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I think its a double edge sword; not just paper > laptop or laptop > paper. As many people have already stated, its about engagement. Since coming back for my P

I think its a double edge sword; not just paper > laptop or laptop > paper. As many people have already stated, its about engagement. Since coming back for my PhD, I've subscribed to the pencil/paper approach as a simple show of respect to the instructor. Despite what we think, professors are human and flawed, and being in their shoes, it can be disheartening to not be able to feed off your audience. That being said, you can't control them; however, I like to look at different performance styles. What makes someone binge watch Netflix episodes but want to nod off during a lecture. Sure, one has less cognitive load, but replace Netflix binge with anything. People are willing to engage, as long as the medium is engaging (this doesn't mean easy or funny, simply engaging). [Purely anecdotal opinion based discussion] This is one of the reasons I think flipping the classroom does work; they can't tune out. But, if its purely them doing work, what's your purpose there? To babysit? There needs to be a happy median between work and lecture. I like to look at the class time in an episodic structure. Pick a show and you'll notice there's a pattern to how the shows work. By maintaining a consistency in the classroom, the students know what to expect. To tie it back to the article, the laptop is a great tool to use when you need them to do something on the computer. However, they should be looking at you, and you should be drawing their attention. Otherwise, you're just reading your PowerPoint slides.

quantum_magpie 9y ago
>That being said, you can't control them; however, I like to look at different performance styles. What makes someone binge watch Netflix episodes but want to nod off during a lecture. Sure, one has less cognitive load, but replace Netflix binge with anything. I personally find that if the air quality is not perfect for my needs, I tend to go drowsy really fast. Since I hate the artificially dry air, in any setting where there is either excessive heating in the winter, strong AC in the summer or too many people in a classroom where you get excessive CO2 concentrations, the attention span plummets. A 15 min break every hour helps, where you can get outside for at least 5 minutes and get some fresh air. Also, rooms that have windows that actually open are a lifesaver.
- tsumnia 9y ago
  Not to be a jerk, but that's a discipline matter - you need to do what you need to do to maintain attention. Too much heating in my car in the winter and I get drowsy as well; and that's a situation where I need to be VERY engaged! If I fall asleep at the wheel, I can't blame it on the car, that was my fault. I do try to practice mindfulness, so I never let myself fall into "auto-pilot". Breaks help and are definitely needed, the classes I've taught have been anywhere from 1 to 2 hours. I'd typically do a 1 hour block, 10 minutes and finish (or 50 min then break depending on room vibe and natural progression of material). However, I cannot control things like AC or number of people. AC in a large-scale building is an unsolved problem as-is, I have no control over every person's thermal comfort level (plus everyone's different). In that situation, I view it more internally as "What can I do to stay engaged?" rather than "What can they do to keep me engaged?" With more students enrolling, all you can do is offer ways to let them receive the material outside the prescribed time. No one has a photographic memory and can remember literally everything - that's why I make Khan Academy-style videos of my lectures. I'd love to mirror a martial art class, where I can rely on more experienced students to help others, as they may be able to offer another viewpoint I skipped over (since, I already understand the material, they just figured it out). However, in a college setting, it's a harder thing to do, given its hard to convince TAs attend the class again and act as an assistant. Repetition is a very important tool for learning, but current Western education philosophy dislikes it. I could go on, but I'm starting to ramble on a tangent...

quantum_magpie 9y ago

>That being said, you can't control them; however, I like to look at different performance styles. What makes someone binge watch Netflix episodes but want to nod off during a lecture. Sure, one has less cognitive load, but replace Netflix binge with anything. I personally find that if the air quality is not perfect for my needs, I tend to go drowsy really fast. Since I hate the artificially dry air, in any setting where there is either excessive heating in the winter, strong AC in the summer or too many people in a classroom where you get excessive CO2 concentrations, the attention span plummets. A 15 min break every hour helps, where you can get outside for at least 5 minutes and get some fresh air. Also, rooms that have windows that actually open are a lifesaver.

tsumnia 9y ago
Not to be a jerk, but that's a discipline matter - you need to do what you need to do to maintain attention. Too much heating in my car in the winter and I get drowsy as well; and that's a situation where I need to be VERY engaged! If I fall asleep at the wheel, I can't blame it on the car, that was my fault. I do try to practice mindfulness, so I never let myself fall into "auto-pilot". Breaks help and are definitely needed, the classes I've taught have been anywhere from 1 to 2 hours. I'd typically do a 1 hour block, 10 minutes and finish (or 50 min then break depending on room vibe and natural progression of material). However, I cannot control things like AC or number of people. AC in a large-scale building is an unsolved problem as-is, I have no control over every person's thermal comfort level (plus everyone's different). In that situation, I view it more internally as "What can I do to stay engaged?" rather than "What can they do to keep me engaged?" With more students enrolling, all you can do is offer ways to let them receive the material outside the prescribed time. No one has a photographic memory and can remember literally everything - that's why I make Khan Academy-style videos of my lectures. I'd love to mirror a martial art class, where I can rely on more experienced students to help others, as they may be able to offer another viewpoint I skipped over (since, I already understand the material, they just figured it out). However, in a college setting, it's a harder thing to do, given its hard to convince TAs attend the class again and act as an assistant. Repetition is a very important tool for learning, but current Western education philosophy dislikes it. I could go on, but I'm starting to ramble on a tangent...