Designing Probes - Ideas for Improving Lecture

Lecture observed
GEK 2020 Introduction to Film Art

Reasons for choosing this lecture
We are interested to see how the integration of visual and audio elements in the presentation of a lecture can affect the attention and interest of students.

Hence, we chose a lecture with the following technological elements:

• DVD player and projector
• powerpoint presentation
• mic and amplifier
• lights dimming system
• air-conditioner
• seating arrangement in an auditorium setting

Assumption

We came with the assumption that students do have higher expectation from modules with more visual and audio elements, and hence may be easily disappointed when the module did not meet their expectations. However, this does not mean that we believe the lecture will be a boring one prior our entry into the research ground.

Methodology

1. Ethnography

The three of us - Edmund, Jaysen and me - went to attend one of the lecture without notifying either the lecturer or the students about it. It is our wish to conduct an unobtrusive observation of the actual lesson scenario.

Seating Arrangement and Equipments

Edmund - Back row with a note pad and video camera

Jaysen - Front row with a note pad

Kate - Middle row with a note pad and a phone camera

The video camera and camera were used discretely to avoid alarming those who are attending the lessons. We took different seats to observe if seating arrangements affect attention, and also to have a wider coverage of the large class.

2. Interviews - Technology as Experience Method

Interviews are also conducted with the lecturer Dr. Gilbert Yeoh, and two of the students attending the class. We feel that it is important to interview both sides, to get a wider view of the perception of both sides in their interaction with the environment and the other party.

We use the technology as experience approach in which questions are designed to express the different dimensions of the methodology, namely anticipation, connecting, interpreting, reflecting and recounting.

Interviews can be downloaded below:

Interview with Dr. Gilbert Yeoh

Interview with Respondent 1

Interview with Respondent 2

Analysis

Ethnographic data are recorded under different categories that made up the lecture setting. This includes: time, place, environmental/situational factors, lecturer, recipients and technology.

Interviews data are used to create two user profile - the lectuer and the student - by using the 4-pleasure analysis and the 4 emotions.

Suggestions

Suggestions are provided using dimensions provided in the article Using Evaluate to Improve Students Learning which talks about difficulties in engaging students in lectures and large classes.

Limitations and concerns

1. Time factor

We were not able to attend another lecture to confirm our findings. Given more time, we would have attended more lectures, and interviewed more students to gain a wider perspective.

2. Ethical concerns

Through our ethnographical research, we did not inform anyone of the intrusion. We took photos and did recording discretely. However, we also know that had we attend the lecture after we informed the lecturer, the students and teacher may have behave less naturally.