{"id":2200,"date":"2025-03-12T15:30:59","date_gmt":"2025-03-12T15:30:59","guid":{"rendered":"https:\/\/ffolliet.com\/?p=2200"},"modified":"2026-04-03T11:42:51","modified_gmt":"2026-04-03T11:42:51","slug":"data-download-complete","status":"publish","type":"post","link":"https:\/\/ffolliet.com\/staging\/data-download-complete\/","title":{"rendered":"Data download complete"},"content":{"rendered":"\n

The perception that presentations should deliver large quantities of data downloaded by the audience is deeply ingrained in both lecturers and recipients.<\/a> This is driven by institutional expectations, (perceived) academic norms, and misconceptions about learning effectiveness. It does not happen. Accepting this is the first step to improving the value of presentations.
<\/p>\n\n\n\n

\n
\"\"<\/figure>\n<\/figure>\n\n\n\n
    \n
  1. Over-Reliance on Text-Heavy Slides<\/strong>
    The vast majority of presentations are dominated by text-heavy slides\u200b<\/a>. Many lecturers equate the number of slides or the amount of text on them with the completeness of the lecture content. Some believe it demonstrates their kudos. This conflation of slides complexity with the actual knowledge being received gives primacy to data transmission rather than seeing the supportive media as an aid to spoken delivery and ultimate data processing and retention.
    <\/li>\n\n\n\n
  2. Institutional and Cultural Expectations<\/strong>
    The expectation that a lecture must be “data-heavy” persists because students and faculty alike often perceive     slides as the primary source of learning<\/a>, rather than an adjunct to deeper engagement with material\u200b. This has led to the cultural expectation that the slide set represents a data set or even a reference text. The slides are viewed as script, illustration and handout. Once again this is at the expense of effective learning.
    <\/li>\n\n\n\n
  3. Cognitive Overload and Learning Science Ignored<\/strong>
    Research on the     Cognitive Theory of Multimedia Learning<\/a> (CTML) and Cognitive Load Theory suggests that such data heavy supportive media overwhelms the cognitive processing ability of the audience and this further inpairs engagement and consequently data interpretation and retention. The violation of the “redundancy principle,” where excessive words on slides compete with spoken explanations, making it almost impossible to process information.

    The demand to provide slide decks, sometimes prior to delivery, reinforces the belief that this represents both an effective summary of the topic and “what is needed for the exam”. Lecturers may then include large amounts of text to preempt requests for additional notes or to compensate for students who do not take their own notes. The effectiveness of the lecture as an interactive and engaging experience is lost and the data is not downloaded.
    <\/li>\n\n\n\n
  4. Confidence and Preparation Gaps<\/strong>
    Lecturers who attempted to     move away from text-heavy slides<\/a> frequently are concerned that they will feel less confident, having to rely more on memory than their script.<\/a> This limits use of storytelling, extemporisation and the fear of omitting important details further contribute to this over-reliance on the supportive media.

    Despite broad agreement on     the need for better slide design,<\/a> barriers such as these, the lack of training, institutional norms, and time constraints prevent lecturers from adopting evidence-based practice. Few have received training in CTML or effective slide design, and most rely on inherited lecture materials and practice rather than developing their own content with better multimedia principles in mind. Widespread change requires institutional support, better training and a shift in student expectations so that presentations can be more about effective learning than simply attempting a data download.<\/li>\n<\/ol>\n\n\n\n

    references
    Cognitive Load Theory and Multimedia Learning Principles<\/strong><\/p>\n\n\n\n

    Sweller, J., & Chandler, P. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4)<\/em>, 293-332. https:\/\/doi.org\/10.1207\/s1532690xci0804_2<\/a> <\/p>\n\n\n\n

    Effects of Text-Heavy Slides on Learning<\/strong><\/h3>\n\n\n\n

    Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990). Cognitive load and selective attention as factors in the structuring of technical material. Journal of Experimental Psychology: General, 119<\/em>(2), 176-192. https:\/\/doi.org\/10.1037\/0096-3445.119.2.176<\/a> <\/p>\n\n\n\n

    Cognitive Overload in Presentations<\/strong><\/h3>\n\n\n\n

    Tarmizi, R. A., & Sweller, J. (1988). Guidance during mathematical problem solving. Journal of Educational Psychology, 80<\/em>(4), 424-436. https:\/\/doi.org\/10.1037\/0022-0663.80.4.424<\/a> <\/p>\n\n\n\n

    Institutional and Cultural Pressures Reinforcing Data-Dense Slides<\/strong><\/h3>\n\n\n\n

    Chandler, P., & Sweller, J. (1996). Cognitive load while learning to use a computer program. Applied Cognitive Psychology, 10<\/em>(2), 151-170. https:\/\/doi.org\/10.1002\/(SICI)1099-0720(199604)10:2<\/a><\/p>\n\n\n\n

    Confidence and Preparation Gaps Leading to Overuse of Slides<\/strong><\/h3>\n\n\n\n

    Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4<\/em>(4), 295-312. https:\/\/doi.org\/10.1016\/0959-4752(94)90003-5<\/a><\/p>\n\n\n\n

    Training Gaps in Multimedia Learning Design<\/strong><\/h3>\n\n\n\n

    Mayer, R. E. (2020). Multimedia learning<\/em> (3rd ed.). Cambridge University Press. https:\/\/doi.org\/10.1017\/9781108894333<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

    The perception that presentations should deliver large quantities of data downloaded by the audience is deeply ingrained in both lecturers and recipients. This is driven by institutional expectations, (perceived) academic norms, and misconceptions about learning effectiveness. It does not happen. Accepting this is the first step to improving the value of presentations. referencesCognitive Load Theory […]<\/p>\n","protected":false},"author":1,"featured_media":3829,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[225],"tags":[],"class_list":["post-2200","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-science-of-fail"],"blocksy_meta":[],"yoast_head":"\nData download complete - p cubed presentations<\/title>\n<meta name=\"description\" content=\"The perception that presentations deliver large quantities of data is deeply ingrained in both lecturers and recipients. 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