Lecture slides for 13 2-hours lectures that follow the 13 chapters of Principles of Behavioral Economics are available to instructors who wish to build their behavioral economics courses around the book. The slides are available both in both .pdf and .pptx format. To obtain them, please send me an email at p.earl@uq.edu.au from your university affiliation email account, ideally also providing a link to your home page.
In preparing the slide presentations, I have in some cases provided more material than could be covered in a 2-hour class. This is intended to make it easier for those who would like to cover some areas in more detail and who will prune back other parts of the presentation or build their own slides to cover those parts more briefly.
The presentations are sometimes more detailed than is desirable in educational terms. Ideally, slides should be skeletal so that one’s students put what they are hearing into their own words and do not use printed slides as substitutes for making personal lecture notes. Having to write one’s own lecture notes is more conducive to creating neural connections about the lecture content, but limiting the amount of visual information also ensures that the students’ brains do not end up struggling to process simultaneously different streams of auditory and visual information. However, it can be dangerous in career terms for course instructors to use skeletal presentations in today’s classrooms where doing so clashes with what some students believe they are entailed to get from their lecturers, even if the lecturer explains the thinking behind using skeletal slide presentations. The risk – and I speak from experience – is that one’s teaching evaluations will suffer, due to such students complaining that one has been lazy in failing to present detailed slides. It rather seems as though such students take the view that they know best how to learn and as if they think that they are entitled to expect their instructors will provide lecture slides that are detailed enough to enable them (a) to get by without giving their full attention to creating their own initial interpretations of the lecture content during the lecture (rather than, say, spending time on social networking via their smartphones) and (b) to be able get by without reading required or recommended material. So, be mindful of potential for this kind of reaction if you decide to shift some of the detailed material to presenter notes or simply delete it.
Peter E. Earl -- Eclectic Real-World Economics 