tend to value expensive things more than cheap ones .
( OSS is an apparent anomaly here , but that 's off-topic .
) Besides , I was under the impression you had to take a language proficiency exam to attend school in a foreign language.Yes , but that still does n't mean that they find it easier to deal with spoken English than written .
The reverse is more likely , TBH .</tokentext>
<sentencetext>Why would an English-language institution lower its educational standards for lectures in order to cater to non-English-speaking students?Because foreign students are (usually) more motivated to learn and they pay higher fees.
The first tends to follow from the second; people tend to value expensive things more than cheap ones.
(OSS is an apparent anomaly here, but that's off-topic.
)Besides, I was under the impression you had to take a language proficiency exam to attend school in a foreign language.Yes, but that still doesn't mean that they find it easier to deal with spoken English than written.
The reverse is more likely, TBH.
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045652</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045056</id>
	<title>Chalk talk was really useful</title>
	<author>140Mandak262Jamuna</author>
	<datestamp>1257865860000</datestamp>
	<modclass>Offtopic</modclass>
	<modscore>0</modscore>
	<htmltext>The other day I was watching Jon Stewart and he was explaining something vague about Hitler stealing  Geln Beck from us internal organ by internal organ by internal organ. None of it made any sense till he rolled in the chalk board and explained the link between Acorn, small and large intestines (something Karl Marx had) and the stomach, then it all became very very clear. If in doubt, use a chalk board. That is my dictum now.</htmltext>
<tokenext>The other day I was watching Jon Stewart and he was explaining something vague about Hitler stealing Geln Beck from us internal organ by internal organ by internal organ .
None of it made any sense till he rolled in the chalk board and explained the link between Acorn , small and large intestines ( something Karl Marx had ) and the stomach , then it all became very very clear .
If in doubt , use a chalk board .
That is my dictum now .</tokentext>
<sentencetext>The other day I was watching Jon Stewart and he was explaining something vague about Hitler stealing  Geln Beck from us internal organ by internal organ by internal organ.
None of it made any sense till he rolled in the chalk board and explained the link between Acorn, small and large intestines (something Karl Marx had) and the stomach, then it all became very very clear.
If in doubt, use a chalk board.
That is my dictum now.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30053984</id>
	<title>Re:It's not the tech, it's the prof</title>
	<author>Anonymous</author>
	<datestamp>1257859860000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I was curious, so I just checked some of the professors that I had in college a few years back and I agree with the parent's opinion of the site.  The professors that I learned the most from were rated mediocre to poor; however, in general, the ones that were nearly worthless to me (i.e. I learned very little from), were rated well.  I, personally, went to college to learn, not just to get a diploma.  I struggled through, learned a lot and earned decent grades.  It was a lot of hard work for those professors who only acquired mediocre ratings on that site, but the work for them was the most rewarding.</p><p>Overall, I would summarize the site as follows:<br>For someone looking for an easy 'A' in a course that he or she doesn't care about and that is just being taken to fulfill a requirement (e.g. Creative Writing for a Science major at a liberal arts college), sure, check out the site for some insight.<br>For someone looking to learn, I would not recommend that site.</p></htmltext>
<tokenext>I was curious , so I just checked some of the professors that I had in college a few years back and I agree with the parent 's opinion of the site .
The professors that I learned the most from were rated mediocre to poor ; however , in general , the ones that were nearly worthless to me ( i.e .
I learned very little from ) , were rated well .
I , personally , went to college to learn , not just to get a diploma .
I struggled through , learned a lot and earned decent grades .
It was a lot of hard work for those professors who only acquired mediocre ratings on that site , but the work for them was the most rewarding.Overall , I would summarize the site as follows : For someone looking for an easy 'A ' in a course that he or she does n't care about and that is just being taken to fulfill a requirement ( e.g .
Creative Writing for a Science major at a liberal arts college ) , sure , check out the site for some insight.For someone looking to learn , I would not recommend that site .</tokentext>
<sentencetext>I was curious, so I just checked some of the professors that I had in college a few years back and I agree with the parent's opinion of the site.
The professors that I learned the most from were rated mediocre to poor; however, in general, the ones that were nearly worthless to me (i.e.
I learned very little from), were rated well.
I, personally, went to college to learn, not just to get a diploma.
I struggled through, learned a lot and earned decent grades.
It was a lot of hard work for those professors who only acquired mediocre ratings on that site, but the work for them was the most rewarding.Overall, I would summarize the site as follows:For someone looking for an easy 'A' in a course that he or she doesn't care about and that is just being taken to fulfill a requirement (e.g.
Creative Writing for a Science major at a liberal arts college), sure, check out the site for some insight.For someone looking to learn, I would not recommend that site.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045512</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044910</id>
	<title>it's gonna get worse...</title>
	<author>macshit</author>
	<datestamp>1257865140000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>What I find really scary is the stories I've seen of <em>grade-school</em> kids being required to submit their report as a powerpoint presentation....
<br>(sorry, no link, but  I'm not kidding)</htmltext>
<tokenext>What I find really scary is the stories I 've seen of grade-school kids being required to submit their report as a powerpoint presentation... . ( sorry , no link , but I 'm not kidding )</tokentext>
<sentencetext>What I find really scary is the stories I've seen of grade-school kids being required to submit their report as a powerpoint presentation....
(sorry, no link, but  I'm not kidding)</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045216</id>
	<title>Happens at my university</title>
	<author>Cahan</author>
	<datestamp>1257866820000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>My university professors use PowerPoint, but they always either hand out the slides or have them available for download on the university website.</htmltext>
<tokenext>My university professors use PowerPoint , but they always either hand out the slides or have them available for download on the university website .</tokentext>
<sentencetext>My university professors use PowerPoint, but they always either hand out the slides or have them available for download on the university website.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045192</id>
	<title>Meh</title>
	<author>Enry</author>
	<datestamp>1257866700000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I see not much has changed:</p><p>- we used to have a prof who had chalk in the right hand, and an eraser in the left.  He'd start writing and erasing almost simultaneously, so you had to be really quick to write down notes.  At least a powerpoint can be downloaded and viewed later.</p><p>- Am I the only one that had the slide projectors in grade school?  That had a record or cassette along with it that would ding when you went to the next slide?  Or am I just showing my age?</p></htmltext>
<tokenext>I see not much has changed : - we used to have a prof who had chalk in the right hand , and an eraser in the left .
He 'd start writing and erasing almost simultaneously , so you had to be really quick to write down notes .
At least a powerpoint can be downloaded and viewed later.- Am I the only one that had the slide projectors in grade school ?
That had a record or cassette along with it that would ding when you went to the next slide ?
Or am I just showing my age ?</tokentext>
<sentencetext>I see not much has changed:- we used to have a prof who had chalk in the right hand, and an eraser in the left.
He'd start writing and erasing almost simultaneously, so you had to be really quick to write down notes.
At least a powerpoint can be downloaded and viewed later.- Am I the only one that had the slide projectors in grade school?
That had a record or cassette along with it that would ding when you went to the next slide?
Or am I just showing my age?</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044948</id>
	<title>Actually</title>
	<author>Dunbal</author>
	<datestamp>1257865380000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>4</modscore>
	<htmltext><p>   There's a RIGHT way to use a computerized slides, and a WRONG way. MOST people do it the wrong way - trying to cram as much text as possible onto a single slide, then reading the slides to the audience. I won't even mention those that think their presentation isn't complete without AT LEAST 100 slides filled with, after everyone's brain has switched off, gibberish.</p><p>
&nbsp; &nbsp; &nbsp; Slides are meant to ENHANCE and SUPPORT a presentation, not BE the presentation. They will NOT turn a mediocre teacher into a great one. I have a doctorate, so I've probably been in more years of classes than the author of the article (3rd year of college). I have been in some excellent world class courses that relied heavily on power point presentations (my microbiology teacher was just a GOOD teacher). And I have attended mind blisteringly dull lectures done on chalk (or whiteboard) in such varied topics as biochemistry and physiology (that cardiologist who will remain nameless - she simply doesn't know how to teach!). It's not the medium, it's the teacher.</p><p>
&nbsp; &nbsp; &nbsp; Being a leader in your field or winning awards and prizes does NOT necessarily qualify you to teach well - that is an art in itself. And any number of audio-visual aids will not hide the fact that you're just a boring person that has no idea how to get your message across.</p></htmltext>
<tokenext>There 's a RIGHT way to use a computerized slides , and a WRONG way .
MOST people do it the wrong way - trying to cram as much text as possible onto a single slide , then reading the slides to the audience .
I wo n't even mention those that think their presentation is n't complete without AT LEAST 100 slides filled with , after everyone 's brain has switched off , gibberish .
      Slides are meant to ENHANCE and SUPPORT a presentation , not BE the presentation .
They will NOT turn a mediocre teacher into a great one .
I have a doctorate , so I 've probably been in more years of classes than the author of the article ( 3rd year of college ) .
I have been in some excellent world class courses that relied heavily on power point presentations ( my microbiology teacher was just a GOOD teacher ) .
And I have attended mind blisteringly dull lectures done on chalk ( or whiteboard ) in such varied topics as biochemistry and physiology ( that cardiologist who will remain nameless - she simply does n't know how to teach ! ) .
It 's not the medium , it 's the teacher .
      Being a leader in your field or winning awards and prizes does NOT necessarily qualify you to teach well - that is an art in itself .
And any number of audio-visual aids will not hide the fact that you 're just a boring person that has no idea how to get your message across .</tokentext>
<sentencetext>   There's a RIGHT way to use a computerized slides, and a WRONG way.
MOST people do it the wrong way - trying to cram as much text as possible onto a single slide, then reading the slides to the audience.
I won't even mention those that think their presentation isn't complete without AT LEAST 100 slides filled with, after everyone's brain has switched off, gibberish.
      Slides are meant to ENHANCE and SUPPORT a presentation, not BE the presentation.
They will NOT turn a mediocre teacher into a great one.
I have a doctorate, so I've probably been in more years of classes than the author of the article (3rd year of college).
I have been in some excellent world class courses that relied heavily on power point presentations (my microbiology teacher was just a GOOD teacher).
And I have attended mind blisteringly dull lectures done on chalk (or whiteboard) in such varied topics as biochemistry and physiology (that cardiologist who will remain nameless - she simply doesn't know how to teach!).
It's not the medium, it's the teacher.
      Being a leader in your field or winning awards and prizes does NOT necessarily qualify you to teach well - that is an art in itself.
And any number of audio-visual aids will not hide the fact that you're just a boring person that has no idea how to get your message across.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30060684</id>
	<title>Re:Chalk talk rules</title>
	<author>Anonymous</author>
	<datestamp>1257093060000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I couldn't agree with this more.  With any math intensive course like engineering, physics, or comp sci.,  when the professor used a chalk board, I always followed along with the derivation of equations, writing it in my notes.  Often, I would get ahead of the professor because I was thinking through the derivation.  Sometimes, I wouldn't know how to proceed to the next step.  When, this happened the next step often required a non-obvious trick which the professor pointed out.  "Aha!" the trick would register with me and I'd remember it for later.  During the derivation, the professor would often explain his thinking and point out subtleties.  My brain was completely, totally engaged.  It was almost like some sort of transcendent mental state.</p><p>The power point professors would invariably throw up a slide with a derivation, make a few vague high level comments, and give us barely enough time to copy it down, much less understand and think through it.  I could have been as effective by spending the time reading the text book instead of sitting in class. In my experience, I got more out of the worst and most notorious chalk board professors than I did from any of the power point professors.</p></htmltext>
<tokenext>I could n't agree with this more .
With any math intensive course like engineering , physics , or comp sci. , when the professor used a chalk board , I always followed along with the derivation of equations , writing it in my notes .
Often , I would get ahead of the professor because I was thinking through the derivation .
Sometimes , I would n't know how to proceed to the next step .
When , this happened the next step often required a non-obvious trick which the professor pointed out .
" Aha ! " the trick would register with me and I 'd remember it for later .
During the derivation , the professor would often explain his thinking and point out subtleties .
My brain was completely , totally engaged .
It was almost like some sort of transcendent mental state.The power point professors would invariably throw up a slide with a derivation , make a few vague high level comments , and give us barely enough time to copy it down , much less understand and think through it .
I could have been as effective by spending the time reading the text book instead of sitting in class .
In my experience , I got more out of the worst and most notorious chalk board professors than I did from any of the power point professors .</tokentext>
<sentencetext>I couldn't agree with this more.
With any math intensive course like engineering, physics, or comp sci.,  when the professor used a chalk board, I always followed along with the derivation of equations, writing it in my notes.
Often, I would get ahead of the professor because I was thinking through the derivation.
Sometimes, I wouldn't know how to proceed to the next step.
When, this happened the next step often required a non-obvious trick which the professor pointed out.
"Aha!" the trick would register with me and I'd remember it for later.
During the derivation, the professor would often explain his thinking and point out subtleties.
My brain was completely, totally engaged.
It was almost like some sort of transcendent mental state.The power point professors would invariably throw up a slide with a derivation, make a few vague high level comments, and give us barely enough time to copy it down, much less understand and think through it.
I could have been as effective by spending the time reading the text book instead of sitting in class.
In my experience, I got more out of the worst and most notorious chalk board professors than I did from any of the power point professors.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044976</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30049590</id>
	<title>Not all chalk lectures are good</title>
	<author>orgelspieler</author>
	<datestamp>1257883380000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>We had one prof who would start out with about five chalkboards worth of notes. If you didn't get to class about five minutes early, you'd never catch up before he/she (we weren't quite sure) started erasing stuff. Eventually, one of the more entrepreneurial students brought a Polaroid to class and took pictures of the chalkboards. Don't remember what the rate was... maybe $5 per class. Of course kids these days could just bring their iPhone and take all the pictures they wanted and record the lecture, too. The only reason many of us got an A in that class was because anybody who helped him/her move apartments at the end of the semester got an A.</htmltext>
<tokenext>We had one prof who would start out with about five chalkboards worth of notes .
If you did n't get to class about five minutes early , you 'd never catch up before he/she ( we were n't quite sure ) started erasing stuff .
Eventually , one of the more entrepreneurial students brought a Polaroid to class and took pictures of the chalkboards .
Do n't remember what the rate was... maybe $ 5 per class .
Of course kids these days could just bring their iPhone and take all the pictures they wanted and record the lecture , too .
The only reason many of us got an A in that class was because anybody who helped him/her move apartments at the end of the semester got an A .</tokentext>
<sentencetext>We had one prof who would start out with about five chalkboards worth of notes.
If you didn't get to class about five minutes early, you'd never catch up before he/she (we weren't quite sure) started erasing stuff.
Eventually, one of the more entrepreneurial students brought a Polaroid to class and took pictures of the chalkboards.
Don't remember what the rate was... maybe $5 per class.
Of course kids these days could just bring their iPhone and take all the pictures they wanted and record the lecture, too.
The only reason many of us got an A in that class was because anybody who helped him/her move apartments at the end of the semester got an A.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30053500</id>
	<title>your world consists of two domains?</title>
	<author>fantomas</author>
	<datestamp>1257856920000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p> <i>"Conclusion? Chalk Talk rules for fundamental science teaching. Powerpoint is probably OK for management theory classes.</i> </p><p>And all the other domains of knowledge out there? Where does the history of art fit into your model? psychology? or perhaps medicine or law? As a PhD student I'd hope you'd see the world isn't that simple, and actually it's quite complex...</p></htmltext>
<tokenext>" Conclusion ?
Chalk Talk rules for fundamental science teaching .
Powerpoint is probably OK for management theory classes .
And all the other domains of knowledge out there ?
Where does the history of art fit into your model ?
psychology ? or perhaps medicine or law ?
As a PhD student I 'd hope you 'd see the world is n't that simple , and actually it 's quite complex.. .</tokentext>
<sentencetext> "Conclusion?
Chalk Talk rules for fundamental science teaching.
Powerpoint is probably OK for management theory classes.
And all the other domains of knowledge out there?
Where does the history of art fit into your model?
psychology? or perhaps medicine or law?
As a PhD student I'd hope you'd see the world isn't that simple, and actually it's quite complex...</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044976</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045360</id>
	<title>LaTeX or chalk</title>
	<author>zbharucha</author>
	<datestamp>1257867540000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Powerpoint presentations are just horrible - especially if they contain equations. LaTeX, chalk or I'm not attending the talk.</htmltext>
<tokenext>Powerpoint presentations are just horrible - especially if they contain equations .
LaTeX , chalk or I 'm not attending the talk .</tokentext>
<sentencetext>Powerpoint presentations are just horrible - especially if they contain equations.
LaTeX, chalk or I'm not attending the talk.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045236</id>
	<title>Re:Career preparation</title>
	<author>noundi</author>
	<datestamp>1257866940000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>3</modscore>
	<htmltext><p><div class="quote"><p> Wow, I'm old.   I never really stopped and thought about just how horrid modern class rooms have become, I certainly never pictured some twit droning on from a canned Power Point.</p><p>
&nbsp; On the upside you'll be properly prepared for any number of meetings.</p></div><p>Wow, you are old. You didn't have books when you went to school? I can tell you that a teacher reading from a book is even worse. The problem is not books nor powerpoint, the problem is teachers or professors that couldn't care less.</p></div>
	</htmltext>
<tokenext>Wow , I 'm old .
I never really stopped and thought about just how horrid modern class rooms have become , I certainly never pictured some twit droning on from a canned Power Point .
  On the upside you 'll be properly prepared for any number of meetings.Wow , you are old .
You did n't have books when you went to school ?
I can tell you that a teacher reading from a book is even worse .
The problem is not books nor powerpoint , the problem is teachers or professors that could n't care less .</tokentext>
<sentencetext> Wow, I'm old.
I never really stopped and thought about just how horrid modern class rooms have become, I certainly never pictured some twit droning on from a canned Power Point.
  On the upside you'll be properly prepared for any number of meetings.Wow, you are old.
You didn't have books when you went to school?
I can tell you that a teacher reading from a book is even worse.
The problem is not books nor powerpoint, the problem is teachers or professors that couldn't care less.
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044926</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30051284</id>
	<title>Re:Learning is hard work, deal with it.</title>
	<author>Anonymous</author>
	<datestamp>1257847080000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Now if only Bill Nye was a prof....</p></htmltext>
<tokenext>Now if only Bill Nye was a prof... .</tokentext>
<sentencetext>Now if only Bill Nye was a prof....</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045154</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046554</id>
	<title>Re:o What's Wrong With Powerpoint</title>
	<author>rwv</author>
	<datestamp>1257872820000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Why it should be banned

</p><p>o People don't learn well from PowerPoint

</p><p>Powerpoint is hard to learn from.

</p><p>o It discourages making written notes.

</p><p>What's the sense in copying down notes about the professor's lecture when he e-mailed the presentation package prior to class?

</p><p>o Powerpoint does contain the full picture.

</p><p>Powerpoint presentations were created by humans so they inherently lack full details on a topic.  If God ever begins marketing a series of Powerpoint lectures that are from His omnipotent perspective and contain all the necessary details without the superfluous fluff, the medium will improve.

</p><p>o Thus the problem is God

</p><p>Divine intervention would be appreciated.

</p><p>SLIDE 2

</p><p>Now moving along to slide 3.</p></htmltext>
<tokenext>Why it should be banned o People do n't learn well from PowerPoint Powerpoint is hard to learn from .
o It discourages making written notes .
What 's the sense in copying down notes about the professor 's lecture when he e-mailed the presentation package prior to class ?
o Powerpoint does contain the full picture .
Powerpoint presentations were created by humans so they inherently lack full details on a topic .
If God ever begins marketing a series of Powerpoint lectures that are from His omnipotent perspective and contain all the necessary details without the superfluous fluff , the medium will improve .
o Thus the problem is God Divine intervention would be appreciated .
SLIDE 2 Now moving along to slide 3 .</tokentext>
<sentencetext>Why it should be banned

o People don't learn well from PowerPoint

Powerpoint is hard to learn from.
o It discourages making written notes.
What's the sense in copying down notes about the professor's lecture when he e-mailed the presentation package prior to class?
o Powerpoint does contain the full picture.
Powerpoint presentations were created by humans so they inherently lack full details on a topic.
If God ever begins marketing a series of Powerpoint lectures that are from His omnipotent perspective and contain all the necessary details without the superfluous fluff, the medium will improve.
o Thus the problem is God

Divine intervention would be appreciated.
SLIDE 2

Now moving along to slide 3.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044988</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046882</id>
	<title>Administration Pushed Me</title>
	<author>dcollins</author>
	<datestamp>1257874020000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I'll reiterate some important points made by others above. (a) Most teaching faculty today are not full-time professors, but rather part-timers with no job security and no benefits and working at multiple schools (i.e., no guarantee that any work put into lectures won't be completely wasted effort when they get let go in the next semester). This has been done in the last 20 years so as to skirt union membership and therefore pay them a lot less. (b) Frequently teaching assignment are given with a few days before the semester, and such part-time faculty are in a desperate straight to use any pre-published aids to get the class up and running. (c) Full-time research faculty are themselves neither hired, assessed, nor rewarded for good teaching.</p><p>In fact, I had one job interview for a full-time teaching position and I made the mistake of saying, "I'm a really good teacher and all my student evaluations are very high". The response from the dean across the table at that was, "All I hear is a bunch of bullshit."</p><p>So those things above are all probably the most important, but here's one more log for the fire. Same dean as above (for whom I worked part-time) has a "support" meeting and one of they things he did was make a really heavy-handed push to use PowerPoint. See, administration really loves capital improvements (new building, pricey new lab, new equipment, etc.). One example was this expensive laser setup that no one had any use for and was just pushed in a corner under a tarp for years. Likewise, both schools I've taught at go in the direction of removing chalkboards to buy expensive computer video projection setups in the classrooms (from some given vendor).</p><p>Any here's what the dean said: "People love technology. We have all this great new technology, use it, somehow. We have video projectors in the classrooms, so use PowerPoint or browse the Web or something to show that off to people."</p><p>Anyway, I took a poll in my classes to see if students like PowerPoint lectures, it came back about 2/3 negative, so I don't do that.</p></htmltext>
<tokenext>I 'll reiterate some important points made by others above .
( a ) Most teaching faculty today are not full-time professors , but rather part-timers with no job security and no benefits and working at multiple schools ( i.e. , no guarantee that any work put into lectures wo n't be completely wasted effort when they get let go in the next semester ) .
This has been done in the last 20 years so as to skirt union membership and therefore pay them a lot less .
( b ) Frequently teaching assignment are given with a few days before the semester , and such part-time faculty are in a desperate straight to use any pre-published aids to get the class up and running .
( c ) Full-time research faculty are themselves neither hired , assessed , nor rewarded for good teaching.In fact , I had one job interview for a full-time teaching position and I made the mistake of saying , " I 'm a really good teacher and all my student evaluations are very high " .
The response from the dean across the table at that was , " All I hear is a bunch of bullshit .
" So those things above are all probably the most important , but here 's one more log for the fire .
Same dean as above ( for whom I worked part-time ) has a " support " meeting and one of they things he did was make a really heavy-handed push to use PowerPoint .
See , administration really loves capital improvements ( new building , pricey new lab , new equipment , etc. ) .
One example was this expensive laser setup that no one had any use for and was just pushed in a corner under a tarp for years .
Likewise , both schools I 've taught at go in the direction of removing chalkboards to buy expensive computer video projection setups in the classrooms ( from some given vendor ) .Any here 's what the dean said : " People love technology .
We have all this great new technology , use it , somehow .
We have video projectors in the classrooms , so use PowerPoint or browse the Web or something to show that off to people .
" Anyway , I took a poll in my classes to see if students like PowerPoint lectures , it came back about 2/3 negative , so I do n't do that .</tokentext>
<sentencetext>I'll reiterate some important points made by others above.
(a) Most teaching faculty today are not full-time professors, but rather part-timers with no job security and no benefits and working at multiple schools (i.e., no guarantee that any work put into lectures won't be completely wasted effort when they get let go in the next semester).
This has been done in the last 20 years so as to skirt union membership and therefore pay them a lot less.
(b) Frequently teaching assignment are given with a few days before the semester, and such part-time faculty are in a desperate straight to use any pre-published aids to get the class up and running.
(c) Full-time research faculty are themselves neither hired, assessed, nor rewarded for good teaching.In fact, I had one job interview for a full-time teaching position and I made the mistake of saying, "I'm a really good teacher and all my student evaluations are very high".
The response from the dean across the table at that was, "All I hear is a bunch of bullshit.
"So those things above are all probably the most important, but here's one more log for the fire.
Same dean as above (for whom I worked part-time) has a "support" meeting and one of they things he did was make a really heavy-handed push to use PowerPoint.
See, administration really loves capital improvements (new building, pricey new lab, new equipment, etc.).
One example was this expensive laser setup that no one had any use for and was just pushed in a corner under a tarp for years.
Likewise, both schools I've taught at go in the direction of removing chalkboards to buy expensive computer video projection setups in the classrooms (from some given vendor).Any here's what the dean said: "People love technology.
We have all this great new technology, use it, somehow.
We have video projectors in the classrooms, so use PowerPoint or browse the Web or something to show that off to people.
"Anyway, I took a poll in my classes to see if students like PowerPoint lectures, it came back about 2/3 negative, so I don't do that.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045406</id>
	<title>Re:It Works If The Professor Made the Slides</title>
	<author>Anonymous</author>
	<datestamp>1257867840000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>smart idea with the animations, i have about half that are lazy, monotone and reads the powerpoint. something else to mention is that they dont even grade, they have student graders. talk about laziness.</p></htmltext>
<tokenext>smart idea with the animations , i have about half that are lazy , monotone and reads the powerpoint .
something else to mention is that they dont even grade , they have student graders .
talk about laziness .</tokentext>
<sentencetext>smart idea with the animations, i have about half that are lazy, monotone and reads the powerpoint.
something else to mention is that they dont even grade, they have student graders.
talk about laziness.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044954</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30048324</id>
	<title>Re:Career preparation</title>
	<author>Anonymous</author>
	<datestamp>1257878700000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>what, lots of practice in falling asleep? great</p></htmltext>
<tokenext>what , lots of practice in falling asleep ?
great</tokentext>
<sentencetext>what, lots of practice in falling asleep?
great</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044926</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046644</id>
	<title>Re:Career preparation</title>
	<author>oldhack</author>
	<datestamp>1257873180000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>
Damn man.
</p><p>
This reminds me of the opposite case of the math professor we had.  The room was small, but crowded holding about 30 students or so.  He would write furiously on the chalkboard, talking all at the same time, speaking out loud the reasoning behind each step, filling out all three sections of the chalkboard.
</p><p>
It all comes down to the inevitable "QED", often preceded with "obviously".
</p><p>
My section of the kids would, also inevitably, follow that with the gesture of our hands going over our heads shouting "woosh".</p></htmltext>
<tokenext>Damn man .
This reminds me of the opposite case of the math professor we had .
The room was small , but crowded holding about 30 students or so .
He would write furiously on the chalkboard , talking all at the same time , speaking out loud the reasoning behind each step , filling out all three sections of the chalkboard .
It all comes down to the inevitable " QED " , often preceded with " obviously " .
My section of the kids would , also inevitably , follow that with the gesture of our hands going over our heads shouting " woosh " .</tokentext>
<sentencetext>
Damn man.
This reminds me of the opposite case of the math professor we had.
The room was small, but crowded holding about 30 students or so.
He would write furiously on the chalkboard, talking all at the same time, speaking out loud the reasoning behind each step, filling out all three sections of the chalkboard.
It all comes down to the inevitable "QED", often preceded with "obviously".
My section of the kids would, also inevitably, follow that with the gesture of our hands going over our heads shouting "woosh".</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044926</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30048746</id>
	<title>Ironic Link</title>
	<author>Sir Holo</author>
	<datestamp>1257880140000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>The poster linked to some great PPTs on learning.<br>
<br>
In one slide, entitled <b>"How Well Do We Remember What We Learn in School?"</b> there are three bullet points with a total of <b>nine</b> lines of text (p12).  <br>
<br>
Incomprehensible.</htmltext>
<tokenext>The poster linked to some great PPTs on learning .
In one slide , entitled " How Well Do We Remember What We Learn in School ?
" there are three bullet points with a total of nine lines of text ( p12 ) .
Incomprehensible .</tokentext>
<sentencetext>The poster linked to some great PPTs on learning.
In one slide, entitled "How Well Do We Remember What We Learn in School?
" there are three bullet points with a total of nine lines of text (p12).
Incomprehensible.</sentencetext>
</comment>
<thread>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#thread_09_11_09_2347215_44</id>
	<commentlist>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044988
http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046554
</commentlist>
</thread>
<thread>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#thread_09_11_09_2347215_27</id>
	<commentlist>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045192
http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30046502
</commentlist>
</thread>
<thread>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#thread_09_11_09_2347215_18</id>
	<commentlist>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044954
http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30045406
</commentlist>
</thread>
<thread>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#thread_09_11_09_2347215_34</id>
	<commentlist>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30044926
http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_11_09_2347215.30048324
</commentlist>
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