1 out of 4, during a 2 hour lecture is much, much worse…
That’s a good presentation. The slides are supposed to be an aid, not a horizontal book.
Maybe for something non-technical that would be reasonable. But if you’re talking to a single slide for ~30 minutes, it’s unlikely to be an adequate aid for most people. Either the content is really complex and would benefit from additional slides that focus on each relevant part. Or a lot of what you’re talking about isn’t really represented, and people are likely to get lost without something to show what it is you’re describing.
The aid isn’t for other people, it’s for the presenter. Again, a presentation is not a book.
The aid is definitely for the audience. Otherwise, the presenter would just have some notes.
The slides don’t need to be a book. But I struggle to think of a technical topic that doesn’t have some visuals that would make talking about it easier to follow.
Edit: and I think it’s presenters thinking the aid is for them that leads to such awful slides.
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And every one is just a single block of text that the presenter reads out, slowly…
I TA’d for a guy who did that… he randomly quit on a Friday morning, with an email that basically said “I can’t do this”.
I agree with him.
It’s actually only 5 slides but I don’t know how to add each line of text separately
The last 100 is a bunch of pictures that I turned into a stop motion thing
Counter point: It’s from that one teacher who really gets teaching and it’s two hours of fun where you dont realize you’re learning
You are responsible for the rest on the exam, regardless of whether the professor was able to “find time” to talk about it during class or not:-).
Heh, I did this once - mostly because 10+ PowerPoint animations really chug the university issue laptops, and I was presenting somewhere new (software is not your friend).
It was really 15 slides with about 20 animation steps on each - the students didn’t seem to hate seeing a set of fully worked maths problems with colour coding linking parts of the question to the resultant equation.
