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rstudio-education / teaching-workshop-2019-01

Materials for "Teaching the Tidyverse" January 2019 edition
https://rstudio-education.github.io/teaching-workshop-2019-01/
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Feedback - 80-multimedia-learning #3

Open garrettgman opened 5 years ago

garrettgman commented 5 years ago

You must, must, must ask the students to simultaneously:

  1. Pay attention to what you are saying
  2. Read unrelated words on a slide

And you need to make them do it until they get the point: it can't be done. (If you like, you can explain the result in terms of dual coding theory --- there is only one verbal channel, so people can only decode one stream of verbal information at a time).

I'm unreasonably serious about this. This is their driver's license: no one gets to make slides until they know how to use slides safely (e.g. minimize text, maximize visuals, use only text that parallels or reinforces what you are saying out loud).

If a workshop is a play, the slides are the props and the scenery, not the script.

gvwilson commented 5 years ago

Sure - is this exercise in the existing slides somewhere? (Just had a scan and couldn't see it.)

garrettgman commented 5 years ago

Sure. It's slide 54 in 04-Make-It-Clear.pdf; the slide of text that seems to have nothing to do with the slides around it. I ask students to read this while I tell them a lot about dual coding theory, etc.

screen shot 2018-11-26 at 9 18 33 am
gvwilson commented 5 years ago

What would you think about using the interleaving exercise instead? "Have your partner time you while you count from 1 to 26 twice in a row. Then have them time you while you recite the alphabet twice in a row. Then have them time you while you say, "1, a, 2, b, 3, c ,..." once through (same total number of items as the previous tests). Report your numbers and we'll do a histogram." It's always harder to do the interleave... Will that achieve the same effect?

garrettgman commented 5 years ago

I think that is a great exercise, but it would be a round about way to teach good slidesmanship.

I believe that many students will come with a mental model that is learned from common practice: text heavy slides are OK. To correct that model, we need to have students experience that it is wrong. It is so easy to give students this direct experience (and the accompanying Aha! moment), that I find it difficult to imagine a better alternative.

If you feel uncomfortable doing it on day one, I can do it on day two.

On Mon, Nov 26, 2018 at 9:51 AM Greg Wilson notifications@github.com wrote:

What would you think about using the interleaving exercise instead? "Have your partner time you while you count from 1 to 26 twice in a row. Then have them time you while you recite the alphabet twice in a row. Then have them time you while you say, "1, a, 2, b, 3, c ,..." once through (same total number of items as the previous tests). Report your numbers and we'll do a histogram." It's always harder to do the interleave... Will that achieve the same effect?

— You are receiving this because you authored the thread. Reply to this email directly, view it on GitHub https://github.com/gvwilson/teaching-workshop-2019-01/issues/3#issuecomment-441688477, or mute the thread https://github.com/notifications/unsubscribe-auth/AAFMFtTQvPf9RfMFmkBVrjeEX4PGuKgjks5uzA37gaJpZM4Yt8Xo .

gvwilson commented 5 years ago

Not uncomfortable, just trying to get a clear picture of what I'd actually do - this helps.