Effectiveness of PowerPoint-Based Lectures Across Different Business Disciplines: An Investigation and Implications (original) (raw)

Syllabus for: TRANSGRESSIVE BODIES: GENDER AND SEXUALITY IN THE RENAISSANCE ART WORLD AND BEYOND

2020

Syllabus for the Upper Level Undergraduate Art History and cross-listed gender studies course I designed which explores how cultural attitudes towards gender and sexuality shaped artistic representations of non-conforming bodies in the Renaissance (ca. 1500-1700). Taking a global perspective, the course investigates artists’ interests in ambiguously gendered or sexed bodies, such as hermaphrodites, hirsutes, and castrati, that diverged from classic notions of the “Renaissance Ideal.” The class approaches this question from an interdisciplinary angle, drawing on medical studies and social and queer theory to examine what it meant to transgress - whether through external appearance or outward behavior - social norms during this period. The course concludes by examining the ways these attitudes have influenced modern and contemporary approaches to the body.

College students' views on the use of Classroom-based PowerPoint presentations

PowerPoint presentations (PPT) are measures of the technological capacity of the teacher inside the classroom. Students even expect their teachers to be knowledgeable of the design and delivery of the said tool in order to better teach the students. However, there is a dearth of qualitative data to either support or disprove this belief. This study thus aims to describe the experiences of a select group of college students as they describe and discuss the pluses, minuses, and interests (PMI) of PowerPoint use of their teachers inside the classroom. Thirty out of ninety selected college students who have been exposed to and taught in their classes using PPT were the participants in this qualitative inquiry. Initially, the students were made to fill out forms for purposes of profiling their baseline characteristics. The students were divided into small groups and were asked to discuss both the positive and negative details of PPT use inside the classroom on two separate group discussion instances. On the third group discussion, the students were asked to discuss the suggestions that they could offer their teachers about PPT design and delivery. Data gathered were carefully analyzed via a repertory grid, thematized via a dendrogram, and a member-checking procedure during data explicitation. The study revealed a " see saw " model typifying the experiences of the respondents relative to the three variables. The respondents' PowerPoint experience surfaced three themes: Functions, Dysfunctions, and Accretions. Functions were facilitative and generative. Dysfunctions were divided into two faces: technical or human. Accretion challenge were either technical or about its continuity. On the whole, students who experienced being lectured with PPT feel that there are ups and downs in the constant use of the tool inside the classroom.