By: Hannah Moffatt

A popular topic discussed by many in today’s modern academic society is if cell phones can be used as educational tools.  One can argue very easily for this idea from an environmental perspective because of the paperless nature of using technology. The idea of e-textbooks and online resources are two examples of already established advancements that are environmentally friendly.

While professors and students at McMaster also agree that carrying around a cell phone is a lot more convenient compared to a text or reading book, there remains hesitation to allow these in the classroom.

Technology has advanced so immensely in the 21st century that now more than ever, smartphone companies are accommodating educational needs, creating necessary and helpful shortcuts for students’ learning. This includes apps such as the map of McMaster University campus, calculators, language translators, dictionaries, calendars, notepads, reminders and of course, unlimited access to online resources such as Google and YouTube. With this new version of accessibility, students are encouraged to use their cell phones for educational purposes.

Classrooms can also enhance by creating virtual online discussions and homework blogs – some courses on Avenue do a good job of both of these. Videography and photography classes such as Studio Art and Theatre and Film classes at McMaster can also benefit from cell phone usage as the average smartphone company now promises a high quality camera for all your photography and videography needs. This concept is important to learn about and discuss because of the digital society that is currently growing around us, and the exposure to new tech.

A study done by the International Data Cooperation for Canada in 2013 shows that 79 per cent of smartphone users ages 18-44 have their phones on them 22 hours of every day. Since university students are learning approximately 240 days out of the year, we might as well make use out of the numerous educational applications that enables growth in knowledge. Advancing the tools students use also comes with a revolution of communication between learners and teachers. For group projects, students can create a group chat to share and compare their work and continue to do so even after the school day has ended.

If a student cannot attend their class, one can easily communicate with other students to access missed work or notes as well as connect with their teachers. That’s not to say that McMaster does not currently allow this to happen, but professors embracing technology more than as just a place to upload lecture slides and deal with MSAFs should be improved.

However, this is not a perfect system. Professors using textbooks not available online or outright banning cell phones in class due to the fear of distractions limits the options available, and stifles the ability to learn the material through ways that are comfortable for each student.

Overall, one should care about the issue of cell phones being used as educational tools because of the beneficial knowledge gained from studying these topics, and attempt to apply it to your everyday life. Not only do McMaster students benefit from using their phone cell as just another component of their school supplies, but this also allows the advancement of their tech knowledge ­— a necessity in modern times.

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Thou shalt not sit at the edge of the row

Shimmying past a group of seated people is as difficult as an Olympic-grade obstacle course. You have to avoid knocking knees, impaling yourself against the back of the row in front of you and stepping on valuable belongings in the attempt to flail your way to an empty seat. All the while, you’re stiffly leaning forward and praying to God that your backpack won’t accidentally smack someone in the face and give them cause to sue. While there are some exceptions to this golden rule (say, if you happen to be left-handed, or if all the seats in the middle have already been taken, in which case this rule is void), be considerate and move in. Otherwise, if someone backpacks you in the face, it’s only karma.

Thou shalt not hog half the row of seats

While it’s definitely nice to be surrounded by your friends, remember that you’re not in lecture to have a reunion. You’re there to learn, which can be done no matter where you sit, and regardless of whether everyone in your crew is accounted for. Your obligation is not to be the designated usher for everyone you know, but to be considerate of the general public (i.e. your class). So if you decide to look out for your friends, then please, for the love of all that is good, divide and conquer. Don’t be that one person who takes up seven seats. Limit yourself to maybe one or two seats beside you, and meet up with everyone else after class is over. If that ends your friendship, then good riddance.

Thou shalt not leave drinks on the floor

This is Murphy’s Law in action. You’re placing your half-finished coffee in the vicinity of a bunch of limbs whose main purpose is to kick things over. It doesn’t take a genius to figure out what happens next. Once you spill your coffee (and you will, inevitably, spill your coffee), it becomes a nuisance for you to clean it up. Since a lot of lecture halls are slanted, you’ve not only effectively forced all the following classes held in that lecture hall to wonder which jerk committed this indecency, but you’ve allowed it to spread. So either put it on the seat’s desk beside you or hold it securely. It might even be less of a hassle to wait until after class, where you can actually enjoy your beverage.

Thou shalt not speak over the professor

Nothing is worse than making the commendable feat of actually going to lecture, only to find that you can hardly hear anything the prof is saying. No one wants to hear you gossip about how wasted you got last weekend or whether so-and-so is interested in you. If a lack of general privacy for your personal affairs doesn’t concern you, then ask yourself why you’re in lecture in the first place if you don’t intend to learn. You are in a room filled with bleary-eyed faces, all of whom are copying down notes in attempt to actually be effective with their time. It’s time to have some respect for your peers. So put on your keener jeans and kindly zip it, or take the rest of your conversation outside.

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By: Lauren Beals

Many students on campus have developed a relationship with T-13. The home of first-year math exams and chemistry tutorials, this supposedly temporary building has been a student staple for over 40 years.

But room 127 is creating a new type of legacy. Recently outfitted with upgrades including projectors, white boards and student seating on wheels for easy movement, 127 has transformed into an active learning space created for student interaction.

The changes mark one step in a larger movement away from passive learning and towards the active learning missing from many university classrooms.

Arshad Ahmad, McMaster’s Associate Vice-President of Teaching & Learning says that there are many drawbacks to traditional lectures. “It really is an old-school thought. [Lectures] were an efficient way of conveying information when information was not accessible, but now the information is very accessible. If a student can go online and read the information they are not going to find it very interesting in class,” he explained.

Unlike traditional lecture halls, 127 provides students with the opportunity to apply knowledge and collaborate with peers to solve problems.

Projector screens along all four walls allow instructors to display multiple resources, while white boards encourage students to actively work out practice problems. A central screen and command system also preserves instructor control over the busy classroom and its technology.

Ahmad thinks that students want to learn actively from an early age. “It brings out the best in people by giving them the opportunity to show motivation and interest,” said Ahmad. “If you ask a parent how their child completes a project, it isn’t just by sitting and watching them. They are moving around, they are doing things, that is how they learn.”

Despite the advantages, the spread of active learning across campus requires more renovations, smaller class sizes and the commitment of instructors to reshape course structures. Students must also prepare to embrace group work and more frequent problem-based evaluations.

“There are definitely a lot of real challenges associated with this type of learning, that is for sure. But we need a cultural shift where this type of learning is the norm. This needs to be the norm. Students and teachers need to demand this type of learning,” said Ahmad.

Currently, room 127 can be requested for use by student groups by contacting student Conference and Event Services. Faculty can request academic booking by contacting the registrar’s office.

“We need a cultural shift where this type of learning is the norm.“

For students who wish to pursue active learning in other ways, Ahmad urges them to speak with professors and peers about how they learn beyond the course outline. “You would be surprised how many people are willing to have that conversation,” he said.

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By: Sabrina Bene

Laptops have become the norm in lecture halls as more students bring them to take notes in class. Some professors believe that they have become a distraction rather than a tool to help students learn. I believe that despite this, electronics supply students with unlimited possibilities to enhance their learning experience in lecture. With technology constantly advancing, students are able to increase the amount of information obtained, and apply it in various ways.

The restriction of electronics would have more negative effects than positive. A laptop allows students to follow along with what the professor is saying, while allowing them to quickly jot down important information. Allowing laptops in lectures allows the student to clarify information that may have been confusing. Students are able to follow along with visual data provided by the professor, and are given a chance to interact with the material. For example, the program “TopHat,” which has been introduced in select classes on campus, requires students to bring their laptops to lecture.

If a student does not own a laptop for financial reasons the program provides them with one to follow along. Programs such as TopHat create a positive learning environment for all students and enhance the students’ abilities to clearly understand what is being taught. Electronics also supply students with quick access to the internet where a student can follow along with a PowerPoint on their own monitor, while also searching anything they may need clarification on. A student can quickly google words or phrases they may not understand if they feel uncomfortable asking in lecture.

Despite these advantages, laptops can also cause distractions. While in lecture many students have a bad habit of checking Facebook, Twitter and Instagram, disregarding how distracting this can be for others. This is also detrimental for the person using social media, as it is nearly impossible to browse Facebook while focusing on lecture as well. To reduce the negative impact of laptops rules can be put in place to minimize distractions. For example, students who want to bring laptops can sit at the back of the lecture hall to avoid disturbing others. Additionally, laptops can be banned from tutorials so that more students are able to fully pay attention to what is being discussed. Professors can also try to supply programs like ‘TopHat” where the lecture becomes more interactive, encouraging the student to pay attention rather than browse social media.

It is also important that we accommodate electronics in lecture as they can make material more accessible for students with disabilities.

For example, Pear Note on MacBooks and One Note on PCs allows students with processing disabilities to synchronize information by recording lectures while taking notes. The student can then go through their notes, highlight a concept they didn’t understand in the lecture, and the software repeats the material from that point in time. This helps to increase comprehension and the quality of notes. If laptops were to be banned entirely with the exception of students with disabilities, then they could be uncomfortably singled out.

The use of electronics in the classroom can have both negative and positive effects. To eliminate the negatives professors should consider if the course requires electronics or if the material is largely verbal or written. Professors should also consider how their decisions affect students with disabilities and decide on the most appropriate way to accommodate them, creating a positive environment for all students. Through my own experience I find that the use of electronics can be extremely helpful, as it provides access to all lecture material that you can follow while listening to the lecturer. While I do believe that laptops are a distraction, I do not believe they should be banned because the positives outweigh the negatives.

Photo Credit: Brett Jordan

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