![\"list](\"https:\/\/ffolliet.com\/staging\/wp-content\/uploads\/2017\/12\/slideument.jpg\")
<\/p>\nLists of facts do not make a good presentation.<\/p>\n
Sense is made by structure in an argument.<\/p>\n
Lists of facts impose a structure and hierarchy.<\/p>\n
Indenting text makes it sub-ordinate to the preceding text.<\/p>\n
The majority of text on a screen cannot be read by the majority of the audience<\/p>\n
Lists of facts do not aid understanding.<\/p>\n
Textual repetition of a spoken list does not add to understanding.<\/p>\n
Sub-ordinate text is of lesser importance and will be skipped over by a reader.<\/p>\n
Fact after fact after fact is not a presentation.<\/p>\n
Data requires context and meaning for understanding.<\/p>\n
The facts individually are valid.<\/p>\n
There is clear evidence that text on a screen\u00a0inhibits learning.<\/p>\n
Cognitive load is a psychological concept.<\/p>\n
Here is a cartoon to break things up.<\/p>\n
Reading, listening, writing and thinking cannot be carried out together.<\/p>\n
If more than one process is attempted, the cognitive overload will be such that one process is inhibited.<\/p>\n
More than seven lines on a slide mean that only the first five will be read completely.<\/p>\n
If a subsequent concept is introduced before the prior concept is understood, there will be lack of processing.<\/p>\n
Data is not understanding.<\/p>\n
Lack of flow limits understanding.<\/p>\n
Bulletpoints limit and constrain presenters.<\/p>\n
Reading out text is not the same as teaching.<\/p>\n
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