Optimising Lecture Time

This paper presents the results of using different teaching techniques I have been experimenting with when teaching practice oriented subjects to Enginering students at the Technical University of Denmark. The primary problem I have encountered is that although students - as a rule - have a keen interest in getting a degree, they prefer the educators to do the work for them. The focus of my experiments have therefore been to develop teaching techniques that ensures that the students study efficiently and at the same time moves the task of identifying which parts of the subjects that are giving the students problems from the educator to the students.

By using techniques that put more weight on student participation, cooperation and preparation, I have been able to cut significantly down on the time used for lecturing, allowing more time for student work and reflection. As an example by getting the students to identify the parts of the subjects that need further explanation, I get the students to take ownership of the learning task and at the same time give me a more direct feedback. By creating teaching materials and exercises that can be used in a number of different ways, it is possible to involve the students more actively in choosing teaching techniques - on a day to day basis.

The result is that I now have more active students, that help me to ensure that they get the information and help they need. This also results in a much more efficient use of the time we spend together.