F. Safieddine, O. Abidi

American University of the Middle East (KUWAIT)
Developing, designing, and delivering lectures at higher education institutions have evolved over the years, most significantly use of electronic slides and projectors has become a common place in many universities (Bates & Sangra , 2011), (Underhill, 2002) and (Atkins, Brown, & Brown, 2002). In fact, the projector has moved over from being a tool for just large lecture rooms to smaller classrooms and labs. It is, therefore, surprising to see limited literature on how to develop, design and deliver effectively slide driven lectures that would take into considerations the changing requirements of the classroom and the students (Richards, 2005). Our review of the literature demonstrated many papers have looked at lesson planning, classroom management, and/or use of technology as ways to improve students’ learning experience or performance. Yet it seems that academics consider the lecture aspect of the lesson linked mainly to presentation skills rather than academic skills. While presentation skills constitute a key factor in delivery of a lecture, it is only part of the picture and does not include development and planning. In this paper, the authors share a combined experience of over 25 years in development, planning, and delivery for student centered, simplified, and engaging slide driven lectures based on Blooms Taxonomy of learning and focus on later revised Blooms Taxonomy Cognitive Domain (Anderson & Krathwohl, 2001). Backed by a literature review on what constitute a strong and successful tested in application, the authors have designed a method for lecture planning they have abbreviated as the IEEEE: I Quadruple E of higher education lecture planning: Lectures to be designed to be Informative, Engaging (Student centered), Easing (Simplifying), Entertaining, and planned around the method by which students are going to be assessed (Examining).