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The Ribbon has been minimized throughout the gures in this book to make the graphics more visible. If you ever need to minimize your Ribbon, click the Customize Quick Access Toolbar button next to the Quick Access Toolbar on the upper left in the PowerPoint window, and then select Minimize The Ribbon.
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Trick 1: Use Slide Sorter View to Manage the Volume
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Open a new, blank PowerPoint presentation, and on the View tab, in the Presentation Views group, click Slide Sorter, as shown in Figure 2-2. Although you might be used to looking at Slide Sorter view only occasionally, if ever, the rst trick of BBP is to always begin working in PowerPoint in this view. You ll do that starting in 6 after you nish writing the outline for your presentation. If you re wondering why it s so important to bump up the status of this little-used view to the most important way to look at your presentations, you need to step out of the PowerPoint mindset altogether for a bit and ask some uncommon questions rst.
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FIGURE 2-2 Slide Sorter view, displaying all of your slides as small thumbnails.
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When you talk about PowerPoint, you ll usually discuss which size font to use, how to insert a video clip, and whether the background of a PowerPoint template should be blue or black. One thing you never hear is a conversation about any research related to PowerPoint presentations. Despite the widespread use and in uence of PowerPoint software in many professions, you would be hard pressed to nd research that demonstrates that the underlying theory, impact, or effectiveness of the conventional PowerPoint approach is better than any other approach. For example, you won t nd research indicating that presenting with bullet points on a PowerPoint slide is more effective than presenting without them, or studies showing that using a PowerPoint design template to make every slide background the same produces better learning than not using a design template, or a quantitative justi cation and rationale for commonly accepted PowerPoint design guidelines such as the 6-by-6 rule, which states that every slide should have six lines of text with six words per line. This lack of comparative studies on PowerPoint approaches has created a void in terms of researchbased guidelines on how best to use the software, and this void has been quickly lled
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with popular myths and cultural habits. In other words, the main reason we approach PowerPoint the way we do is simply because that s the way that we ve always done it, and not because any research says it s better than any other way. Although there is little research speci cally comparing PowerPoint approaches, there is a signi cant body of research that has direct relevance to those who use spoken words and projected images to communicate. Researchers in the elds of cognitive science and educational psychology have been studying for decades the best ways to help people learn new information using narration and images. Their work is a treasure trove of information that is directly relevant and applicable to you when you use PowerPoint to create presentations. The only problem is that currently the research dots are not connected to our PowerPoint bullet points. That is what you ll do now as you apply three key parts of this research to the three views of PowerPoint. As you do that, you ll see how these three research realities quickly dispel the myths and break the habits that stand in the way of effective presentations. These three research realities also will show clearly why BBP works so well and why the conventional approach to PowerPoint does not deliver results as effectively.
THE MULTIMEDIA RESEARCH
This chapter is inspired by the work of Richard E. Mayer, Ph.D., a professor of psychology at the University of California, Santa Barbara. Ranked as the most proli c researcher in the eld of educational psychology, Mayer is the author of 18 books and more than 250 articles and chapters and has been researching multimedia learning and problem solving for 15 years. In his books and related articles and papers, Mayer proposes a way to understand the use of multimedia that promotes meaningful learning and lays out a set of principles for designing any multimedia experience based on his own research and that of others. For more information about the research on multimedia learning and its implications for PowerPoint presentations, see:
Richard E. Mayer, Ed., The Cambridge Handbook of Multimedia Learning (Cambridge University Press, 2005). Cliff Atkinson, The Cognitive Load of PowerPoint: Q&A with Richard E. Mayer, www.beyondbulletpoints.com (March 2004).
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