I have been in attendance for many lectures in school and continuing education seminars. From the Biology 101 lecture where there were probably 300 plus people, to our hygiene classes where there was 32 people in attendance. It was very difficult to be able to name the best lecture I ever attended. I wracked my brain for quite some time to decide upon what I think was the best lecture I have attended. As I struggled with this process I realized that the book pointed out that the success I perceived from the lecture was definitely due to how the lecture was presented. The lectures that stood out in my mind definitely had a lot more interaction with the audience and the person doing the lecturing added humor, stories and anecdotes which helped to highlight some of my memories of certain instructors.
The Best lecture I ever attended was a simple, panel discussion by several athletes. This discussion took place June 8, 2013 in Lawrence, Kansas. It was on the day before my first half ironman triathlon, and my first triathlon of any length. Some of the key speakers were Paula Newby-Fraser (an 8 time Ironman World Champion), Hines Ward (Super-bowl MVP), and Craig Alexander (3 time Ironman World Champion). This discussion was amazing. It was a discussion about the individual journeys and the common goal that the athletes in attendance were experiencing. The athletes shared their thoughts, experiences and challenges that brought them to that point. It was amazing to think that these elite athletes and myself had something in common. I soaked in every word that was uttered and I was inspired and motivated to continue the ironman journey through to the end. The atmosphere was relaxed and very inviting. I liked the personable feeling from these athletes and the openness that was felt by the sharing of ideas, feelings and experiences with the crowd. Thou this was not a traditional lecture setting, I was thoroughly invested in every word that was spoken because it was so important to me and the journey that I was on.
Lectures are a necessary part of education, but they will continue to change to meet the needs of the people in attendance. As they go more into the realm of “edutainment” to meet the needs of the students there may be more moments that create lasting memories of not only the lecture, but the material presented in the lecture itself. Mixing up the rhythm of the lecture and trying to hold the attendees’ attention is vital to retaining the information. It does make me think of how to approach lecturing my future students. I liked what the chapter stated about being able to present material and have attendees relate the information to something in “life, practice or an upcoming test.” When Information is presented that applies to you in the present or for use in future situations it takes on new meaning.
Innovative Teaching Strategies in Nursing and Related Health Professions, 5th Edition. Chapter 8. Barbara C. Woodring & Richard C. Woodring.
Hines Ward and Craig Alexander
Isn’t it funny how surprisingly long it took us to remember our favorite lecture, especially after years and probably hundreds of lectures. I tried to rack my brain of all of my educational courses that I have completed and it was so hard to remember one that just stood out! We obviously can remember the material we learned (well most of it) since we are practicing dental hygiene. It was just the presentation of the material that wasn’t as memorable. I completely agree with you and the author about being able to present material and have attendees relate the information to something in “life, practice or an upcoming test.” If the listeners/students do not feel as if they will be able to utilize the information, then why should they listen or even remember the presentation of the material?
You brought up a very important part of why that discussion was so great to you: it had meaning. You were able to relate the information to something that was happening the next day. It was fresh, current, and something you were going to apply in your personal near future. I wonder if this discussion would have been as memorable if it were not about something you were so into, let’s say…..discussing the junctional epithelium and the basal lamina. I think content definitely plays a part in how you can attempt to engage your learners.
First off, I am so impressed and jealous about your ability to train for a tri-athalon! What dedication!
Secondly, I have to agree whole heartly with amy, you truly found something that did have “meaning”to you. That’s amazing to hear other individuals who are just everyday people have the same struggles as you!
I really like when you say “when Information is presented that applies to you in the present or for use in future situations it takes on new meaning” The lecture for me can bring information in a whole new light! I agree with you when you mention how information presented with a “story” can always be brought up by memory!
The lecture you attended had a personal connection to you which made it more memorable. And while not all dental hygiene lectures lend themselves to being personally connected with their audience….think cusp of carabelli and mesial marginal ridges, there are some things that you maybe could take from that experience. Maybe some content could be better taught by an engaging panel there to tell their stories? I think it is interesting that a lot of you thought of best lectures as ones that were personal to you. This is why this is so challenging to do in a classroom…..
When a lecture means something to you it truely does stick with you longer. We all need to learn and practice making lecture content practical, applicable, and interesting. This will bring the lecture closer to the level which you experienced in Kansas. After reading the ITS chaper on lecturing and going over the material in this course you probably have the confidence to give an inspirational lecture at a local Ironman event, you can be an athlete hero!