What’s one thing you always include on your slides to keep learners engaged?
Slide Decks More Effective
- Thread starter precious
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Questions! Questions! Questions!
And you might not believe it, but on the final slide, I have the following:
"Any Questions?"
Can I say something corny like, "Great minds think alike,"
Great... It's always good not to leave students with questions
A couple of ideas.
I noticed some slide presentations from various sources have page numbers turned on and displayed in the lower right corner. If the presentation has many slides, some students will see that and get bored or ask how many more slides there are. If I have the PPT file, I turn it off. When I do, I plant some symbol or characters (like the slide number) on the slide before the last slide to let me know that I'm near the end.
We often present topics that start with some basic idea and build up to a solution. For example, when you present encryption in Security+, there are two use cases: AH and ESP. In those types of presentations, I sometimes include a graphic to show how we are progressing through the topic, like a horizontal line that shows an arrow at each step in the process. The graphic helps students grasp the step-wise process.
When I use 'the slider,' I try to make it memorable. For example, if I present the CompTIA 7-step Troubleshooting process, I use a slider with seven stops and a magnifying glass to show which step I'm on. I've found a gas gauge (start at E and go to F) icon I plan to use in the Cloud+ course with that topic.
Students need to learn to speak in cybersecurity terms in the security classes (Sec+, CySA+, and SecurityX). I added a slide at the end of my presentations that contains terms from the list of acronyms included with the exam objectives.
Great question!
I noticed some slide presentations from various sources have page numbers turned on and displayed in the lower right corner. If the presentation has many slides, some students will see that and get bored or ask how many more slides there are. If I have the PPT file, I turn it off. When I do, I plant some symbol or characters (like the slide number) on the slide before the last slide to let me know that I'm near the end.
We often present topics that start with some basic idea and build up to a solution. For example, when you present encryption in Security+, there are two use cases: AH and ESP. In those types of presentations, I sometimes include a graphic to show how we are progressing through the topic, like a horizontal line that shows an arrow at each step in the process. The graphic helps students grasp the step-wise process.
When I use 'the slider,' I try to make it memorable. For example, if I present the CompTIA 7-step Troubleshooting process, I use a slider with seven stops and a magnifying glass to show which step I'm on. I've found a gas gauge (start at E and go to F) icon I plan to use in the Cloud+ course with that topic.
Students need to learn to speak in cybersecurity terms in the security classes (Sec+, CySA+, and SecurityX). I added a slide at the end of my presentations that contains terms from the list of acronyms included with the exam objectives.
Great question!
Thank you for sharing such innovative and practical ideas!
I love the idea of disabling slide numbers; it's a straightforward yet powerful method of preventing students from becoming distracted by counting slides. It's also excellent that you use subliminal indicators, such as symbols, to indicate when a presentation is coming to a finish.
Your use of visuals to illustrate how you've progressed through the themes is excellent! The slider concept improves clarity and interest, especially when combined with thematic images like a gas gauge for Cloud+ themes or a magnifying glass for troubleshooting tasks. It's such a creative method to help students relate to and remember complicated processes.
The acronym slide at the end is another great method to review important terms. In cybersecurity, when knowing the language is half the battle, it's very important.
I haven't had much of a desire to answer these questions lately, since they don't really do much to interest me, but I'll respond here, since I often like taking the contrary position. And while unpopular, I'm unapologetic about it:
My take - I loathe, despise, and or otherwise hate slides. I hate having to build them and maintain them. Unless it's required by the institution/organization, I try not to use them or, at best, minimally, just to display key thoughts or information.
Simply, I think PowerPoints do little to help learning and tend to draw attention away from the actual star of the show: the presenter. The presenter should be the one presenting. A good indicator is if a learner would rather just read a slide deck, rather than listen to the presenter, then the presenter really needs to up his/her game.
I think far too many times, speakers use slides, not as an augment, and not as a crutch - but as a stretcher, because they can't lecture and engage the learners with their PRESENCE. For example, do you see a TED Talk lecturer using slides? No. They may put a few things on a screen, but they draw attention to themselves, not their slide deck. Slides anchor presenters to one place in the room.
The worst trend I've seen lately is the full screen slide with the mini-me, picture-in-picture in the bottom corner. Absolute lame-sauce.
Instead, using props, examples that aren't just visual, but auditory and kinesthetic are better. Instead of showing screen captures of a system or software, show the software - spend time doing stuff or even better, have the students follow along. I suspect if you put up CertMaster behind you and use it in the classroom (and not the learning text) - think exercises, that will go a long way to freshening up classroom engagement.
Lately, instead of slides, I've taken to using photos in-context to what I say, more like a YouTube streamer or something.
There is a reason why "Death by PowerPoint" is something we all have heard. Why? Well, because....slides...well...just suck.
/r
My take - I loathe, despise, and or otherwise hate slides. I hate having to build them and maintain them. Unless it's required by the institution/organization, I try not to use them or, at best, minimally, just to display key thoughts or information.
Simply, I think PowerPoints do little to help learning and tend to draw attention away from the actual star of the show: the presenter. The presenter should be the one presenting. A good indicator is if a learner would rather just read a slide deck, rather than listen to the presenter, then the presenter really needs to up his/her game.
I think far too many times, speakers use slides, not as an augment, and not as a crutch - but as a stretcher, because they can't lecture and engage the learners with their PRESENCE. For example, do you see a TED Talk lecturer using slides? No. They may put a few things on a screen, but they draw attention to themselves, not their slide deck. Slides anchor presenters to one place in the room.
The worst trend I've seen lately is the full screen slide with the mini-me, picture-in-picture in the bottom corner. Absolute lame-sauce.
Instead, using props, examples that aren't just visual, but auditory and kinesthetic are better. Instead of showing screen captures of a system or software, show the software - spend time doing stuff or even better, have the students follow along. I suspect if you put up CertMaster behind you and use it in the classroom (and not the learning text) - think exercises, that will go a long way to freshening up classroom engagement.
Lately, instead of slides, I've taken to using photos in-context to what I say, more like a YouTube streamer or something.
There is a reason why "Death by PowerPoint" is something we all have heard. Why? Well, because....slides...well...just suck.
/r
Why don't you tell us how you really feel!!!!
I can't. We have rules against that kind of language on the CIN community. Just imagine, say, Tony Montana in Scarface. That should equate.
You have made some great points, though. Slides can definitely become the villain if they’re overdone or misused....That said, I’m curious-what is your go-to prop or trick to keep the learners engaged when slides are a no-go? Maybe I’ll ditch my 'mini-me' box and steal a page from your playbook.
I think Rick Butler left us no room for doubt about how he really feels
I'll answer that one. Mr. Butler's trick, to keep the learners (aka his audience) engaged, is to remove his Fedora, and then say to them "Watch me pull a rabbit out of my hat".
There! Now I saved him some typing
I will try the ‘rabbit out of the hat’ trick next timeI'll answer that one. Mr. Butler's trick, to keep the learners (aka his audience) engaged, is to remove his Fedora, and then say to them "Watch me pull a rabbit out of my hat".
There! Now I saved him some typing
Ironically the true meaning of "death by Powerpoint" got lost over the years.
Ineffective use of slides in a meeting led to the death of seven astronauts.
-> https://mcdreeamiemusings.com/blog/2019/4/13/gsux1h6bnt8lqjd7w2t2mtvfg81uhx
One thing someone suggested to me one time is not to ask this question as a closed-ended question. It's really easy for students to mentally go, "Nope, no questions." And that's the end of it.
Instead, try asking it as an open-ended question: "What questions do you have?" This has actually gotten more engagement from my students. They start searching their thoughts for, "Oh, what questions do I have?"
Or you might even set an expectation for talking further: "Let's chat"
But yes, I'm also one to rarely if ever use slides for my classes
I can also see how "what questions" can be stymie'ing (if that's a word) for students - perhaps under pressure to come up with a question to ask, or just assuming not to - unless there's something better to be gained.
One thing I've done in the past is to reward those that ask thoughtful questions - questions that rank higher on the Blooms Cognitive Taxonomy. Instead of questions of Knowledge and Understanding, questions that reach above the applicative to the analytical or evaluative levels would be worthy of a few extra credit points. Questions that required students to reach beyond the application stage, to me, show real learning and engagement.
Once students see an incentive to higher order thought, I've seen the better students seek to improve.
/r