ABSTRACT
PowerPoint has become the predominant default paradigm for visual display in lectures, conferences and other teaching-learning environments, though there are alternative presentation systems. The very places in which we have been conducting large-group sessions encourage a perception of a teacher-centred model of instruction with few opportunities for interaction. This chapter suggests to help large-group sessions deliver increased learning payoff to students. It explores how the principles of active, interactive learning and engagement can be brought into the lecture theatre or large-group classroom. Moreover, even staff new to teaching in higher education have already had at least some experience of working with students, gained alongside researching or studying for higher degrees. Also, when students have the chance to have a lecture-capture service, they can put pressure on for everyone to conform–for good and bad reasons. The old-fashioned sort of lecture where students were seen and not heard offered little opportunity for learning through feedback.
