Thanks @spottypoppy @berniek @georgie_l @caitlin @suerobbins @ptzanni @david-l @thomasleach for your contributions to the first proper forum (notice how I @ reply your usernames to make sure you get notified of my reply).
It seems like the contiguity principle is posing the most problems for people (and yes Bernie, it does seem like an overly fancy word for a simple concept, something we’ll run into multiple times on this course!). It’s not necessarily just about putting info on the same slide, but rather putting things close to each other or visually styling them that so that it’s clear what on the slide they refer to.
A simple example might illustrate. Look at the two pictures below and notice how the second one is easier to absorb/understand than the first. It’s not necessarily about depth of information or cluttering up a slide, more about clear relationship pointers by the use of closeness and formatting.
Doing this may seem obvious, but it’s amazing how often we don’t actually follow this up when designing actual slides and how we often make the students do more mental work than they need to.
Again, as we go through the course certain principles will seem rather obvious, yet strangely difficult for people to put into practice. I mean, take the multimedia principle as a good example. All teachers know that slides should have pictures/images to support meaning, and yet if you’ve gone to any EFL/EAP conference…what do you notice? The vast majority of presentations have reams of text on each slide and little visual support. Why do you think that is? (This is not a rhetorical question by the way, I’m genuinely interested to know what you think!).