Article explores banning PowerPoint in lectures

students sleeping at desks
This article makes the point that PowerPoint should be banned in lectures because it makes students more stupid and professors more boring.

And, based on my conversations with students and professors, moving bad PowerPoint lectures from the room to via Zoom has just made things worse, not better.

Read Bent Meier Srensen’s article in The Independent.

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How Steve Jobs "did it"



Steve Jobs set an extremely high standard for the presentations he delivered. But how did he do it? How was he able to give presentations that not only provided valuable information, but also motivated audiences to apply that information and teach it to others?

The YouTube video above is a clear demonstration of how and why Steve Jobs was so successful. And there are lessons here from which every presenter — and indeed every leader — can learn.

First, Mr. Jobs matched the needs of his audience with his business objectives. In this example, he clearly defines the future direction of Apple computers for developers, and how that direction will influence the ways in which developers can support Apple's hardware with meaningful products.

Second, he carefully structures and delivers a conversational presentation. It would be easy to imagine him having this same conversation with three people sitting around a boardroom table, or with 3000 software developers in an auditorium. He pauses between ideas to allow the audience to absorb what is being said. By delivering his ideas conversationally, he is able to deposit his ideas into the long-term memory of those listening.

Third, he minimizes the visual aids he uses. While one could make the case that one or two of the visuals did not add value (were the binoculars really necessary?), most did not distract from what was being said, and indeed directly supported his objectives. Rather than bombarding the audience with words on a screen, he minimized the number of words and carefully selected a few images that help the audience follow his ideas.

By using these strategies, Steve Jobs presented a completely new direction to developers in a way that enhanced understanding. I have no doubt that, by simply paying attention, developers could go back to their office and explain his vision to their colleagues.

And that is the true test of presentation success. If you’d like to test the power of this approach, watch the YouTube video now, and see if you can explain his vision to a colleague tomorrow morning over coffee in relaxed conversation.

Then try that with the “average” presentation you attend this week and compare the results.

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The ten-pushup rule improves communication

Two people working as a team to do pushups together.
During my presentation training programs, I almost always introduce a slightly tongue-in-cheek training tool I call “the ten-pushup rule.” The rule immediately underscores how succinct answers improve communication and enhance presentation engagement.

The rule is simple. The person answering a question gets a maximum of ten words for the answer. Any question; ten words. Since question-and-answer sessions are recorded during training sessions, it’s easy to keep track.

This is an amazing tool; I’ve witnessed its positive impact thousands of times during training sessions.

(Only one person has ever actually done the pushups—a particularly fit CEO who was training for a marathon and took a little break with fifty self-imposed pushups after a fifteen word answer that could have been answered with “yes” or “no.”)

When there is a word limit on answers, the person’s behaviour immediately changes. He or she listens more carefully, which never ceases to amaze me. Think about it. When there’s a limit on the length of the answer, people focus more attention on what’s being asked. Their listening skills improve.

The person answering the question communicates more effectively. There is no choice but to exactly and precisely meet the needs of the person asking. This creates a two-way, receiver-driven exchange that adheres to the principle of less is more—all of which are important to communicating effectively.

The person answering the question doesn’t have time to anticipate where questions are going. He or she deals with one question at a time. This prevents anticipating where the questions are ultimately going (which I often tell clients really only works if you are capable of reading minds).

I have used the ten-pushup rule as a training tool thousands of times. It has never failed to improve someone’s communication skills.

Limiting the length of answers will feel unnatural, certainly, but short answers can be significantly more effective in helping people grasp an idea, sort through technical information, or just generally better understand what you're trying to say.

Try it. During your next work-related conversation in which it seems the other person doesn’t understand, self-evoke the ten-pushup rule whenever they ask a question. Pause, and find a succinct answer to what the person is asking. Match the answer precisely to what’s being asked. (Of course, if you’re unsure of what someone is asking, seek clarification.) Answer the question asked, and only the question asked. Stop talking.

In the vast majority of cases, there is an inverse relationship between understanding and pushups. Whether you’re answering questions from a colleague trying to understand or many people during an important presentation, the fewer the pushups you’re required to do, the better the individual or members of the group will understand what it is you're trying to say.

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Presentation lessons from Jack the Ripper's Walk

London Wall
During a trip to London with my family, I had the pleasure of participating in what's known as a Jack the Ripper walk.

At a designated spot overlooking the Tower of London, we met our affable Cockney guide, Pete. He was a character, our Pete, and he would have looked out of place in most boardrooms, training rooms and classrooms.

But the communication skills he demonstrated were exceptional, and should be envied and emulated by anyone who has to prepare and deliver presentations to others. We can all learn from “our Pete.”

Pete used statistics sparingly
After he gathered his flock, he led us to our first stop—the remains of the old Roman wall that has traditionally divided London's east-enders from the rest of the city. "In 1888, half the children born on the east side of this wall didn't survive until their first birthday," Pete told us. "It was said that, for every 100 yards you traveled east, life expectancy dropped by a year."

Pete knows that statistics should be to presentations as spice is to a meal—used sparingly.

Pete told stories well
To illustrate his love of history, he told us a story of traveling to Hadrian's Wall as a school boy. (Hadrian's Wall is the Roman wall that has traditionally separated England from Scotland.)

It was not a pleasant field trip, Pete informed us. It was raining. It was cold. He was miserable.

He was walking along the wall when he came to some Latin graffiti scratched into its side. He got out a piece of paper and his pencil, and rubbed the inscription so he could bring it to his Latin teacher.

When the Latin teacher read the inscription, he smiled. "You didn't enjoy yourself at Hadrian's Wall, did you," the teacher said. "No, sir," Pete replied.

"Apparently a man named Devinius wasn't enjoying himself either."

Pete clearly stated outcomes up front
Within a minute or two of gathering us together, Pete told us he hoped we would gain two two things. First, he wanted us to learn more about life in late 19-century London, the city of his birth. Second, he wanted us to better understand why he’s so proud to call London his home.

We gained both, in spades.

Pete knew that pausing is important for him and us
Pete paused to think before speaking. This enabled him to choose his words carefully so that each word out of his mouth added value.

Pete paused after he spoke. This allowed us to think about what he’d just said. He allowed us to process one thought before giving us another. He didn’t try to overload us with information. The entire presentation was two-way and receiver-driven, while adhering to the principle of “less is more.”

Pete used visuals sparingly, and well
When he brought us to a new location, he would introduce it and give us time to look at it. “This is not where one of the murders happened,” he told us in one case. “But if we went there now, you’d all be disappointed because it’s a parking lot. This is what London would have looked like in Jack’s time.”

He would pause to allow us to look around and let our imaginations work. When we started coming back to him, he continued his presentation.

He showed half a dozen pictures from his smartphone for emphasis. But again, he would tell us what we were going to see, then showed it. When he showed the picture, he moved the phone from person to person around the group, letting us absorb it. During those times, he never said a word.

Pete answered questions clearly and concisely
While he was always polite, he thankfully kept his answers short. This enabled many of us to ask a lot of questions. We learned from each other’s curiosity, which only added to the educational experience for everyone.

Pete demonstrated excellent presentation and communication skills. He provided lessons of value that could be applied to every boardroom, training room, meeting room, conference hall and lecture hall on the planet.

So, in the days beyond COVID-19, if you’re ever in London, look up our Pete and join him on his walk.

For the price of a movie ticket and pop, you’ll gain insight into parts of London that most people don’t see. You’ll begin to share Pete’s love for his city.

And, if you watch Pete at work, you’ll learn about communicating effectively with others during all types of presentations from one of the most unlikely but effective of sources.

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