[Excerpt] As a first-time experience, I would have to admit that there was much about the virtual AOM that I enjoyed. Regarding the issues I raised in my introduction, I would say that my education was enhanced. I was reminded of ideas that had lain dormant and I was introduced to new ideas that were easy to find in the online format. I truly enjoyed being able to jump in and out of sessions. I think the two-dimensional nature of participants’ involvement was a great equalizer. When managed well, I think this meant that organizers were able to give voice to many participants who otherwise might not have attended or might’ve been implicitly shut out of the discussion. By not having to spend money on traveling to the site and paying for meals and accommodations while there, I believe that many people participated who otherwise would have been found it prohibitively expensive. As for sustainability, I believe that the AoM’s carbon footprint was much reduced, compared to what would’ve happened if we’d all converged on Vancouver in August.
Tag Archives: conference presentations
Papers into PowerPoint: Help Your Students Turn Their Papers into PowerPoint Slides
Consequently, they create presentations with massive walls of text, few visual aids, too many embedded references, and so many slides that they can’t finish in the time allotted. Because they are afraid of leaving out essential points, slides are crowded with text from top to bottom. Some even copy whole paragraphs from their papers onto the slides. Inevitably, two things happen. First, to assuage their fears of overlooking something, students use slides as their scripts, mindlessly reading the slides to us, word for word. Second, audience members who try to read what’s on the slides while at the same time listening to what the student says – – after all, it is possible that presenters will slip up and say something unplanned – – find the task impossible. Our brains are not wired to listen and read at the same time, regardless of what some people believe about “multitasking.”
With so many slides to cover, students soon find that they are running out of time. What to do? Should they omit some of their precious slides, pushing past minor slides to get to the major points? Or, should they just talk faster? Nine times out of 10, “faster” wins because they hadn’t prepared for the possibility that they would need to edit on the fly. Consequently, they can’t do it. Their only option is to talk faster.
I suggest a better design process. First, tell the students to organize the presentation as if there were no paper. Ask them to put the paper away and not consult it again until they have a first draft. If they have read the literature, created a paper outline, written the paper, and then copyedited it, they should know the story by heart. No need to continuously consult the paper while preparing the slides. Second, they should find out exactly how much time they will have for the presentation. In a typical 15-minute presentation, presenters can probably cover six or seven slides, or maybe a few more if they are just graphs and pictures. If it is a seminar presentation and they have 20 or 30 minutes, they can add a few more slides, although I prefer to add more words to my oral presentation than slides to the slide deck. Regardless of much time is allotted, presenters should practice the entire talk at least twice.
Third, using as few slides as possible gives presenters flexibility in how they use their time. With more slides, each of which must be displayed/described, presenters’ hands are tied when they realize they are running out of time. (Or in exceptional cases, they discover a time surplus!) Having a small number of slides, from the very beginning, means that presenters prepare to talk more and consciously work harder to maintain their connection with the audience.
Fourth, presenters should reflect on the story they want to tell. How will it begin, how will it end, and what needs to go in the middle to justify the ending? I emphasize again: do this without going back to the paper!
Try this experiment: Imagine yourself in a conversation with a friend. Explain to them the problem you set out to address in your paper, what motivated you to take it up, what previous work was critical in shaping your own thoughts, how was your research designed, where did you get the data, how did you do the analysis, what did you find, and what does it all mean?
Fifth, plan the flow of the presentation. For a 15-minute presentation, presenters should lay out six or seven blank sheets of paper on the table and moving from left to right, write down the main point they will make with that slide. These slides will be the script, but not a script is read. Instead, the slides, and especially the graphics on them, will be their cues as to where they are in the story. Think of the slides as analogous to the story-board that movie directors use to plan their shots. Some of the slides might just have a title and a picture or two, whereas others might have a few bullet points. Full sentences are deadly for PowerPoint – – they encourage people to read, rather than listen.
The Internet allows access to thousands of images, and under the Creative Commons licensing system, if you give credit to the originator of the image, you’re free to use it however you choose. Find relevant images that convey the point of the slide. Ideally, they should advance the story and comment on it.
Finally, when presenters have finished the first draft of the story, with each slide having a title and possibly an image, consider turning on the built-in design assistant from PowerPoint. I found it makes great suggestions and you can create eye catching graphics by following its advice.
No amount of fancy design work will make up for a poor story, but many a good story has been ruined by poor design. Help your students get a leg up on the process by telling them to put the paper away and craft a story from their own understanding and imagination.
Lecturing & daydreaming: what happens when students have no decisions to make?
What I wasn’t prepared for was being read to. Over the course of several days, almost every speaker read their presentations from pre-prepared scripts. In one typical session, the first two presenters held their papers with two hands, looked up occasionally, and put the paper down only to change the PowerPoint pictures. They read well, using inflection and pitch to emphasize important points, but it was still a word for word matching of oral presentation to the text. The third presenter had a script but had done a better job in memorizing it, as she occasionally made eye contact with us and did a fairly good job of disguising the fact that she was reading.
As I always try to do in conferences, I had made a point of sitting in the first row, so I could see the slides clearly and also have a clear view of the presenters’ faces. I found that being able to see faces helps me catch meanings I otherwise might miss when I don’t hear all the words.
Despite my advantageous location, where I should’ve been in the thick of the action, there wasn’t any. I found my attention wandering, and to stay focused, I tried taking notes of the key points that I heard. As often happens, my notes quickly became observations on the format of the presentations and not just their contents.
Why couldn’t I stay focused on the content? Frequently in such situations I find myself lamenting the lack of presentational skills by the panelists and speculating about what it must be like to sit through one of their classes. But in this case, I turned the focus on myself and asked why I wasn’t doing a better job in playing along with the role of an “audience member,” which is apparently how the presenter saw me. Then I realized that I didn’t want to play that role anymore.
Instead, I wanted to do something. I wanted the presenters to ask me questions, to solicit my feedback, and to force me to puzzle out where they were going next. Alas, their one-way talk left me with no options — no decisions to make. I had been forced into a thoroughly passive role.
If there was to be action, I needed to force it myself. I started writing down objections to what was being said, but because the presenter had left no space for such diversions, whenever I wrote something down, I missed a part of the presentation. Because the presenter was reading from the text, and redundancy had mostly been edited out, missing a few sentences often meant I lost the thread of the argument.
Colleagues who know me well will recognize that, once again, I’ve found another provocation from which to push my case for active learning! The situation in which I found myself was very much like that of our undergraduate students in classic lecture based classes: an instructor does 90% or more of the talking while students passively try to record in their notes as much as possible of what has been said. The few questions asked of the students are mostly rhetorical and only answers that conform to the a priori expectations of the instructor will be followed up.
Why do such situations make me so unhappy? Why was I so disappointed with the presentations I heard at the conference? I think it is because the presenters had made no allowance in their plans for bringing me into the session as an active participant. Just as instructors who rely heavily on one way talk give their students no decisions to make, as an audience member, I also was expected to simply absorb what was being offered rather than let the speaker know that I actually understood – – or not – – what was being said.
The decisions offered to me could have been simple ones: the presenters could’ve asked for examples of what they were talking about. The speakers could have offered several alternative scenarios that completed their narrative and then asked us which one we thought was the most plausible, and why. They could have purposefully constructed an alternative counterfactual scenario and then asked us why it didn’t occur.
My point is straightforward: when humans are put in situations where they are simply being talked to, with no opportunities offered for them to engage their higher order cognitive powers, they will struggle mightily to stay engaged with the material. I recently read a blog post by a scholar who works with online courses and who noted that she had viewed some amazingly well produced videos. However, within one week, she had completely forgotten their contents! The slick videos had given her no role to play in her own instruction.
The same goes for things like business pitches; if it is not interesting or engaging, you will not achieve an investment. Investors will not want to be in the same position as me in the lecture hall, in which I was not engaged at all. As well as being engaging and interacting, you can find more tips on how to better your startup pitch here.
The natural cycle of human attention is quite short, but it is further truncated when people are asked to play only passive roles, as audience members. Daydreaming is a more likely outcome than deep learning!