Things have been slow here on Brainslides as I have been transitioning from being a full time student to being a full time employee. I often hear bloggers promising that they will be better about posting every day or every week. I’m not going to go there just yet, because the transition is still in full swing and I feel it is important to give priority to other things such as my social life and physical fitness (I did graduate in Exercise Science, after all).
However, I do have a set of priorities outlined for this blog, one of which is to introduce you to a series of amazing lectures or lecturers that I have come across in my personal experience or that I have found on the web. I hope to show educators that there are alternatives to the monotony of reading PowerPoint slides and that it can be done in the classroom. I will focus on sharing examples of other teachers who have found ways to use slideware or other technology to enhance their teaching and improve their students’ learning.
Recently, there has been some discussion among various presentation blogs on the practice of distributing handouts to accompany presentation slides. (Visit Speaking About Presenting or Phil Presents to get caught up and learn some great tips.) This topic goes hand in hand with my own previous posts on slideuments and docuslides, since most presenters create their slides to also serve as a handout (resulting in slideuments), while a few presenters present their documents (resulting in docuslides).
The problem with both slideuments and docuslides is a misunderstanding of how information should be presented. As I have explained before, lectures and presentations primarily utilize oral information with visual supplements. Documents – papers, essays, books, etc. – are primarily textual information. Documents are meant to be information dense, while slides are not.
Let me restate this more transparently:
If you are presenting a lot of information, non-verbally, create a document.
If you are presenting orally and want visual aids, create slides.
It really is that simple! If you are e-mailing, mailing, distributing handouts, or otherwise delivering information which will stand on it’s own, it does not make sense to use PowerPoint or other slideware to create the document!
One solution to slideuments is to create both a document and accompanying slides – and it doesn’t take as much work as you might think.
Some time ago I was required to write a final paper and give a presentation on the same topic for my biology class. I chose to research sustainable practices for healthy living. First, I wrote my paper using Apple’s Pages (a word processor similar to Microsoft Word). Once that was complete, I then began to select the important points that I would cover in my presentation. I created a slidedeck using the same titles, images, and order of topics.
1. Create the document first. You should never begin preparing for a presentation by creating your slides first. The act of creating slides tends to lead to tinkering with the technology. In fact, don’t even design the document yet, just write out what you’re going to present on in a free flowing fashion. (Garr Reynolds of PresentationZen fame, and Nancy Duarte both refer to this as going ‘analog’.) Worry about the accompanying images and layout later.
2. Use the same design elements. Basic design principles state that two things that are supposed to go together look alike. Use the same font, color scheme, and – of course – images! People remember images up to 6x more than what they hear, so using the same images in both your document and presentation will lead to them remembering what you said.
Slideuments are an unnecessary, and unfortunate, habit among office personnel, presenters, and teachers. I have been subject to both extremes in my education. On the one hand, I’ve taken courses in which textbooks are all but replaced with printed PowerPoint slides… with random words blanked out as if it were a Where’s Waldo game! On the other hand, I’ve sat in class, day after day, as the professor read off of web pages that contained the material for the course. I can understand how these practices might appeal to the professors – they’re very convenient and require relatively little preparation for lecturers who are often more concerned with putting the final touches on their grant proposal or spending time in the research lab. But using docuslides or slideuments take valuable opportunities away from the student.
In the end, slideuments do not match Dr. Diamond’s test of “using things that have been shown for learning, rather than just keeping up with the technology.”
New technologies are always developing that can be useful in the classroom. Over the past couple of years, Prezi started as a small start-up with a unique idea and has developed into a very usable alternative to PowerPoint and Keynote for creating presentations.
Prezi is very different in that, rather than a collection of slides presented in linear fashion, the presenter prepares a canvas that contains all of the material – text, images, even online content – that can be browsed, zoomed, spun, and more. You may be familiar with the idea of mindmapping – starting with a core concept and connecting related ideas in a web-like diagram. Prezi builds on this idea and adds an interactive level.
Where Prezi really shines in the classroom is the ability to show the big picture as well as the finer details.
Recently, the team at Prezi launched a resource called Prezi Explore, a collection of presentations licensed for reuse and adaptation. This is an excellent resource for teachers who can grab a prebuilt presentation on a difficult concept and use it to give a new perspective to their students.
One of the Prezi presentations included in this section explains how Prezi can be used as a teaching tool. Browse through it and see some really great examples of how the tool can be used in the classroom to help students have a better understanding of the topic.
If you like what you see, go ahead and sign up for Prezi – it’s free for the public, plus they offer free upgraded accounts to individuals with a .edu e-mail address.
I love movies. I can’t say that I’m a movie buff – I haven’t even seen the Godfather yet – but I am fascinated by what goes on behind the scenes of movie making. While watching The Oscars this past January, I was intrigued by a segment on sound – sound effects, sound mixing, musical score, etc. It was shocking for me to realize how much work goes into a part of the movie that is frequently taken for granted.
Ben Turpin & Charlie Chaplin
Movies are primarily a visual medium. In fact, film survived for many years as silent features without any sound at all (another testament to the dominance of the visual centers of our brain). Later, a piano accompanied the movie, then soundtracks, and eventually synchronized dialogue in the late 1920s. Music and sound were essential to communicating the atmosphere of a scene and influencing the emotions of the audience.
Presentations have an inverse relationship to movies. The lecture is primarily an oral medium of communication. Slides should serve as a “visual soundtrack” to the presenter.
A teacher who is prepared should be able to give a lecture without relying on slides, just as old silent movies were able to stand on their own. Indeed, a gifted teacher doesn’t rely on notes or any sort of script, but teaches according to the preparation of the student. Of course, in today’s academic world, preselected principles must be taught within a given timeframe, so how can the idea of a visual-track aid in preparing lecture slides?
Visual Cues – Composers use musical cues to prepare the audience for what is happening on the screen – a sharp, dissonant forte from the strings when Jaws attacks from the water; a light legato during a romantic scene; or a triumphant crescendo during the climax of the movie. Your slides can be visual cues for your students to help them know what is coming next. You might show a fullscreen image of body builders before detailing actin and myosin, the molecular components of muscle fibers, for example. Or use an image of a juicy, charbroiled cheeseburger when you discuss the principle of caloric intake in your nutrition course. Also, changing the design theme is one way to signal when you are moving on to the next chapter.
Emotion – The music in a movie greatly enhances how the audience feels about the characters and story. Choosing images that evoke emotion – a crying baby or laughing teenager, for instance – can aid in your students’ retention. According to Dr. Medina in Brain Rules, “Emotionally charged events persist much longer in our memories and are recalled with greater accuracy than neutral memories.” This is one reason bullet points are so ineffective – nobody cares about lists! Instead of listing the masterpieces you’ll discuss in Art History, begin with a clip from The DaVinci Code which introduces the paintings and the meaning behind them. Give students a reason to care!
Template – The slide design you choose for individual slides can say a lot about the content. A Title Slide has centered text in a large font, suggesting this is the beginning of a new, important topic. Differentiating itself as a subtopic, another slide may have a smaller title at the top with space for text or images below it. You shouldn’t always use the built in templates, but keep title slides consistent with each other by using the same font size and text placement.
Transitions – Just as musical scores offer both subtle and dramatic effects, the transitions you choose can help your students know when you’re moving on to another topic. Simple transitions such as Dissolve or Fade are barely noticeable and help the students stay focused on the content. More elaborate slide transitions, such as Doorway, Grid, or other 3D effects make it clear to your students that something is changing. While these transitions can be distracting and should be used very sparingly, they can help emphasize to your students that you are ending one discussion and moving onto a new topic.
I could go on and on with the analogy of using a visual soundtrack to prepare your slides. I’m sure future posts will carry on with these ideas. Think of your slides as a simple visual complement to your teaching. Get creative. This will aid your students in keeping pace with the lecture and in recognizing the context of the material.
During my semester studying anatomy for my undergraduate degree, I began downloading podcasts via iTunes U to supplement my own lecture experiences. I came across an anatomy course taught at UC Berkeley by the wonderful Prof. Marian Diamond. While listening to the first lecture in the series, I was extremely impressed with her calm and authoritative demeanor. All at once she exudes confidence and respect toward her students. After a short pause during the lecture to erase the chalkboard, she said, “I have to tell you why I don’t use PowerPoint.” I was overcome with excitement and anticipation as I waited to hear why this capable teacher purposefully abstained from using a popular technological tool. What followed was a brief yet powerful statement that every teacher who uses lecture slides should consider. I include it here verbatim:
“I have to tell you why I still use chalkboard and do not use PowerPoint. Because I’ve studied learning mechanisms long enough to know that it takes time to take in the primary information and associate it. I feel if I just flash on things like this you don’t get it. If you write, you use your kinesthetic sense. That’s one way. It slows me down, it slows you down. And I also repeat all the time, because we know repeating reinforces. First time through you have an ionic exchange, second time through you have protein synthesis. So we’re using things that have been shown for learning rather than just keeping up with the technology.“
Here is an audio clip so you can hear it yourself. Or you can download the full lecture audio from iTunes U.
I was thrilled with her explanation! It wasn’t because she couldn’t use PowerPoint, found it too cumbersome, or time consuming. It was simply that there was no pedagogical reason to use it. As far as learning is concerned, using the chalk board and encouraging the students to take notes is far more effective than flashing something up on the screen.
After further investigation, it seems as though Professor Diamond makes a similar statement at the beginning of every semester (see Fall 2007 and Fall 2008). This suggests that it wasn’t just a passing thought in casual conversation, but that it is important enough for her students to understand the deliberate choice she made to improve their education.
Now, I am not saying definitively that you shouldn’t use PowerPoint. But if you do, there had better be a darn good reason. Don’t use it just because it’s easier or because you want to look cool using ‘up to date technology.’ And further more, if you do use PowerPoint, you’d better make them darn good slides. That’s what this blog is all about, so be sure to read some other posts. You might like to start with 2 Design Changes That Follow All Brain Rules, since we are talking about neuroscience here.
(Professor Marian Diamond is a professor in the Department of Integrative Biology at U.C. Berkeley. Her research includes neuroanatomy, environment, immune functions, and hormones. She has taught all over the world.)
