Posted on 04/04/2007 6:50:36 PM PDT by TigerLikesRooster
Research points the finger at PowerPoint
University of NSW research shows the human brain processes and retains more information if it is digested in either its verbal or written form, but not both at the same time.
Photo: Andrew Meares
Anna Patty Education Editor
April 4, 2007
If you have ever wondered why your eyes start glazing over as you read those dot points on the screen, as the same words are being spoken, take heart in knowing there is a scientific explanation.
It is more difficult to process information if it is coming at you in the written and spoken form at the same time.
The Australian researchers who made the findings may have pronounced the death of the PowerPoint presentation.
They have also challenged popular teaching methods, suggesting that teachers should focus more on giving students the answers, instead of asking them to solve problems on their own.
Pioneered at the University of NSW, the research shows the human brain processes and retains more information if it is digested in either its verbal or written form, but not both at the same time.
It also questions the wisdom of centuries-old habits, such as reading along with Bible passages, at the same time they are being read aloud in church. More of the passages would be understood and retained, the researchers suggest, if heard or read separately.
The findings show there are limits on the brain's capacity to process and retain information in short-term memory.
John Sweller, from the university's faculty of education, developed the "cognitive load theory".
"The use of the PowerPoint presentation has been a disaster," Professor Sweller said. "It should be ditched."
"It is effective to speak to a diagram, because it presents information in a different form. But it is not effective to speak the same words that are written, because it is putting too much load on the mind and decreases your ability to understand what is being presented."
The findings that challenge common teaching methods suggest that instead of asking students to solve problems on their own, teachers helped students more if they presented already solved problems.
"Looking at an already solved problem reduces the working memory load and allows you to learn. It means the next time you come across a problem like that, you have a better chance at solving it," Professor Sweller said.
The working memory was only effective in juggling two or three tasks at the same time, retaining them for a few seconds. When too many mental tasks were taken on some things were forgotten.
I can agree to this theory. I sort of had the same impression. From now on, I will only present diagrams with a few words when doing PowerPoint presentation
Ping!
Bad Points of this Theory
Conclusions
Thank you!
Fascinating. I’ve recently been pondering a gut feeling just like what this study indicates. There is a certain raw power in the spoken word (or for that matter, the written word). But dribbling them out together seems to diminish the impact of both.
I use PP all the time, originally at students’ request. But I only use the stuff on PP as the skeleton (or visuals extending some point made in the lecture), and the lecture as the primary substance. The drawback is when students complain after doing poorly on a tset that such-and-such “wasn’t on the slides.”
And its corollary, taking notes during a lecture is counter productive.
A good Powerpoint presentation is easy to read, easy to understand, and contains no errors.
Of course, I've seen a great many bad powerpoint presentations. But they can be done well.
The gist of this article seems to be, from my perspective, that Powerpoint should be diagram-heavy and word-light, to avoid cognitive overload. That is, it is highlighting tool. Shouldn't try to cram too many words into the presentation.
Overhead projectors were evil too.
My accounting professor: (puts up slide)Here the answer to problem 6-2A. Any questions?
(Students stare blankly at a full screen of numbers)
Professor: OK. (removes and replaces slide) Here is 6-3A. Any questions?
I teach accounting now. I draw and complete every problem on the board at the same speed a student would do it. I stop along the way to answer questions.
No overhead. No PowerPoint. No problem.
Your post is begging to be converted into a PowerPoint presentation.
I was gonna says something, but I forgot.
DBPP—death by PowerPoint
Yeah it makes sense and i would tend to agree.
I am a university science research-lecturer of 30 years duration and I have made all the lecture mistakes over the years and occasionally gotten a few right. I have gradually gotten to where I tend to put up a a power point slide symposis sentence (sometimes potentially provocative) and then verbally explain-justify the statement/conclusion in some detail after the slide’s simple concept has sunk in. Then alternately, I will use a clear and hopefully dramatic image or striking graph and say very little (hoping-it the picrture speaks for itself). Having both visual/verbal emphasis forms periodically within the talk seems to help minimize the nodding off based on my highly unscientific observations from the podium (seeing whe whole range of possible reactions over the years). Complex diagrams with lot of accompanying podium verbiage is pretty deadly. IF I am for some reason forced into that senario, then I at least try to end with a simply stated take-home point knowing that is all anyone would remember at best.
Fortunately, its not rocket science—well that is unless it actually is rocket science.
I've seen a PhD spend 20 hours on a 20 minute presentation. He could have gotten his point across with 1-2 hours work. The rest was wasted effort spent polishing an already effective presentation.
My first thought is, this is a study. Wait five minutes and there will be another one refuting it. Studies are like busses. If you miss one another one will be along in about 45 minutes.
I have said for over 10 - 12 years now that anyone that gives flashy Powerpoint presentations full of effects has entirely too much time on their hands.
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