BERK'S BLOG: From the keyboard of the "Humor Professor"

“HOW MUCH PREPARATION FOR CLASS OR PRESENTATIONS IS ENOUGH?: Part 2”

2011-11-27T18:37:00.001-08:00

HOW DO YOU THINK ABOUT PRESENTING?

How should your students or audience perceive your presentation through their eyeballs? Based on the “sidebar” in my previous blog, I think it should be reflexive and seamless. I should know my material so well that it appears to flow naturally. The PowerPoint with all of the multimedia should proceed seamlessly in terms of the content and technology.

I admit I have been completely nuts when it came to preparing for class and presentations. I make changes, practice, and rehearse over and over right up until the presentation to make sure everything works. I’m never satisfied. And then somewhere during the presentation, I commit a gaffe or there’s a technology glitch, such as a video doesn’t play or the electricity in the entire building goes out. I think that’s how God humbles me to let me know who’s in charge.

IT’S ALL IN THE PREPARATION!

What may take 8 or 30 seconds to execute could take considerable time to prepare. In retrospect, I have never regretted the preparation for my classes and any keynote or workshop. My students and professional audiences always deserve the best I can possibly deliver. The impact and value to my audiences were worth it and their appreciation and responsiveness were the pay-offs. I wanted each presentation to be better than any previous one. Each one was my best effort at that point in time.

WHERE DO YOU DRAW THE LINE?

So what are you going to invest in your classes and presentations? Where are you going to draw the line? I have found that you find the time to do what matters most--- the highest priority. That’s the result of passion, not a job. At the end of the day, regardless of what time-management system you use, if a task was not completed, it’s because it simply wasn’t important enough.

As you wind down this semester in the next month, consider how you prepare for presentations that matter, whether classes, faculty meetings, conferences, or lectures to your kids and pets. Can you do more or give more? I know I always can. In 2012, break your preparation mold and notice the differences in your presentations. You’ll never go back.

HAVE AN INCREDIBLE HOLIDAY SEASON!

COPYRIGHT © 2011 Ronald A. Berk, LLC

"THANKSGIVING VIDEO, PICS, AND POEM TO YOU ALL"

2011-11-25T09:13:00.001-08:00

HAPPY THANKSGIVING TO ALL AMERICANS HERE & ABROAD, ESPECIALLY OUR SERVICEMEN & WOMEN!!

CLICK LINK:

http://images.businessweek.com/ss/05/11/egreetings/source/2.htm

PICS BELOW:

POEM BELOW:
May your stuffing be tasty
May your turkey plump,
May your potatoes and gravy
Have never a lump.
May your yams be delicious
And your pies take the prize,
And may your Thanksgiving dinner
Stay off your thighs!

HOW MUCH PREPARATION FOR CLASS OR PRESENTATIONS IS ENOUGH?: Part 1”

2011-11-22T13:22:00.001-08:00

Just returning from the Lilly Conference on College Teaching, the topic of PREPARATION arose in my sessions and in conversations over those amazing meals. You have to draw the line somewhere in the time and effort you spend preparing for class or a presentation at Lilly. The problem is that my 2 sessions on “Humor & Multimedia” and “Evidenced-Based PowerPoint” were intended to extend your preparation life as you now know it. Adding humor, animation, music, images, and YouTube clips to your PowerPoints complicates everything and requires much more time than you probably have. So what are you supposed to do?

BERK 2.0 PERSPECTIVE ON PREPARATION

In my 30th year of teaching at Johns Hopkins, I was working 90-100 hours, 7 days a week, to meet obsessive-compulsive requirements. During my last 5.389 retirement years, I've worked 70-80. I bet you're thinking: "Are you CRAZY?" Probably.

EVIN LYSECHEK & BOB FOSSE

I relate to some very unusual people. One is Evin Lysechek, who won the Gold Medal in Men’s Figure Skating at the Vancouver Olympics. He had a reputation for working harder and practicing longer than anyone else. A second is Bob Fosse, iconic, awarding-winning Broadway director and choreographer, who was relentless in rehearsing his dancers. He required dancers to practice the dance routines over a hundred times. A dancer became ONE WITH THE DANCE. The dance was natural and reflexive; he or she didn’t have to think about the steps. They were automatically part of them.

HOW DO YOU PREPARE?

So how should you prepare? Is your presentation part of you or someone else? Do you struggle to remember what comes next? Do you need cues? My next blog will present the challenge. Stay tuned.

COPYRIGHT © 2011 Ronald A. Berk, LLC

"TOP 10 HALLOWEEN COSTUMES FOR PROFS IN 2011"

2011-10-29T10:30:00.000-07:00

How many of you have “pick up Halloween costume” on your to-do list this weekend? My guess is, rounded to 6 decimal points, 0! Since this blog is a service-provider to faculty, trainers, administrators, and assorted farm animals, I thought you might like to know what costumes are flying off the shelves at Wal-Mart into professors little coffee/tea-stained hands. I’m sure you already know that politicians and dead terrorists and dictators are out this year.

Can decide whether to

1. Pick the “hot” costume
2. Pick something totally different
3. Do business-as-usual with NO costume on Mon.

Here are the Top 10 picks from the home office in Kodiak, AK, at "Costumes for Profs" national chain, usually next door to Wal-Mart, except where noted:

(WARNING: Despite the highly testosteronal implications of many of these costumes, women may wear them as well.)

TOP 10

10. KNIGHT (Full suit of armor with chainmail and sword, available in 42–50 regular only at Men’s Warehouse)

9. GORILLA (Nothing says “high student ratings” like the “Teaching Gorilla”)

8. GEICO GECKO or GORDON GECKO (Find out what it’s like being green, unless you’re dressing up as Kermit the Frog)

7. CAPITAL ONE “VIKING” (Your chance to be acceptably uncouth and crude or Jerry Stiller)

6. LADY GAGA (Don't hurt yourself with the costume or eat it; not recommended for vegetarians)

5. WOLFMAN/WOMAN (You might need a lot of hair and extra teeth; you could be mistaken for no. 7)

4. BABY “BOOMER” (With diaper, bib, rattle, pacifier; you could be mistaken for no. 9)

3. PHANTOM OF THE OPERA (Add a chandelier and pic of Chaz Bono for effect)

~~2. CORDUROY SUIT & BOWTIE~~ ~~(WAIT! That's regular apparel)~~

2. SHERLOCK HOLMES (As much as I like Robert Downey, Jr., I still prefer the impeccably dignified Basil Rathbone with Inverness cape, deer stalker, and calabash pipe)

AND THE NUMBER 1 COSTUME:

1. PUMPKIN (Always reliable with leather headband and music to perform “Gourd of the Dance”)

Tell me what costume you picked. I bet it will be creative. Your students will go wild.

COPYRIGHT © 2011 Ronald A. Berk, LLC

"DO YOU HAVE SOCIAL MEDIA STYLE? AP Style, That Is. Get It!"

2011-08-25T09:07:00.000-07:00

Social media seems to have taken over earth and, perhaps, a few other local planets. I recently wrote an article on Netiquette—proper rules, attitudes, and behaviors on the Internet, which will be published this fall.

But I forgot 1 thing: a title. No. I’m kidding. That’s a little blog humor. I forgot to mention the official style manual and resource for writing blogs and posts on social media. For those of you in academia, you are probably familiar with APA Publication Style, required for a bazillion journals. In the media, the style manual has 1 less letter: AP, which stands for ~~Reuters.~~ Oops! I mean Associated Press. It’s called the (Are you ready? Isn’t this exciting?) AP Stylebook. Here’s the citation in APA style:

Christian, D., Jacobsen, S., & Minthorn, D. (Eds.). (2011). 2011 AP stylebook. Boston, MA: Associated Press.

It’s often referred to as the journalist's "bible." It is a spiral-bound style manual for all writers, editors, students, and public relations specialists. The 2011 edition provides fundamental guidelines on spelling, grammar, punctuation and usage, with special sections on food, social media, business, sports and media law.

For those of you who write a lot on the Internet or for the New York Times, it’s an essential reference. Check it out. Between APA and AP, you should be well armed to write anything in proper format. Now if you could just think of something worthy of that impeccable style, you’d be set.

COPYRIGHT © 2011 Ronald A. Berk, LLC

“NEW PowerPoint® DIET!: Top 10 Steps to a More Svelte PowerPoint®”—The Rest of the Story

2011-08-21T17:39:00.000-07:00

Are you still trying to cram, stuff, squish, or shoe horn every bit of text onto every slide? Stop it. NOW! Read the remaining 4 steps, then go back to shoe horning.

POWERPOINT® DIET (continued)
Here are the remaining steps of the diet and a few thoughts on its impact on learning, memory, and engagement:

7. Repeat steps 4, 5, and 6 for each slide in order to distill the essence of each slide and draw your audience into your itty-bitty text and focus their eyeballs on the main point (NOTE: Keep in mind your audience may be thinking “get to the point,” if you don’t.)

8. Your draft Presentation Deck should tell your story or convey the low-fat, meat or tofu of your message concisely

9. Edit this deck to streamline what your audience will see to grab their attention from the get-go and what you will say in the presentation; draw your audience in by highlighting key words or phrases with a contrasting color, larger font, italics, bold, etc., and inserting engagement activities

10. Edit your Handout Deck so it covers exactly the material you want in the format you want; think like your audience to determine what and how the content should be included

You now have a skinny, svelte PRESENTATION DECK for your presentation and a fat, blubbery HANDOUT DECK for your audience. You have what you need to maximize learning, memory, and engagement of your audience during the presentation; your audience has the amplified content to read and study after you’ve made your points, plus space for fill-ins, exercises, and notes during your presentation.

Now isn’t that a more efficient and effective strategy to communicate your content than trying to present 1 monster blubbery deck on the screen, which will be difficult to present and nearly impossible to comprehend and remember? Think about it. The PRESENTATION DECK is like a CliffsNotes version of the handout. Who doesn’t prefer a short, concise, right-to-the-point dose first compared to the full-blown blubbery version?

For several articles on the research and more detailed practices for PowerPoint® presentations, go to http://www.pptdoctor.net.

I hope you find these suggestions useful in your work. Let me know your thoughts.

COPYRIGHT © 2011 Ronald A. Berk, LLC

“NEW PowerPoint® DIET!: Top 10 Steps to a More Svelte PowerPoint®”

2011-08-19T15:00:00.000-07:00

CHRONIC TEXTYITUS
The answer to the multiple-choice item from the previous blog is “E.” It can be any of those reasons and many others. The problem is there is too much text. If you are afflicted with this infirmity of chronic “Textyitus,” proceed to my diet; otherwise, you can bail.

POWERPOINT® DIET
Guess what? Yup, it’s D I E T time! Those are 4 of the most hated letters in our vocabulary. You can do this. It requires only 10 simple steps. Once you implement this diet, you won’t even recognize your PowerPoint®. It will be a “PowerPoint® Makeover." You'll be cured forever of Textyitus.

In order to lop off excess text from each slide so that your audience will learn, remember, and be engaged in the content you present, follow this step by step:

1. Start with your text-bloated slides with all of the content, exercises, fill-ins, and note spaces (If you don’t have any, get some)

2. Consider these slides DECK #1, which will be a draft of the handout you will distribute to your audience; they need the details to read, study, review, take notes, and process after your presentation

3. Use this Handout Deck to create DECK #2, which is your much abbreviated, slimmed down Presentation Deck

4. Take each slide and ask yourself: “Self, isn’t this bloated blog with a stupid diet metaphor over yet?” WROOONG! “What’s the point of this slide?”

5. When you figure out the main point from all of the text, type a couple of short sentences or a FEW bullet points on your clean slide to emphasize what you want your audience to learn and remember (NOTE: 1 main point per slide, plus any relevant engagement activity, if appropriate)

6. Edit the content on the “New & Improved” slide and, even better, consider adding a visual image (still, animated, or video) to punctuate your point or replace part or all of the text

OOPS! I’ve exceeded my word limit. My next blog will finish the remaining 4 steps. You don’t want to miss the desserts on this diet.

For several articles on the research and more detailed practices for PowerPoint® presentations, go to http://www.pptdoctor.net.

I hope you find these suggestions useful in your work. Let me know your thoughts.

COPYRIGHT © 2011 Ronald A. Berk, LLC

“NEW PowerPoint® DIET!: A Must Try for ALL PowerPointers”

2011-08-18T14:24:00.000-07:00

What kind of diet could this possibly be? We all know from Dr. Oz and the PBS fundraising-drive, brain-and-body guys (NOTE: So far no women docs. Why?) that diets don’t work. But we do know that all diets involve cutting back or out certain foods (aka “everything that tastes good”) and substituting other foods (aka “food that tastes bad or has no taste,” like a tofu sandwich on a Styrofoam rice cake, which is barf on a stick).

POWERPOINT PROBLEM
So how does this semi-humorous diet chit-chat relate to PowerPoint®? Great question! It has to do with the major complaint about PowerPoints®:

A June 2011 survey of the U.S. adult population (3.2% margin of error) by IBOPE Zogby International (Allen, 2011) concluded that “death by PowerPoint^®” is a national epidemic and called for a presentation revolution. Too much text and boring graphics top the list of frustrating and uninspired features. Can you relate to those findings? PowerPoint^®ranks as one of the most dreaded presentation platforms, with respondents claiming they would rather forego sex tonight (24%), do their taxes (21%), go to the dentist (20%), or work on Saturday (18%) than have a close encounter of the PowerPoint^®kind. (QUESTION: Does that mean the other 76–82% had sex, refused to do their taxes, let their teeth rot, and went sailing on Saturday?)

TOO MUCH TEXT

Why is there too much text on PPT slides?

A. The presenter slaps the whole presentation on the slides and uses the text as a crutch

B. The presenter doesn’t know the material well enough to slap only a little text on the slides

C. The presenter doesn’t prepare a separate handout with the detailed text

D. The presenter hasn’t read my latest article, which reviews the research on cognitive overload; the audience cannot possibly understand and remember a bucket of text on each slide

E. ALL OF THE ABOVE

For the answer to the above test item and details on the PowerPoint® Diet, tune in to my next blog.

For several articles on the research and more detailed practices for PowerPoint® presentations, go to http://www.pptdoctor.net.

“POWERPOINT GOES TO BROADWAY: Adding Media to Templates”

2011-07-24T10:35:00.000-07:00

Dear PowerPointers,

I hope you are constantly thinking of ways to improve the effectiveness of your PowerPoints, just as I am. It’s a battle because it’s so time intensive, but the rewards to your students or audience are worth it. They receive the benefits in their engagement, attention, learning, and memory of your message.

CHOOSING A TEMPLATE
My latest PowerPoint illustration is derived from one of my keynotes on the Net Generation. The issue is using a basic template throughout your presentation. There are thousands of FREE templates available, so none of this involves a nickel out of your pocket.

The artistic configuration of your template can be a boon and bane to your presentation. It provides an attractive image for text, bullet points, visuals, graphics, and media, but it can also restrict the placement of that content in the available space. Only you can weigh the pluses and minuses. You don’t want the template to pull the focus of your audience away from the key content. It should not distract.

WHAT'S THE POINT?
With that notion in mind, once you have drafted the text, how can you add transitions, animations, music, and videos to increase the impact of your message?

My RULE OF THUMB: Keep asking yourself, “What’s the point of this slide? How does it contribute to my message?”

Every element should have a purpose and contribute something UNIQUE to the effect of the slide. If you don’t know the point of the slide, how’s your audience supposed to know? What should they remember from what you say about each slide? Does the material on the slide support your point?

ADDING MEDIA
This PowerPoint (converted to video) contains only a few opening slides from a presentation. Consider how the music, especially lyrics, animation, and video clip are used to make several points about the Net Generation:

Click this link: "POWERPOINT GOES TO BROADWAY"

You can do this with your PowerPoint software and free templates. There are no tricks involved. This entire process can be done by YOU cost-free. Consider your templates without any animation or media; just dead words. Media can create the difference between an unforgettable and forgettable PowerPoint.

Let me know your reaction and thoughts.

COPYRIGHT © 2011 Ronald A. Berk, LLC

“NEED A SPECTACULAR SPEAKER FOR UPCOMING EVENT?”

2011-07-20T14:16:00.000-07:00

Dear Conference/Meeting Planners and Directors of Centers and Faculty Development:

Have you picked your speakers for your fall 2011–2015 events or next decade yet? No? Then you need to get on the stick.

Have I got a speaker for you! I just saw him in Calgary and San Diego and he will blow your beach chair right out from under you.

With all of the financial cutbacks, you may be crunched for funds to import super-star speakers, but you can consider those lower on the food chain or not even on the food chain, but dangling on a hook like bait.

For example, I know this speaker personally (he sends me birthday e-mails) who will work with you to cut expenses, plus he will pay your mother’s social security in August if the President doesn’t.

This means he will

1. sleep in your garage (with a bucket of ice if you don’t have ac) instead of a hotel, but not before washing your vehicle,
2. fly WITH Southwest’s free baggage,
3. hitch a ride from the airport to your garage,
4. walk to his home airport (25 mi) to save mileage and parking fees,
5. deliver his handout to faculty door-to-door,
6. eat just navel oranges & Fig Newtons,
7. drink tap water only, and
8. not tip anyone.

Those sacrifices can make a major dent in the expenses. He will also slash honoraria under 5 digits to fit your budget. Should I continue? Is this a dream come true?

Anyway, he speaks on 17 topics on humor and multimedia, Net Generation, multigenerational classroom/workplace, stress reduction, student assessment, faculty evaluation, and PowerPoint. Abstracts are available on his Website (www.ronberk.com). His most popular topics appear on his LinkedIn profile (www.linkedin.com/in/ronberk) and 2011 brochure.

Testimonials by buckets of clients, some of whom may be your peers, and a few extraterrestrials are listed on the brochure and posted on those sites FYI.

If you would like further information, please contact the speaker, who is currently preparing his PowerPoint in a garage in Biloxi, which is in Wyoming, while sucking key limes.

Have a wonderful decade and go pick up your beach chair!

An anonymous blogger

COPYRIGHT © 2011 Ronald A. Berk, LLC

“SECRET FORMULA for ‘THRILLER’ PowerPoints®”

2011-07-08T19:57:00.000-07:00

Over the past 6 months, I completed a blog series, 3 articles, and 6 YouTube videos on PowerPoint^®. It is a challenging medium for presentations, but it is the industry standard in teaching, speaking, and business. I don’t know of anyone who is satisfied with his/her PowerPoint^®. It can always be improved.

VIDEO SERIES on PowerPoint^®

In the recent video series, I have attempted to create examples of PowerPoint^® formats, particularly with multimedia, that anyone can do with their version of PowerPoint^® for free. You don’t need a degree in graphic or instructional design or technology to produce effective PowerPoints^®. The latest video is the most basic, demonstrating how you can transform a simple dead word on a slide and add color, animation, music, still image, and video to improve the learning from a slide. While there are tons of tutorials, this is my 3-min. attempt: VIDEO

Let me know whether this is helpful.

HAPPY POWERPOINT!

COPYRIGHT © 2011 Ronald A. Berk, LLC

“TOP 10 ‘FUN’ WAYS U.S. PROFESSORS CELEBRATE THE 4TH OF JULY!”

2011-07-04T11:52:00.000-07:00

Here’s the TOP 10:

10. They enter a British-owned pub near campus and ask for Miller Lite

9. A few U.S. history profs get together like in days of yore and play with their muskets by loading them with gun powder, salt, and cayenne pepper, then inserting a piece of flint, ramming everything down, and finally dropping in a musket ball, which would pop out because there was no space (this usually took 2–3 days during yore, which delayed the Revolutionary War)

8. Physics profs go to a park and explode cherry bombs under Jaguar and Rover hubcaps to see if they can blow off tree limbs on the way up

7. They have a GIANT family cook-out with s’mores and monster blood-sucking mosquitoes, gather around their 52-inch flat screens, wave sparklers, and sing catchy, upbeat, patriotic tunes like “The Burning of Charleston” or “Siege of Savannah,” accompanied by Keith Lockhart and the Boston Pops

6. Ex-Marine profs who traced their roots to the Continental Marines in Philadelphia dedicate the day to watching the NCIS “Dear Abby” marathon on USA

5. They Google “macaroni” to figure out why anyone without a frontal lobotomy would stick “a feather in his cap and call it ‘you know what’ [without cheese]”!

4. Profs in Boston gather at Paul Revere’s Old North Church to polish their antique silverware and Rachael Ray cookware, which incites Emeril Lagasse to riot

3. At deep Southern institutions, profs, dressed in knee pants, tight stockings, and white wigs with ribbons, dust off the campus cannon, load it with accreditation self-studies and annual reports, aim it at the president’s mansion, light the fuse, and pray it doesn’t blow up in their faces

2. Touristy profs in Bermuda shorts and T-shirts dig out their ole’ fife-and-drum and march in the Williamsburg, VA, parade alongside the soldiers who are sweating like pigs in their period costumes in 95º heat and dropping on the cobblestones like sweaty pigs

AND THE NO. 1 “FUN” WAY:

1. Washington, DC-based profs enter the Starbucks^®in Georgetown and then, dressed as Washington Redskins, ceremoniously toss 2 grande cups of Monkey-Pod Decaf Italian-Arab Roast coffee into the Potomac River (NOTE: There’s also a New England Patriot version of this way.)

HAVE A SPECTACULAR 4TH!!!

COPYRIGHT © 2011 Ronald A. Berk, LLC

FOR DOG LOVERS ONLY: "Dog Prayers to GOD!"

2011-06-06T10:33:00.000-07:00

DOG PRAYERS TO GOD!

(Sorry about black font color on some dogs. It wouldn't change.)

Dear God: Is it on purpose our names are the same, only reversed?

Dear God: Why do humans smell the flowers, but seldom, if ever, smell one another?

Dear God: When we get to heaven, can we sit on your couch? Or is it still the same old story?

Dear God: Why are there cars named after the jaguar, the cougar, the mustang, the colt, the stingray, and the rabbit, but not ONE named for a Dog? How often do you see a cougar riding around? We do love a nice ride! Would it be so hard to rename the 'Chrysler Eagle' to the 'Chrysler Beagle'?

Dear God: If a Dog barks his head off in the forest and no human hears him, is he still a bad Dog?

Dear God: We Dogs can understand human verbal instructions, hand signals, whistles, horns, clickers, beepers, scent ID's, electromagnetic energy fields, and Frisbee flight paths. What do humans understand?

Dear God: More meatballs, less spaghetti, please.

Dear God: Are there mailmen in Heaven? If there are, will I have to apologize?

Dear God: Let me give you a list of just some of the things I must remember to be a good Dog.

1. I will not eat the cats' food before they eat it or after they throw it up.

2. I will not roll on dead seagulls, fish, crabs, etc., just because I like the way they smell.

3. The Litter Box is not a cookie jar.

4. The sofa is not a 'face towel'.

5. The garbage collector is not stealing our stuff.

6. I will not play tug-of-war with Dad's underwear when he's on the toilet.

7. Sticking my nose into someone's crotch is an unacceptable way of saying 'hello'.

8. I don't need to suddenly stand straight up when I'm under the coffee table

9. I must shake the rainwater out of my fur before entering the house - not after.

10. I will not come in from outside and immediately drag my butt across the carpet.

11. I will not sit in the middle of the living room and lick my crotch.

12. The cat is not a 'squeaky toy' so when I play with him and he makes that noise, it's usually not a good thing.

P.S. Dear God: When I get to Heaven may I have my testicles back?

MANSEL

“TOP 13 NAMES FOR ‘FALL FACULTY ORIENTATION’ REJECTED BY FACULTY DEVELOPERS”

2011-04-28T14:40:00.000-07:00

A “legitimate” request was recently posted on the POD Listserv for faculty developers by Mackenzi Huyser, Dean for Faculty Development and Academic Programs, at Trinity Christian College. She asked for an appropriate, snazzy name for “Fall Faculty Orientation,” which will attract faculty. She received several excellent suggestions by Lynn Sorenson and others.

Unfortunately, that request triggered my twisted mind to think of some evil names that should NEVER be considered by an institution of higher education or any institution for that matter. As always, I am ashamed of myself for creating these names and, in no way, should this list be misconstrued to disrespect Dr. Huyser, her request, her institution, her colleagues, her relatives, her heirs, or Christianity.

Please enjoy this baker’s dozen list in the spirit in which it is intended.
(NOTE: This is for your entertainment only; any other use, without the expressed written and notarized permission of the blog author, is strictly prohibited by his mother, his heirs, yada, yada.)

TOP 13

13. Boot Camp for Newbies
12. Fall Face-Lift for Faculty
11. Faculty Survivor: Trinity-Style
10. The Apprentice Teacher at Trinity
9. Basic Training for Faculty
8. Fall Faculty Indoctrination
7. Mirandizing Faculty on Trinity Christian College
6.Your Worst Faculty Nightmare Has Come True
5. What’s NOT in Your Contract
4. The Temptations of Faculty
3. Sins that Will Get You Whacked
2. Guess What? This Is Not Glee!

AND THE NUMBER 1 REJECTED NAME FOR ‘FALL ORIENTATION’:

1. EXTREME Fall Faculty Makeover

I really hope Mackenzi gets a great title for her faculty event. Again, please accept my apology for the above list. I couldn’t resist. Now I can take my meds.

COPYRIGHT © 2011 Ronald A. Berk, LLC

“COMPARISON OF POWERPOINT AND PREZI BY CHRIS CLARK!”

2011-03-30T07:43:00.000-07:00

Since I spent the last couple of weeks reviewing the research on PowerPoint®, some of you might be interested in how it compares to the rising star Prezi®. Prezi® is receiving increased attention in the academic community as an alternative teaching tool. Recently, Chris Clark at the University of Notre Dame compared the characteristics, features, and capabilities of the two types of presentation software on the Kaneb Center for Teaching and Learning blog site of the University of Notre Dame. The link is given below. ENJOY!

http://wp.me/prJu2-1lP

Isn’t it great to have these options readily available and Prezi is FREE!

COPYRIGHT © 2011 Ronald A. Berk, LLC

“DO VIDEOS IN POWERPOINT® INCREASE LEARNING? Conclusions!”

2011-03-28T08:12:00.000-07:00

VIDEOS (continued)

Research evidence. The results of Mayer’s research indicate that the contiguous presentation of verbal and visual material as in videos with integrated dialogue or narration is most effective for novices and visual learners (e.g., Ventura & Onsman, 2009). That is, the use of meaningful video clips in PowerPoint® may be most appropriate for introductory as well as complex topics and for lower achieving and/or visual/spatial learners.

The empirical findings of research over the past half century on the effectiveness of videos embedded in multimedia classes or modules are noteworthy. Overall, most of the investigations support the “dual-coding theory” that more is better: multimedia auditory/verbal and visual/pictorial stimuli increase memory, comprehension, understanding, and deeper learning than any single stimulus by itself (Kirschner, Kester, & Corbalan, 2011). Learning in the pictorial conditions tested (video and audiovisual) was superior to learning in the verbal (audio) conditions. This is consistent with the picture superiority effect (Nelson, Reed, & Walling, 1976; Paivio, Rogers, & Smythe, 1968).

CONCLUSIONS: There is a solid foundation of cognitive psychology, learning theory, and physiological research and experience with “rich media” (Ayres, Marcus, Chan, & Qian, 2009; Höffler & Leutner, 2007; Kirschner et al., 2011; Lane & Wright, 2011; Mayer, 2009; Metiri Group, 2008). Including still and animated visuals, especially graphics, and media systematically in your slides with intended learning outcomes will positively affect just about every aspect of your teaching or presentation. Distinctions should be drawn among media that are designed to grab and maintain attention, to improve learning, and/or to increase retention or memory of information.

Despite the multimedia research base, there is still an urgent need to test the range of animation and media applications in the specific context of PowerPoint® presentations to determine their effects and limitations under controlled experimental conditions in the classroom at all levels (e.g., Bartsch & Cobern, 2003; Levasseur & Sawyer, 2006). There are a variety of options and uses of multimedia in PowerPoint® for which evidence does not exist.

Hopefully, the review of research in these blogs will provide you with a justification and some traction in gliding your progress toward media-embedded or streamed presentations with your audience as well as gathering data on their effectiveness. Please let me know your thoughts on the research reviewed in these blogs, particularly if there are glaring omissions. I hope you found some value in the work.

COPYRIGHT © 2011 Ronald A. Berk, LLC

“DO STILL IMAGES AND VIDEOS IN POWERPOINT® INCREASE LEARNING?”

2011-03-24T08:37:00.000-07:00

STILL IMAGES
Much has been written in the basic PowerPoint® references about the power of visuals in PowerPoint®. Pictures, graphs, charts, diagrams, and a variety of graphic designs can stimulate emotional reactions and increase attention and retention of content more than words alone (Markel, 2009; Mayer, 2009, in press; Lane & Wright, 2011). The stronger the images, the more powerful the slides, the more effective your presentation will be.

VIDEOS
Beyond these visuals and infographics are the uses of video clips embedded in PowerPoint® slides (Berk, 2009a) and streaming videos in the presentation (Eddy & Bracken, 2008; Miller, 2009). Since there are few guidelines for videos in the most popular PowerPoint® sources on the topic, this section addresses the value and impact of videos.

Cognitive and learning theories. Several theories of learning have examined the dual coding of verbal communication, including visual, auditory, or articulatory codes, and nonverbal communication, which may include shapes, sounds, kinesthetic actions, and emotions. The theories have been linked to multimedia and the research has tested a variety of applications.

Multimedia typically refers to the presentation of material in two forms: auditory/verbal and visual/pictorial (Mayer, 2009, in press). Strategies have included PowerPoint® (Gellevij, Ven Der Meij, De Jong, & Pieters, 2002; Mayer & Johnson, 2008) and games (Moreno & Mayer, 2004, 2005) in a variety of content areas.

Mayer’s (2009) cognitive theory of learning is activated through five steps: “(a) selecting relevant words for processing in verbal working memory, (b) selecting relevant images for processing in visual working memory, (c) organizing selected words into a verbal mental model, (d) organizing selected images into a visual mental model, and (e) integrating verbal and visual representations as well as prior knowledge” (p. 54). His theory represents an amalgam of Sweller’s (1999) cognitive load theory (Chandler & Sweller, 1991; Kirschner, Kester, & Corbalan, 2011), Baddeley’s (1999) working memory model, and Paivio’s (1986) dual-coding theory (Clark & Paivio, 1991).

WHAT’S NEXT? What does Mayer’s research indicate about the impact of videos on learning? The final conclusions will be presented.

COPYRIGHT © 2011 Ronald A. Berk, LLC

“PHYSIOLOGICAL RESEARCH ON MUSIC IN POWERPOINT®! What?"

2011-03-22T08:23:00.000-07:00

MUSIC (continued)

Research Evidence: PHYSIOLOGICAL. Physiologically, there is mounting evidence that music can effectively elicit highly pleasurable emotional responses (Krumhansl, 1997; Rickard, 2004; Sloboda & Justin, 2001). Neuroimaging studies have confirmed those responses (Blood & Zatorre, 2001; Menon & Levitin, 2005; Koelsch , Fritz, Cramon, Muller, & Friederici, 2006). Most recently, however, music-induced emotional states have been linked to dopamine release, the chemical that sends “feel good” signals to the rest of the body (Salimpoor et al, 2011). The kicker here is that the PET and MRI scans recorded this release and the intense physiological responses based on students’ listening to their preferred music rather than just someone else’s tunes.

CONCLUSION: This evidence strongly indicates that catchy melody, fast, up-tempo, major-key music can activate sensory functions that can excite and snap your students to attention. It creates an emotional connection that can engage any audience like no other element in PowerPoint®. The music must not only be familiar, but should be within their choice pool.

Music embedded throughout a PowerPoint® presentation can sustain attention while slipping the content into long-term memory (Berk, 2001, 2002, 2008; Millbower, 2000). Even background “passive” music can increase attention levels, improve retention and memory, extend focused learning time, and expand thinking skills (Brewer, 1995).

Unfortunately, these music results were not tested specifically in the context of PowerPoint® in the classroom under controlled experimental conditions. In other words, the answer to the original title of this blog (see previous blog) is a tentative YES! Until we know for sure, the above conclusions are wishful projections.

WHAT’S NEXT? What’s left? The best is last. Probably the most powerful additions are visual images and videos. But what does the research say?

COPYRIGHT © 2011 Ronald A. Berk, LLC

“DOES MUSIC IN POWERPOINT® INCREASE LEARNING OR ANYTHING ELSE?”

2011-03-20T10:06:00.000-07:00

MUSIC
When you're listening to music or watching a TV program (Glee), movie, YouTube clip, or a commercial, your feelings and emotions, such as excitement, anger, laughter, relaxation, sadness, love, whimsy, or even boredom, are often triggered or heightened by the music playing behind the action. These emotions occur reflexively. You are responding to the mood created by the music and the scene. The music can have a strong effect on how you react (Levitin, 2006, 2008). A single song or the entire soundtrack is so powerful that you may download it off the Internet so you can listen again and again to relive the experience. Is there any evidence to support these effects? You bet!

Research Evidence: PSYCHOLOGICAL. The research indicates that music elicits emotional reactions of liking or disliking and excitement or arousal (North & Hargreaves, 1997; Robazza, Macaluso, & D’Urso, 1994; Sloboda & Justin, 2001). It can set the tone or mood instantaneously (Sousou, 1997; Stratton & Zalanowski, 1994). Music is also the emotional source of “chills” or “your hair standing on end” (Panksepp, 1995; Salimpoor, Benovoy, Larcher, Dagher, & Zatorre, 2011).

Research Evidence: HEMISPHERIC. The best news is that music taps both hemispheres of your brain: the left side processes rhythm and lyrics AND the right side listens for melodies, sounds, and harmonic relationships (Bever & Chiarello, 1974; Hébert & Peretz, 1997; Schlaug, Jancke, Haung, Staiger, & Steinmetz, 1995), and the connections between the two hemispheres increase as you age (Schlaug et al., 1995). In fact, music listening engages nearly every area of the brain and involves almost every neural subsystem (Levitin, 2006).

WHAT’S NEXT? I’ll finish this topic with the physiological evidence and my conclusions on using music in PowerPoint.

COPYRIGHT © 2011 Ronald A. Berk, LLC

“DOES MOVEMENT (Transitions & Animation) IN POWERPOINT® INCREASE LEARNING?”

2011-03-17T07:47:00.000-07:00

ST. PATRICK'S DAY BLOG!
My next few blogs will focus on the research on three neglected elements in PowerPoint®: (1) movement, (2) music, and (3) videos. The simple question is: Do they improve learning or anything else? Do they have the potential to raise the PowerPoint® bar to a new level of “best practices” in the classroom? Let’s begin with

MOVEMENT (Dedicated to Fans of PREZI)
When something moves, your eyeballs move to track it. That’s perfectly natural. However, when the movement slows up or stops in your classroom, students may get bored and click to something else. PowerPoint® permits transitions of slides and animation of words, letters, and graphics. When that movement is systematically choreographed throughout a presentation, it can grab and maintain attention. Used inappropriately, it can annoy and distract your students from the content being covered.

Research Evidence: TEXT. Is there research on the use of transitions and animation in the classroom? Not on transitions, but a smidgen on text animation. The technique of introducing bits and pieces of text information incrementally on slides with animation has been tested by only a couple of studies (Janicki, Yaylacicegi, & Mahar, 2009; Mahar, Yaylacicegi, & Janicki, 2009). Despite students’ preference for animation in PowerPoint® lectures, the results indicated that students shown static lecture slides learned more about new concepts than those who viewed the animated slides. The animation required greater concentration with a shorter exposure time. Certainly, that time could be extended.

Research Evidence: GRAPHICS. Contrary to the preceding results is the research that found that animated graphics are significantly more effective than static graphics (Höffler & Leutner, 2007; Lowe, 2001, 2003; Mayer & Moreno, 2002; McLean, Brown, & Bellamy, 2003; Tversky, Morrison, & Betrancourt, 2002; Yu & Smith, 2008). Properly designed animations to illustrate concepts and procedures can generate interest, motivation, and engagement, which can promote deep learning (Mayer & Anderson, 1991; Ruffini, 2009). There are no studies testing different types of animation. Presenting techniques or processes, in particular, may benefit more from animation.

CONCLUSION: Consider using animation when it fits the content, especially to explain processes in graphic form. Transitions and animation of text should be used judiciously, since there is inadequate evidence to the contrary.

WHAT’S NEXT? Have you used music in your slides to create an emotional connection or humor? There’s lots of research on this topic. Just wait…

COPYRIGHT © 2011 Ronald A. Berk, LLC

“RESEARCH ON MULTIMEDIA IN POWERPOINT®: Why Bother?”

2011-03-15T11:14:00.000-07:00

MULTIMEDIA IS DISCOURAGED BY EXPERTS
Beyond the basics of PowerPoint®, how can multimedia be utilized effectively with PowerPoint® in the classroom? Other than posting “dead words” on a screen, do movement, music, and videos in PowerPoint® facilitate learning or impede it? To date, those elements have been virtually disregarded, dismissed, dissed, and even discouraged by PowerPoint® gurus (in business and industry) when the technology to embed or stream those media is readily available? For example, Duarte (2008) and Reynolds (2008) give them miniscule attention, yet acknowledge the powerful active cognitive processing effects they can have. They usually caution users to integrate them either sparingly or not at all or to “not overdo it.” But most teachers and presenters under do it or don’t do it at all. To engage Net Generation students, in particular, who are bored with traditional PowerPoints®, faculty may need “to do” and, maybe, “over do.”

WHERE’S THE LOVE AND SUPPORT?
With FREE software readily accessible, such as Audacity (music) and Movie Maker (videos), why do so few faculty and presenters incorporate media into their presentations? Even a study of presentations by CEOs of technology companies indicated that multimedia was incorporated typically in the form of photographs and graphics, but no music and very few animations, videos, and online links were used (Kammeyer, 2007).

Granted, in-house IT staff may not have the time or want to be bothered to assist faculty to do the animations or actual media extractions and conversions. They may have other more pressing demands. By default, then, teachers are forced either to learn it themselves or to outsource it to techies who know how to do it; otherwise, it won’t get done. With time becoming a scarcer commodity and job tasks and responsibilities increasing, multimedia in PowerPoint® may be a luxury many professionals cannot afford.

WHY RESEARCH ON MULTIMEDIA?
Do any of those PowerPoint® add-ons, such as movement, music, visuals, and videos, contribute to the effectiveness of instruction? Do they increase attention, engagement, or understanding of the content? Should faculty move literally and figuratively beyond dead words on the screen? They may already have slides with bright, high-contrast, saturated colors, flashy templates, and loads of graphics. That’s great, but what are the words doing? If they’re still cadaver-like, teachers will immediately shift their Net Geners from boring to snoring. Say it with me: “DEAD WORDS ARE BORING!” Got it? Did you actually say those words?

WHAT’S NEXT? The next few blogs will review the research on movement, music, visuals, and videos in PowerPoint®.

COPYRIGHT © 2011 Ronald A. Berk, LLC

"TOP 10 RESEARCH CONCLUSIONS ABOUT BASIC POWERPOINT®"

2011-03-14T08:30:00.000-07:00

Guess what? PowerPoint-wise, do we know for sure what works, when, with whom, how, or why? Do we really have enough research evidence to design simple PowerPoint® slides so that our audience will actually learn and retain the content we present?

There is only a fist-full of studies on the basic features and instructional uses of PowerPoint® over the past decade. One unpublished review by Kammeyer (2007) analyzed some of the findings. Here’s the list.

TOP 10 CONCLUSIONS:

1. Most students prefer PowerPoint® to traditional lecture (Amare, 2006; Hastings & Attila, 2000; Savoy, Proctor, & Salvendy, 2009), despite how boring it might be (Mann & Robinson, 2009)

2. Traditional PowerPoint® doesn’t produce significant differences in learning (review by Levasseur & Sawyer, 2006) compared to several alternatives

3. Reading text verbatim on a slide off of the screen decreases learning and retention (“redundancy principle”) (Mayer & Johnson, 2008)

4. Gill Sans, Souvenir, and similar fonts are more comfortable to read, interesting, attractive, and professional compared to other fonts (Mackiewicz, 2007a)

5. High-contrast colors and easy-to-read text, graphs, and graphics increase learning (Bradshaw, 2003)

6. High-contrast slides are not more effective than medium-contrast slides in learning and satisfaction (Earnest, 2003)

7. Full-sentence headline (written as an assertion) compared to a word or phrase increases retention of slide content, especially with a clear supportive graphic (Alley & Neeley, 2005; Alley, Schreiber, Ramsdell, & Muffo, 2006)

8. Irrelevant pictures accompanying text and sound effects decrease learning (Bartsch & Cobern, 2003)

9. 2D graphs are preferable to 3D graphs for clarity and comprehension (Mackiewicz, 2007b; Stewart, Cipolla, & Best, 2009)

10. Cool color (blue, green, etc.) high-contrast graphs are preferred over warm colors (Mackiewicz, 2007b)

POSTMORTUM RELECTION: Obviously, these results from slightly more than a dozen studies don’t tell us a lot about how to prepare our slides. Most used very traditional text-on-the-screen formats with some graphics, resembling electronic overheads. Although the sheer scarcity of studies is inadequate to guide current PowerPoint® practices in teaching and other presentations, they do suggest certain preferences you might consider in your slide designs.

That's it. Whatta ya think? Any comments? Let me know your thoughts.

WHAT’S NEXT? Beyond the basics, presenters should consider a multimedia approach to their PowerPoints®. The research on the multimedia options will be examined in the next few blogs.

COPYRIGHT © 2011 Ronald A. Berk, LLC

RESEARCH ON POWERPOINT®: WHAT DO WE KNOW?

2011-03-12T19:24:00.000-08:00

I’m beginning a new series on PowerPoint® to examine what the research indicates about its effectiveness as a presentation tool. My intent is to reveal how we can use the evidence to guide and, maybe, just maybe, to create “best practices.” This 1st blog provides a disclaimer on what I will cover and not cover in the series. I hope you find it of value.

DISCLAIMER: At present, there are approximately 300 million PowerPoint® users (30 million presentations per day) worldwide (Lowenthal, 2009), give or take 5 professors on sabbatical. That number is just slightly more than the cast of Glee. There are barrels of books, articles, blogs, and outsourcing businesses that describe the “appropriate uses” of PowerPoint® and extol its virtues. You have probably followed their ubiquitous guidelines for preparing the content on your slides, such as titles, lists, text, and graphics (see Abela, 2008; Altman, 2007; Atkinson, 2008; Cooper, 2009; Duarte, 2008; Paradi, 2000, 2010; Reynolds, 2008; Tufte, 2003b).
However, there is also a small bucket of articles recommending that every software version of PowerPoint® be blown up with military-grade explosives (see Elwood, 2005; Kapterev, 2008; Tufte, 2003a). Since I have no experience with explosives and minimal practice even with squirt guns, I have chosen not to engage in PowerPoint® polemics (e.g., Amernic, 2006; Doumont, 2005) or evaluate the merits of alternatives, such as Keynote (for Macs), Prezi, and Pecha-Kucha.
Instead, this blog series will focus on three elements of PowerPoint® which are neglected by most sources on the topic, but have a strong research foundation and the potential to change the impact significantly of any presentation to any audience. Those three elements will be kept secret and guarded by TSA agents on Starbucks® break at O’Hare International High-Security Really-Safe Airport until it is time to reveal their contents, the elements, that is, not the agents.

WHAT’S NEXT: I’m going to present the “Top 10 Research Conclusions about Basic PowerPoint®.” Stick around. It will get interesting.

COPYRIGHT © 2011 Ronald A. Berk, LLC

“WHAT HIT RATE CAN YOU EXPECT WITH INVITATIONS TO CONNECT ON LinkedIn?

2011-01-07T09:06:00.000-08:00

WHAT HIT RATE CAN YOU EXPECT?

Higher Education. For academicians, the hit rate is usually low because so many know nothing about LinkedIn. It is a well-kept professional secret. At college and university workshops, I regularly ask how many faculty are familiar with LinkedIn. The response is frequently 25–50%, which is probably inflated due to social desirability pressure. When I invite most of those persons to join my network, 75–90% are LinkedIn newbies with me as their first connection. (EVIDENCE NOTE: At present, I have more than 200 connections with Moi as their only connection.) Overall, a batting average of 30–50% (response rate) is reasonable.

Business and Industry. With business contacts, expect a higher hit rate of 40–70%. The business world is much more familiar with LinkedIn.

FINALE. This concludes my series on LinkedIn. I hope it has been helpful. Please let me know your thoughts on what worked, what I omitted, and what suggestions you have to improve my blogs. Have an incredible 2011!

COPYRIGHT © 2010 Ronald A. Berk, LLC

HOLIDAY GIFT TIME: “BERK’S TOP 15 SOURCES TO BOOST YOUR LinkedIn CONNECTIONS!”

2010-12-10T13:33:00.000-08:00

Over the past 1.5 years since joining LinkedIn, I have experimented with standard LinkedIn sources and a bunch of my own. Some work better than others for various types of connections. Once you accumulate 500 or more, LinkedIn will report 500+ next to Connections in the 1st profile box and on your Connections page.

TOP 15 OTHER SOURCES & STRATEGIES BEGINNING NOW!

1. Listserv contacts who share similar areas of interest with you

2. Professional inquiries about your publications and other activities from new colleagues and students

3. Consulting firm personnel who hired you

4. Contacts from your Website, blog, or other professional sites

5. Meeting planner or conference organizer who invites you to speak

6. HR director or center director who hires you to speak or train

7. Faculty, students, or others who attend workshops you conduct (DYNAMITE SOURCE! After all, they attended your workshop because they’re interested in your work.)

8. Professionals you meet at conferences (with new business cards)

9. Professionals on Facebook or other social media and people “following you”

10. LinkedIn professional group contacts in discussions (join a bunch of LinkedIn groups in higher education, professional associations and organizations, and relevant businesses)

11. LinkedIn connections at institutions where you have worked or gone to school (colleagues, students, classmates, clients, etc.)

12. Connections from your LinkedIn connections (scroll down their connections and click Connect on the right)

13. Members who are listed in your LinkedIn groups (to the right, click Invite to Connect)

14. On your LinkedIn Home (upper left on menu), go to People You May Know box on the right and click See More at bottom (scroll through list to find potential connectees—click Connect or Invite to Connect and invite them as a colleague)

15. Acquaintances on airplanes, trains, buses, skateboards, snowboards, and other transport equipment

What have I missed? What sources have you used to generate connections? Let me know your strategies?

What’s Next? What hit rate can you expect when you invite prospective connections? What’s the response rate in academia compared to business and industry? Stay tuned for my next blog.

COPYRIGHT © 2010 Ronald A. Berk, LLC