Improve PowerPoint by trashing the bullet points · Improve PowerPoint by trashing the ... Whydo&...
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Improve PowerPoint by trashing the bullet points
• Bullet points and factoids
Generic Title
• Bullet points and factoids
David William Price [email protected] E-‐Scape 04-‐2013
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Improve your slides using the “assertion – evidence” style
Recognize the weaknesses of tradiHonal PowerPoint
Contrast tradiHonal PowerPoint to “asserHon-‐evidence” style
Transform a tradiHonal slide into an “asserHon-‐evidence” slide
• Survey quesHon: “Anxiety causes the brain to be more distracted from problem-‐solving.”
• Literature: anxiety reduces performance by requiring more effort to resist distracHons
Sex differences in anxiety aTtudes
Exposure plans turn the impossible into a series of steps
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Give talk
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TradiHonal Powerpoint • ReducHonism
– Genericism – Decontextualized factoids
• Special effects • Speaking notes + handouts
– Let me read this to you word-‐for-‐word • DecoraHve clipart • Long quotes: “…the default styles of PowerPoint limit the amount of detail that can reasonably be presented and o8en obscure logical connec:ons (or the lack thereof) among facts used to make an argument.” (Alley & Neeley, 2005) paraphrasing Tu_e
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Assertion-evidence uses statements and explanatory images
Exposure plans turn the impossible into a series of steps
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Give talk
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Assertion-evidence can provoke discussion
Why do microworlds fail in schools?
TradiHonal School System and assessments
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Assertions communicate more than phrases
Effects of slide design on student scores Aligning objecHves, methods and assessments improves student grades Developing rapport with students to affect likelihood of help requests
Slides that use arguments instead of phrases result in higher student scores Effects of alignment of objecHves, methods and assessments on grades Teacher rapport improves likelihood of students asking for help
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Evidence communicates but clipart distracts
Keyboard use (hrs/day)
Carpal tu
nnel injurie
s
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Use assertions and evidence to improve PowerPoint slides
• Survey quesHon: “Anxiety causes the brain to be more distracted from problem-‐solving.”
• Women agreed or strongly agreed (n=32, 62.7%) vs. men (n=9, 45%)
• Men disagreed or strongly disagreed (n=5, 25%) more than women (n=3, 5.9%).
• Men less aware of the effects of anxiety on focus and problem-‐solving
• Men less likely to consider effects of anxiety on focus when choosing design, instrucHon and learning techniques
Sex differences in anxiety aTtudes
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Use assertions and evidence to improve PowerPoint slides
Women are more aware that anxiety increases distracHon during problem-‐solving
45% 63%
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Converting slide titles to sentences improved retention on geoscience exam
Adapted from: Alley, M., Schreiber, M., Ramsdell, K. Muffo, J. (2006). How the Design of Headlines in PresentaHon Slides Affects Audience RetenHon. Technical Communica:on, 53(2), 225-‐234.
RaHo of Sentence Htle scores to Phrase Htle scores
p<0.001 p<0.005 p<0.01 p<0.025
Exam quesHons
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Considering a visual slide technique raises common concerns
I won’t remember what to say
This doesn’t work for my topic
I can’t cover everything
I can’t find images
I don’t have fancy so_ware
I don’t have Hme
Trying
“asserHon
evidence”
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I could diagram a model or process
I’ll explain the asserHon and evidence
I’ll focus on the hardest concepts
I can make my own
I can use PPT shapes
I can try doing one
The “assertion-evidence” style encourages new steps in focus and clarity
I won’t remember what to say
This doesn’t work for my topic
I can’t cover everything
I can’t find images
I don’t have fancy so_ware
I don’t have Hme
Trying
“asserHon
evidence”
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What role energizes you as a prof? How is your technique helping you? or them?
ExpecHng preparaHon, and focusing on the tough stuff: concepts, connecHons, comparisons, applicaHons
RegurgitaHng the textbook in bullet points
One student’s brain – flatlined during lectures
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How did Dr. Charles Draimin revise his accounting slides at Concordia?
Concordia University. (N.D.). Charles Draimin. In Concordia University John Molson School of Business. Retrieved November 14, 2012, from hrp://johnmolson.concordia.ca/en/faculty-‐research/departments/accountancy/2100-‐charles-‐draimin.
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We used a Htle screen to capture the lesson of “adverse selecHon”
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We converted overview bullets into an agenda of learning objectives
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We used a sequence of slides to walk through the process
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We converted a complex set of points into a model we can discuss
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We converted groups of bullet points into tables and metaphors
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We created a summary of points to prompt student questions at the end
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How could Dr. Linda Dyer revise management slides at Concordia?
Concordia University. (N.D.). Linda Dyer. In Concordia University John Molson School of Business. Retrieved December 06, 2012, from hrp://johnmolson.concordia.ca/en/faculty-‐research/departments/management/2143-‐linda-‐dyer
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We could use a graph to highlight a negative – or positive point to explore
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We could use an example to trigger a discussion about niche strategies
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You can search Google images and drag one into your PPT (but cite it)
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We could use a visual metaphor to contrast entrepreneurs with employees
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We could use diagrams to contrast similar-sounding processes
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Use assertions and evidence to improve your PowerPoint slides
TradiHonal PowerPoint uses disconnected factoids and distracHng clipart
“AsserHon-‐evidence” style uses clear arguments and supporHng images
Transforming tradiHonal slides improves comprehension
• Survey quesHon: “Anxiety causes the brain to be more distracted from problem-‐solving.”
• Literature: anxiety reduces performance by requiring more effort to resist distracHons
Sex differences in anxiety aTtudes
Exposure plans turn the impossible into a series of steps
8
Give talk
6 4 2 5 3 1 7
David Price [email protected]
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See these references to learn more
Alley, M., Neely, K. (2005). Rethinking the design of presentaHon slides: a case for sentence headlines and visual evidence. Technical Communica:on, 52(4). 417-‐426.
Alley, M., Schreiber, M., Ramsdell, K. Muffo, J. (2006). How the Design of Headlines in PresentaHon Slides Affects Audience RetenHon. Technical Communica:on, 53(2), 225-‐234.
Garner, J., Alley, M., Gaudelli, A., Zappe, S. (2009). Common use of PowerPoint versus the AsserHon-‐Evidence structure: a cogniHve psychology perspecHve. Technical Communica:on, 56(4), 331-‐345.
hrp://www.wriHng.engr.psu.edu/slides.html