Comments on: Use Less Text http://www.brainslides.com/2010/04/use-less-text/ Presentation Design for Educators Sun, 27 Nov 2011 21:36:20 +0000 hourly 1 http://wordpress.org/?v=3.3.1 By: Nathan http://www.brainslides.com/2010/04/use-less-text/comment-page-1/#comment-210 Nathan Thu, 15 Apr 2010 07:18:54 +0000 http://www.brainslides.com/?p=253#comment-210 Derek, I actually agree with you, especially in regards to the importance of context. I deliberated over the math slide for a long time and ultimately decided to include it as another example. I think in the right context, such a specific, mysterious title could improve interest and curiosity, thereby increasing retention. I think that context would be very limited, however, because I'm not sure most people (including myself) really understand what a 'Professional Learning Community' is. I also consider whether the important details, such as 'reflective writing', need to be included on the slide itself when there is a presenter to introduce them. I go back and forth between the Presentation Zen approach and the Tufte assertion model. Short and sweet titles help eliminate distracting text (i.e. decrease cognitive load), yet at the same time risk the loss of context. On the other hand, a concise sentence at the top of the slide makes a point clear and unambiguous. As I sit in lectures I quickly get lost in slides with bullet points and sentences, wondering what to pay attention to and wishing for clutter free slides (the Zen). Once I get a grasp for the material however, I begin to think, "What exactly is the point trying to be made?" (assertion). Maybe it can be a combination of these? Could we begin with a curious statement or question that puts two unlikely topics together, then present related topics in a simplified, uncluttered manner, and follow it up with an assertion that seals the deal? Derek, I actually agree with you, especially in regards to the importance of context. I deliberated over the math slide for a long time and ultimately decided to include it as another example. I think in the right context, such a specific, mysterious title could improve interest and curiosity, thereby increasing retention. I think that context would be very limited, however, because I’m not sure most people (including myself) really understand what a ‘Professional Learning Community’ is. I also consider whether the important details, such as ‘reflective writing’, need to be included on the slide itself when there is a presenter to introduce them.

I go back and forth between the Presentation Zen approach and the Tufte assertion model. Short and sweet titles help eliminate distracting text (i.e. decrease cognitive load), yet at the same time risk the loss of context. On the other hand, a concise sentence at the top of the slide makes a point clear and unambiguous. As I sit in lectures I quickly get lost in slides with bullet points and sentences, wondering what to pay attention to and wishing for clutter free slides (the Zen). Once I get a grasp for the material however, I begin to think, “What exactly is the point trying to be made?” (assertion).

Maybe it can be a combination of these? Could we begin with a curious statement or question that puts two unlikely topics together, then present related topics in a simplified, uncluttered manner, and follow it up with an assertion that seals the deal?

]]> By: Derek Bruff http://www.brainslides.com/2010/04/use-less-text/comment-page-1/#comment-197 Derek Bruff Sat, 10 Apr 2010 13:18:52 +0000 http://www.brainslides.com/?p=253#comment-197 I'm not convinced that trimming titles is as appropriate in academic contexts as it is in other contexts. I'm good with removing extraneous words, like in your "British Tea Culture" example. (The revision is a much better title slide.) However, I think academics expect a fair amount of information in the title of a talk. There's a risk in oversimplifying. The peer mentors example is, perhaps, oversimplified. The "reflective writing" phrase is important, for instance. Then there's the idea that a title can be a little provocative or mysterious. I'd really like to know "What Professional Learning Communities Have to Do With Factoring A Trinomial?” for instance! That kind of title slide serves a different purpose than just introducing a presentation--it acts as a hook for the audience. That's a good use of a longer title, I would say. I’m not convinced that trimming titles is as appropriate in academic contexts as it is in other contexts. I’m good with removing extraneous words, like in your “British Tea Culture” example. (The revision is a much better title slide.) However, I think academics expect a fair amount of information in the title of a talk. There’s a risk in oversimplifying. The peer mentors example is, perhaps, oversimplified. The “reflective writing” phrase is important, for instance.

Then there’s the idea that a title can be a little provocative or mysterious. I’d really like to know “What Professional Learning Communities Have to Do With Factoring A Trinomial?” for instance! That kind of title slide serves a different purpose than just introducing a presentation–it acts as a hook for the audience. That’s a good use of a longer title, I would say.

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