Today, Prezi announced the winner of its iPad Contest. I am excited by the results, but also slightly concerned.

The contest asked participants to create a Prezi presentation that would answer the question “iPad + Prezi = ?” in an effort to explore the possibilities of using the new Prezi for iPad app. New technology is always exciting and – like many teachers and students – my first thoughts go towards how it can be used in the classroom. I viewed all 7 finalists for the competition and nearly all of them mentioned using Prezi + iPad in some educational setting.

I especially liked Derek Jones’ presentation which explored using Prezi for iPad in various combinations, such as using one iPad to browse various presentations, or using multiple iPads to interact with the teacher’s presentation. Check out this concept from his presentation: While a teacher is lecturing, a question can be shown on the projector screen while the possible answers are shown on the students’ iPad screens. Each student can then respond on their iPad. How awesome is that?!

Concept: Use Prezi + iPad as a quiz & feedback tool in the classroom

While this functionality is not yet possible with Prezi, it is this conceptual thinking that drives technology forward and makes it worthwhile to explore it’s use in the classroom.

The winner, by popular vote, of the Prezi + iPad contest was Will Gibbs, a History teacher in Philadelphia. Will’s presentation also encourages the exploration of using new technologies in the classroom and emphasizes the importance of teachers and private companies in moving forward and revolutionizing the tools available for education. In particular, he mentions the use of tests that haven’t changed in 30 years! While I agree with Will that “there is far too much stagnancy in our educational institutions right now,” his presentation also suggests a viewpoint that I have heard more and more from teachers, that greatly concerns me. Evidently, some people think that using old technology is ridiculous.

I completely disagree that all old technology must die!

There seems to be a fear from some teachers that if they are not using the most current and up to date tools in their classroom that they themselves may become defunct, lose touch with their students, and fail as a teacher. This is not true!

Yes, teachers need to be flexible and willing to try new things as they are available to them, and new technology is one of the greatest ways to get student attention and encourage students to actively participate. But this doesn’t mean that it is ridiculous to use tools such as overheads, chalkboards, and dioramas in the classroom today. Sure, updated versions such as document cameras and whiteboards might be better, and allowing students to create stop-motion film or podcasts are a great alternative. But sometimes paper and pencil are just more effective than handing out 20 iPads for the students to sketch on.

We need to use technology that is proven to be effective, not just technology that is new!

WHAT DO YOU THINK?

However, I do have a set of priorities outlined for this blog, one of which is to introduce you to a series of amazing lectures or lecturers that I have come across in my personal experience or that I have found on the web. I hope to show educators that there are alternatives to the monotony of reading PowerPoint slides and that it can be done in the classroom. I will focus on sharing examples of other teachers who have found ways to use slideware or other technology to enhance their teaching and improve their students’ learning.

BYU Professor Lectures on Finance ©2010 BYU Photo

So stay tuned by subscribing to the RSS feed, or visit frequently.

Kashi designed a beautiful document, but confusingly presented it as a slideshow

I received a monthly e-mail newsletter from SlideRocket, an online presentation service. Featured under their Presentation Showcase was a SlideRocket presentation created by Kashi, the San Diego based whole foods company. I clicked on the link and was taken to a beautifully designed, visually appealing presentation… I mean document. No, they were definitely slides… but, they’re in portrait orientation… wait a minute!!  (You can view the presentation here.)

I was greatly confused. I liked what I was seeing, but felt weird clicking through slides that looked like 8.5×11″ pages. I quickly realized that I was looking at the ultimate incarnation of what Presentation Zen‘s Garr Reynolds calls a “slideument.” As Garr explains,

“Slides are slides. Documents are documents. They aren’t the same thing. Attempts to merge them result in what I call the ‘slideument’ (slide + document = slideument).”

Slideuments are a symptom of ignorance and, to a degree, laziness. Conference organizers tend to require their speakers to submit their presentation slides to be used as handouts or to otherwise be distributed to attendees. More and more, college professors distribute their lecture slides to their students as a form of notes – all but obliterating the need for students to pay attention in class and take notes. This creates a design dilemma, because well designed slides do not function well as a document. What these organizers and professors don’t understand is that the purpose of slides is completely different from the purpose of a document. Paraphrasing from Edward Tufte, slides have a low density of information while documents have a high density of information. In other words, slides are a visual supplement to the main medium of information (the lecturer) while documents are the main medium of information. Instead of combining the two into a slideument, they should be creating two separate versions of the document – one for reading, the other for presenting.

Kashi’s Yearbook celebrating their “25 Years of Passion for Positive Eating” was an incredibly well designed document full of great information divided into 7 sections. It was information dense. Presenting it page by page in a slideshow, however, added no functionality. If anything, it lessened the effectiveness of the document by constraining the viewable size of the document and forcing the reader to move in a linear fashion. If the document had also been redesigned specifically to be presented as slides, it would have been much more effective.

In an upcoming post, I will present some solutions to the slideument conundrum. I will share examples of how to fill the needs of conference organizers and teachers by utilizing notes and/or creating two documents.

Update: After some more consideration, and comments from readers, I’ve written a follow up post clarifying the problems with this presentation and suggesting a new term for the Kashi dilemma – docuslides.

Yesterday, Apple released the iPad, “A Magical and Revolutionary Product at an Unbelievable Price.” It was an instant hit, selling an estimated 600,000 – 700,000 in the first day.

As a true Apple fan, I spent a few hours playing with the iPad, on the day of its release, wondering what it could mean for the future of presentations in the classroom. Let me tell you that I am very excited.

Some people have criticized it as nothing more than a large iPod Touch. Frankly, they’re not far off, and that is precisely why I am so excited. The iPhone/iPod Touch interface is very intuitive and natural to use. Because there is no mouse – you just use your finger – the learning curve is flattened out.

So why not just use an iPod Touch? There are two things that make the iPad different. First, it has more power. The iPad is more responsive and capable of running programs that require a lot of processing power. Second, the iPad has a 9″ screen, and it is beautiful. It really becomes a window to another world.

Ok, so it’s a fancy new gadget. So what? I’m glad you asked, because there’s no point in getting excited over something new unless it has real, practical value. While I believe the iPad will make a huge impact in the education system, it probably don’t have to go out and grab one just yet. Start saving your pennies, finish this semester, and put together a proposal for your school’s IT department to convince them to get you one for the next school year. In the meantime, here are some things to start thinking about.

Students

The iPad will be the perfect student companion. While the on-screen keyboard will take getting used to, third party products can turn the iPad into a very useable digital notebook. Combine the Pogo Sketch Stylus with an app such as Mental Note and a student can type, draw, sketch, or write their notes on the iPad while recording audio from the lecture.

Textbooks

Apple provides a free app called iBookstore for the iPad which allows you to search and download electronic books much like on Amazon’s Kindle. However, instead of grayscale text, you get beautifully formatted, multimedia enhanced, full color books. Major textbook publishers have already announced plans to release their titles on the iPad. No more 20 pound backpacks for 80 pound 6th graders!

Teachers

With it’s iPod app for music and video, as well as the built in YouTube app, the iPad could be the single device to organize all of the multimedia content a teacher could want. Record a podcast for the kids to listen to at the beginning of class, download the most recent NOVA Science video podcast, watch a chemistry experiment blow up on YouTube, or play classical music during free reading time. Have a full screen seating chart with pictures and tap on each student that is absent. At a starting price of $499, it wouldn’t be surprising to see iPads replace the full desktop in each classroom. And at 1.5 lbs, most teachers wouldn’t hesitate to bring work home with them.

Presentations

While I comment on all aspects of education, this site is really about creating great presentations in the classroom, and the iPad will be a fabulous tool in that regard. Beyond the multimedia options I have already mentioned, Apple has released a version of Keynote designed specifically for the iPad. In addition, you can purchase a VGA connector to use the iPad with a projector. The device will change to a presenter display and show the presentation on the screen. While Microsoft has no plans to create a version of Office for the iPad, Keynote will open PowerPoint documents that have been e-mailed to the device.

New to the touch version of Keynote are on screen presenter tools. With a simple swipe from the left of the screen you can pull up all of the slides in the presentation and jump forward or back. Watch the first minute of this video of a hands-on demo to see it in action.

(Update: As you can see in the video, the demo shows an on screen drawing feature which allows you to annotate your slides much like on a white board or as sports commentators do. This feature is not functional on release versions of the iPad.)

Creating presentations on the iPad is a breeze and a delight. You can move objects just by touching them and add smooth transitions with ease. Typing isn’t too difficult, but that doesn’t matter because you use very little text anyway. Photos can be imported from your iPhoto library or saved to the device via e-mail.

To learn more about iPad, visit Apple’s website and watch these Guided Tours.

Some people just shouldn’t be teachers. Then there is Marta Adair.

Professor Adair is a biology professor, chair of science education, and Director for Education in the Bean Life Science Museum at BYU. She truly understands what it means to be a teacher and what her role is in the classroom. I witnessed something in her Intro to Biology class that illustrates what a wonderful teacher she is.

She began a discussion on the topic of carbon dioxide emissions and global warming, a controversial subject wherever it takes place. A couple of students raised some questions that Professor Adair answered as best she could. Another student, however, raised his hand to share a few additional comments on the matter. It turns out that he had spent around 300 hours researching energy, carbon emissions, and nuclear power as a member of a debate team a year ago. His comments sparked additional questions from his peers. Realizing she was unprepared to answer such questions, she half-jokingly said – as many professors do – “Why don’t you just come up here and answer these questions?” to the student who knew a little more about the subject. Then a somewhat astonishing thing happened. The student stood from his seat, and Marta Adair took his place.

For the next 20–30 minutes, the class discussed the topics answering each others questions with help from two teachers assistants, the student now at the front of the room, and a few interjected comments from Professor Adair seated among the students.

As I sat there observing these interactions I was amazed at how naturally the conversation moved from one relevant topic to the next. The students, mostly freshman and sophomores, asked intelligent questions and offered information they found helpful. I could sense a curiosity that was fueled by the open and candid atmosphere. There was an organic and harmonious progression of thought. Minds were enlightened, misconceptions corrected, consciousness raised.

This experience contrasts those I have had on countless occasions in classrooms where the professor incessantly lectures on a pre-established set of “learning objectives”.

Marta doesn’t have a set agenda for her class, a list of topics that she must cover during the semester, or an established list of facts that her students must memorized. Yet, never before in my time as a student have I had such a desire to investigate, inquire, learn, and share what I know about a subject.

I once heard, in a meeting full of educators, that the Latin root educare means “to lead out.” Why, then, does the general approach to teaching seem so very opposite to that image? Instead, I see teachers who effectively push or pull their students into a narrow and specific group of concepts that have (questionably) been determined to be more important than any other, forcing them to memorize facts without understanding their meaning. How restrictive and boring!

Attempts to understand the broader picture and explore connecting facts are most often received with a look of contempt and the instruction to not “worry about that,” usually because “it won’t be on the test.” How narrow minded and empty of purpose!

The atmosphere in Professor Adair’s class is very different. She encourages her students to ask questions and rejoices when a student connects personal experiences with the topics discussed in class. Real, practical learning takes place and it is exciting!

I am reminded of the call by Jay H. Lehr regarding conference presenters:

“Let there be an end to incredibly boring [teachers]! They are not sophisticated, erudite, [experts] speaking above our intellectual capability; they are arrogant, thoughtless individuals who insult our very presence by their lack of concern for our desire to benefit from a [class] which we chose to attend.”

Sir Ken Robinson, a passionate educator himself, illustrates the great flaw in the ubiquitous prescription of content.

“It is education that is meant to take us into [a] future that we can’t grasp. Children starting school [in 2006] will be retiring in 2065. Nobody has a clue [...] what the world will look like in five years’ time. And yet we’re meant to be educating them for it.”

In a world that progresses as fast as ours, how can we be sure that the content we prescribe for the younger generations will be relevant in an unpredictable future?

Marta Adair is a leader. She cares for her students. Evidence to this fact can be found in the 60 students who she mentors, the effort she puts into the education program at the museum, and her family life. For me, her concern for the education of her students was manifest the moment she humbly became the student and allowed a student to become the teacher.