visual thinking.

It's times like this--having spent a lot of the first day of the semester worrying that I'd broken the scanner that a colleague so graciously lent me, and then in the middle of ferrying back and forth to the library in search of a book with a better image of cuneiform tablets, suddenly remembering that I forgot to actually insert that picture of the aurochs into tomorrow's lecture presentation--when one might start to wonder when it became so important to have good visuals during a lecture anyway. 

I do like having the visuals.  It's nice to have something concrete and grounded, an extra layer to the information in the lecture.  In the ideal situation, I think it helps students process the lecture a little better.  I'm just saying, I'm sure there's a point at which the pictures become distracting rather than instructional, and I want to make sure I stay on the right side of that line. 

Comments

[David Moles]

Yeah, keep 'em distracted!