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Teaching an Old Dog New Tricks
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The Old Way Ignores the Limits of Working Memory
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For comparison, take a look at a conventional PowerPoint presentation in Slide Sorter view, as shown in Figure 2-11. Audiences might not know about the limited capacity of working memory, but they do know what they re talking about when they say presentations like this are a Data dump! and Overwhelming! They ve been down the road to overload before, and Slide Sorter view shows exactly how the conventional approach takes them there. The new information is clearly not presented in bite-size pieces; instead, it lls every slide, slide after slide, with overwhelming detail.
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Information is not presented in bite-sized segments.
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The slides do not help introduce new information with a familiar structure. There are no visible signals to indicate which slides are most important.
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There is no guidance to help the viewer build a coherent structure.
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FIGURE 2-11 Slide Sorter view of a conventional PowerPoint presentation reveals no digestible pieces and
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no cues about the presentation s structure or organization.
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What you see here is visual tedium rather than visual organization. As in most PowerPoint presentations, these slides use a design template with a single predesigned background. Using a single background gives all your slides a uniform look, but it also prevents you from using a range of design techniques to visually highlight the most important information on single slides or across slides. It also makes the overall presentation appear visually repetitive, which causes boredom that quickly shuts down attention.
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Trick 1: Use Slide Sorter View to Manage the Volume
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MYTH VS. TRUTH
Myth: There s no need for me to use graphical cues to point out the organization of the presentation. Truth: Research shows that people learn better when you use visual cues to highlight a presentation s organization.
See Also For more information about the research described in the Myth vs. Truth sidebars in this chapter, see Richard E. Mayer, Ed., The Cambridge Handbook of Multimedia Learning (Cambridge University Press, 2005). Looking at this big-picture view of the presentation, you can t see immediately the location of the most important slides. Instead, every idea has equal visual weight, and there are no cues given by the slide backgrounds about relative importance of ideas. Working memory, with its limited capacity to process new information, has to sort things out on its own and is presented here with the impossible task of holding all this new information while it gures out what s most important to know.
MYTH VS. TRUTH
Myth: People will learn more if I show more. Truth: Research shows that people learn better when information is presented in bite-size pieces.
You can also see that there is no structure that ties each of the individual slides together into a coherent whole this presentation is just a series of bulleted lists, slide after slide. There is no effort to introduce a familiar framework that the audience already has in long-term memory such as a story structure with a beginning, a middle, and an end that can guide working memory to make sense of the new information.
Trick 2: Use Notes Page View to Sync Pictures and Narration
Now that you ve sorted out the most important view of PowerPoint for the BBP approach, it s time to move on to another seldom-seen view in PowerPoint. Click the View tab, and in the Presentation Views group, click Notes Page, to switch to Notes
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Teaching an Old Dog New Tricks
Page view, shown in Figure 2-12. As described earlier, Notes Page view lets you see the on-screen slide above, along with an off-screen notes area that the audience does not see. The second trick of BBP is to always work in Notes Page view after Slide Sorter view, which you ll do starting in 6. There are two speci c reasons to do that, as you ll see next.
FIGURE 2-12 Notes Page view includes the on-screen slide area above and an off-screen notes
area below.
Research Reality 2: You Have to Address the Two Channels
The next research reality, the concept of dual channels, states that people receive and process new visual and verbal information in not one, but two separate but related channels. Allan Paivio described his theory of dual coding in the 1970s, and during the same decade, Alan Baddeley and Graham Hitch described a similar two-channel structure in working memory. Today, the concept has become a widely accepted standard among researchers. In the dual-channels model, the images someone sees are processed through a visual channel, the domain of images including photographs, illustrations, charts, and graphs, as illustrated conceptually in Figure 2-13 (top). What a speaker narrates is processed through the verbal channel (bottom), which is the domain of language.
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