7/27/2015

Let's ban PowerPoint in lectures it makes students more stupid and professors more boring

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Lets ban PowerPoint in lectures it makes

students more stupid and professors
more boring
April 29, 2015 10.53am EDT
Bent Meier Srensen
Professor in Philosophy and Business at Copenhagen Business School

Is the next slide more interesting? Lecture via Matej Kastelic/www.shutterstock.com

Any university teacher who does not harbour a painful recollection of a failed lecture is a liar.
On one such occasion, I felt early on that I had lost the students entirely: those who hadnt
sunk into comatose oblivion were listless and anxious. Ungracefully, I threw myself even
deeper into my PowerPoint presentation to save me from total ruin. Years later, I can still
hear myself reading aloud the bullet points from the overhead and see myself turning around
to the students to sell these points to them.
Luckily, I have no recollection of what the students thought of it, but my most painful memory
is the experience of boring myself. When that happens, it is time to change ones ways.
Thats why Ive led a move to ban PowerPoint from lectures.
There are a host of possible reasons for a lecture going wrong: a badly planned course,
inadequate preparation, feeling uninspired on the day, disengaged students, a crowd thats
too big, a poorly designed auditorium. To this bulleted list of catastrophes comes
PowerPoint.
https://theconversation.com/lets-ban-powerpoint-in-lectures-it-makes-students-more-stupid-and-professors-more-boring-36183

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7/27/2015

Let's ban PowerPoint in lectures it makes students more stupid and professors more boring

The physical face-to-face lecture is potentially a complex and open event where the
students, the readings, the lecturer and a case-based or theoretical problem interact. A
PowerPoint presentation locks the lecture into a course that disregards any input other than
the lecturers own idea of the lecture conceived the day before. It cuts off the possibility of
improvisation and deviation, and the chance to adapt to student input without veering off
course.
This is usually what makes such presentations so painfully boring: while it quickly becomes
evident to the audience where the presenter is going, he or she has to walk through all the
points, while the audience dreams that the next slide might be more interesting.

Not t for teachers

Yet, to be interesting and relevant in a lecture, teachers need to ask questions and
experiment, not provide solutions and results. Unfortunately, PowerPoint is designed to
provide just that. Originally for Macintosh, the company that designed it was bought by
Microsoft. After its launch the software was increasingly targeted at business professionals,
especially consultants and busy salespeople.
But during the 1990s it was adopted more generally by corporations as it became part of the
Microsoft Office package, which explains the executive summaries, one-liners, ubiquitous
deliverables and action plans. Its way into academia was then helped by the increased
pressure on faculties to deliver more teaching and the increased demand from a more
diverse student population to be more concretely guided through the jungle of knowledge.
As it turns out, PowerPoint has not empowered academia. The basic problem is that a
lecturer isnt intended to be selling bullet point knowledge to students, rather they should be
making the students encounter problems. Such a learning process is slow and arduous, and
cannot be summed up neatly. PowerPoint produces stupidity, which is why some, such as
American statistician Edward Tufte have said it is evil.
Of course, new presentation technologies like Prezi, SlideRocket or Impress add a lot of new
features and 3D animation, yet Id argue they only make things worse. A moot point doesnt
become relevant by moving in mysterious ways. The truth is that PowerPoints actually are
hard to follow and if you miss one point you are often lost.

Nobody peer-reviews a PowerPoint. Lex Photographic/flickr,

CC BY-NC

On top of this comes the ambivalence of whats in those bullet points. In my presentations,
the text on slides are really just my private and often hastily written down thoughts. Unlike
my other published and peer-reviewed work, no one has seen or criticised my PowerPoints.
Yet the students perceive my bullet points as authoritative, and they would often quote them
in their assignments instead of going through the toll of finding the meaningful points in the
https://theconversation.com/lets-ban-powerpoint-in-lectures-it-makes-students-more-stupid-and-professors-more-boring-36183

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7/27/2015

Let's ban PowerPoint in lectures it makes students more stupid and professors more boring

real texts from the course.

Free from PowerPoint

While successfully banning Facebook and other use of social media in our masters
programme in philosophy and business at Copenhagen Business School, we have also
recently banned teachers using PowerPoint. Here we are in sync with the US armed forces,
where Brigadier-General Herbert McMaster banned it because it was regarded as a poor tool
for decision-making. We couldnt agree more, although we do allow lecturers to use it to
show images and videos as well as quotes from primary authors.
Apart from that, the teachers write with chalk on the blackboard (or markers on the
whiteboard). Contrary to what PowerPoint allows, the chalk and blackboard enable us to
note down points from the students alongside and connected to the points that we ourselves
develop. Most universities are actually defending Microsofts monopoly by stealth, by
architecturally letting the projector and PowerPoint take precedence over other technologies
such as the blackboard.
Of course, lifting the uneasy burden of PowerPoint off the teachers shoulders places higher
demands on planning. Yet, while at our masters programme we as teachers have a clear plan
in terms of what should happen every minute of the lecture, the exact content should remain
variable and open-ended. In order to support interaction, the students sit with visible
nameplates, also introduced in the first lecture of the course last year. This way less active
students can be called upon to expand on the concepts and connections growing on the
blackboard, either from their seat or by coming to write on it.
In all my years of using PowerPoint the traditional way, students unvaryingly complained
about not getting the slides in advance of the lecture. Today, the students dont mention the
lack of PowerPoints at all they only call for a better order on my blackboard. They are right,
but contrary to the rigid order of a PowerPoint presentation, the blackboard order can
actually be improved in real time.
Without the temptation of PowerPoint, lecturers have nothing but the students to fall back
on. That seems like a much more promising turn of events.

https://theconversation.com/lets-ban-powerpoint-in-lectures-it-makes-students-more-stupid-and-professors-more-boring-36183

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