Using technology in the classroom

I was recently in touch with a friend whose company specializes in supporting schools to integrate innovation and new technologies into their teaching processes. It made me think about my own teaching methods and take stock of how and when I use technology in the classroom and beyond for educational purposes and whether it has added value. Most lecturers have little formal training in how to lecture, they learn how to teach on their feet, through trial and error, from feedback from students, and so when it comes to the use of technology this is something that has come to many of us only relatively recently. Continue reading

A Leaders journey, from Dodo birds to explosive condoms – The challenge of participation and decision making, in teams

Learning has changed! As a university student I remember spending the majority of my time listening, reading and writing. All very passive, sedentary activities. Today as a teacher, if I use these same methods I have a group of students who sit glassy eyed in class snapping the occasional picture of the notes and diagrams I put on the whiteboard.  The Millennials are a different breed, they’ve grown up with technology, are hyper connected and their engagement and motivation is contingent upon continuous real-time in situ (on-the-job, in class) interaction. Knowing how these characteristics are challenging the way organizations operate, I was keen to see whether the same would be true in class. Continue reading

PowerPoint, an impediment to learning?

Ag intro image

In the winter term 2012-13, I taught a part of the research methods course at Business School Lausanne. To fulfill the requirements of the course, the students had to do individual assignments as well as group projects. For their group projects they had to synthesize a number of classic articles on research design in management science and explore the inter-relations between the concepts across the articles. I had decided not let the students use Microsoft PowerPoint for presenting their group projects. Instead they had to develop mind maps using markers and paper. Below are some pictures from the students’ presentations and the mind maps they created. Continue reading