ERIC Number: EJ1045183
Record Type: Journal
Publication Date: 2014-Sep
Reference Count: 33
"Last Professor Standing!": Powerpoint Enables All Faculty to Use Humor in Teaching
Berk, Ronald A.
Journal of Faculty Development, v28 n3 p81-87 Sep 2014
There are two major global educational trends that have changed the form and execution of humor in the classroom and in professional conferences: (1) the burgeoning instructional technology, especially PowerPoint, which can provide a vehicle for several forms of low risk humor anyone can present; and (2) the diversity of classroom demographics, especially students with different nationalities, which restricts the use of culture-specific humor. The first trend now "permits anyone to present humor without saying a word," much less a punchline. That means that any instructor, even one with the personality of a grapefruit, can deliver humor. The second trend draws a "line between culture-specific and culture-free humor." Instructors need to be particularly sensitive to the cultural composition of their classroom in choosing appropriate humor. When humor is intended for teaching, it is a teaching tool that is systematically-planned and has a specific learning outcome. The purposes of this groundbreaking article are: (1) to briefly review the research on humor and laughter; (2) to present a half dozen of the most effective techniques; (3) to suggest how and where to infuse humor throughout the use of a PowerPoint, (4) to list 40 safe, culture-specific and culture-free content topics for humor; and (5) to proffer a few final thoughts.
Descriptors: Humor, Classroom Techniques, Educational Technology, Student Diversity, Teaching Methods, Visual Aids, Computer Software, Multimedia Materials, Personal Narratives, Cultural Pluralism, Cultural Influences
New Forums Press, Inc. P.O. Box 876, Stillwater, OK 74076. Tel: 405-372-6158; Fax: 405-377-2237; e-mail: email@example.com; Web site: http://www.newforums.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A