A Case Against The Slide Deck – Part One

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Kellye Whitney
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A Case Against The Slide Deck – Part One

You’ve probably participated in a webinar for which the host/presenter offers the presentation slides via email or a sharing service. Many webinars and other learning solutions include this tool, which is why students often ask our instructors for the slide deck during a training course. One of our instructors, Simon Roberts, shares the reasons why this question makes him cringe – and why he does not provide a slide deck.

Slides make it easy to skip portions of the course in favor of “more important” tasks.

Simon: That’s a pity, in my view. There’s a reason that the student’s employer paid for Instructor-Led Training, rather than buying the student a book.

Good teaching is much more than just presenting facts clearly. It should be about helping someone correlate what’s being learned with the application of that knowledge to their own job. It should be about really understanding the decision-making process that goes with using the skills effectively in their environment. It’s about seeing how the other people in the class understand, misunderstand, and struggle with the ideas being presented – because classroom discussions can often provide some of the best and deepest learning. The kind of learning that comes from months of having to make one’s own mistakes can be fast-tracked by a good week in the company of equally confused and bewildered classmates, as each one’s unique confusions and misconceptions are clarified and corrected.

In short, if you think the slides are the important part of training, you’re probably confusing training with marketing presentations.

There’s a lot more to training than just the slides.

Simon:There are a lot of “dynamic slides” (whiteboard work) in our courses. A good instructor will draw and perhaps even “animate” pictures throughout the course (on that note: those who organize classroom use, a room with a whiteboard and markers is very much appreciated by instructors).

These diagrams are often spontaneous responses to in-class questions, with diagrams tailored to the particular perspective and backgrounds of these students – a never-to-be-repeated answer for the students who are in the class right here, right now.

Join us Thursday for part two of this series. Meanwhile, contact our consultants today, at (877) 629-5631 or via email, to discuss how we can help you plan your learning solutions program.