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As many of you probably know, almost all advice regarding doing better academic talks includes universal advice to not put too many words in any one slide, and to not read straight from slides (this is always thought to be a sign of a bad talk).

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I used to agree with all of this because it sounds reasonable, and anyway that's how I've written my own talks so far. But I went to a conference late last year where a speaker did exactly the opposite of this advice (my field is mathematics). He was literally reading his slides verbatim, and each of his slides was packed full with long sentences. And yet, it was one of my favorite talks of the conference, and for me (a Ph.D student) it was clean, clear, and easy to follow despite the fact that the material was completely new to me. I do think a large part of the reason I found it so clean and clear was precisely because of the talk's structure, and not despite of it.

That experience made me rethink my prejudice against speakers who read out of the slides. For some people, it may be a superior talk strategy to alternatives, especially in academic fields where the details really matter.

So, I am not convinced anymore that it is general (or even, usual) good advice to not read from the slides. Why do people think it's such a bad idea? And please don't say "it's lazy" or "could just read the slides instead of listening to the talk" because in practice, neither of these perspectives demonstrate why an alternative is better at communicating the information, which is what really matters.

Research in the field of multimedia learning suggests that in most cases, "people learn more deeply from graphics and narration than from graphics, narration, and onscreen text". This is known as the redundancy principle.

Previous research has shown students learn better from multimedia lessons containing graphics and narration than from graphics, narration, and redundant on-screen text (Kalyuga, Chandler, & Sweller, 1999, 2000, 2004; Leahy, Chandler, & Sweller, 2003; Mayer, Heiser, & Lonn, 2001; Moreno & Mayer, 2002a, 2002b; Mousavi, Low, & Sweller, 1995). This finding is known as the redundancy effect (Mayer, 2001, 2005c). For example, in a study by Moreno and Mayer (2002b), participants viewed an animation about lightning formation. The first condition had narration accompany the animation, whereas a second condition received redundant on-screen text in addition to the animation and narration. The group that received the redundant on-screen text performed worse on subsequent retention and transfer questions than did the group that received animation and narration; thus, a redundancy effect was found.

Note that the results above refer to multimedia presentations, i.e. those that include graphics. Presentations that do not include graphics may benefit from redundant spoken-written text (see [4]). But presentations that do not use graphics violate the multimedia principle, which states that in general, "people learn better from words and pictures than from words alone".

In pure math, though, you often have so much notation, definitions and complicated lemmata that it is very hard to keep the slides clean. Furthermore, the speed of talk is often so high that losing attention for 30 seconds might be enough that you cannot follow anything anymore.

Nevertheless, people usually get bored by someone reading to them. While it might be a good idea to put some reminders on the slides to help people follow complicated and abstract stuff, it is not really advisable to read everything aloud.

However, the OP belongs to what I believe is a special class of listeners: they are a mathematician and they are (making an educated guess) still young and ambitious to learn a lot quickly. I remember myself preferring very detailed slides when I was not yet acquainted with the spectrum of techniques in the field and still curious about learning details. This is precisely the target group for very detailed slides (although, frankly, a blackboard talk, in this case, is even preferable if at all possible).

In short: if your topic requires attention to detail (speak: mathematics or theoretical physics, mostly), and you speak to a very eager, but still inexperienced audience, you may consider reading from slides (if they - the slides - and you are very well prepared). If you speak to an experienced, or only moderately curious audience (which is the norm), stick to the default strategy. Or else, go for blackboard.

A block of text on a slide also occupies the listener's attention more; it's basically enticing the listener to read it. And if the presenter ever says something else than exactly what is on the slides (such as inserting a personal anecdote, a last-minute thought, a clarifying point), the listener can actually lose on that precisely because their mind is still focused on reading.

Far be it from me to say that a presentation cannot be good (or excellent) if it consists of paragraphed text which the presenter just reads. But it requires much more skill from the presenter to keep the talk interesting and not lose their audience. This can be part of the reason why general advice is to do bullet-point slides; the average presenter is more likely to give a better presentation with that. Of course, the expert presenter can do what they want and what they know best, and they can pull it off. But until you are the expert, it's safer for you to work "the easier way." It's similar to other areas: when you start, you're best off following the common rules. Then you master them, and eventually you understand them and the subject enough to know when you can break them for the better.

When reading from slides or from notes, the speaker usually have a monotonous voice and no contact with the audience. A good presenter adapts their speech to actual attention and the content, which is much harder when reading and a lot easier when talking offhand.

Most good speakers prefer to use slides just to emphasize a few crucial points and to improvise with how to say everything else depending on the questions they receive from the audience, etc. It just saves time on preparation and gives more flexibility to the speaker.

This ability to improvise, however, is also a skill and if there were plenty of poor improvisers, the advice might be exactly the opposite: put everything on slides in advance and try to stick to them. However, as it happens, poor speakers are usually afraid of improvisation and have a false belief that doing things meticulously and in order can save an otherwise doomed presentation (doomed for many reasons, the top of which are being aimed at a completely wrong audience and requiring way more time to do properly than allotted), so we just do not see many bad improvisations, but plenty of terrible but meticulously prepared talks and a good portion of those are the ones by slide readers.

The main point is that you don't put EVERYTHING you want to say on the slides and read word for word and nothing else. Have some bullets points, read them out one a time, then expand each one vocally.

I can imagine the possibility that a lecturer reads from very well-prepared slides and make a decent talk. But in all good slide-talks I have attended, the slides had very sparse, concrete and specific information that was complemented by the speaker's speech.

People have this idea that there is a one-size-fits-all rule for giving a presentation. There is not, and I know this from having taught the subject in the real world for 6 years. I have critiqued every sort of imaginable presentation, from sales, chemistry, accounting, updating, etc. When a car salesman is "doing his thing" he is giving a presentation. When a magician is "doing her thing" she is giving a presentation. When a 15 year old is "doing her thing" with mom and dad she is giving a presentation. The audience is different in each example, as is the presenter. Most of the answers here are from the presenter's point of view, which is the usual selfish way presenters go about boring their audiences. "What do I need to do?" is the question most presenters start from. You need to do the opposite. Let me explain.

In general, it's a "bad idea to read off of slides" for a number or reasons. But then, who is the audience, and why is reading off the slides bad for that audience? If a car salesman read the brochure in front of you then it is "bad to read off the slides." However, at a math lecture It might not be "bad to read off the slides." I wasn't there, so I can't say what made this particular speaker's presentation good (or possibly "bad."). It seems you learned something, and thought the presentation style worked.

The kind of presentation you give depends on the audience. Let me say that again: the style of delivery you use depends on the audience. It depends on their purpose for watching and paying attention. There is no one-size-fits-all rule because there is no one-size-fits-all audience. The examples I gave above should make that clear. Ask yourself, as part of your preparation process two questions: what is my purpose and what is their purpose? There are always two purposes in any presentation. If you're just updating on some progress, then reading off the slides might be fine. If you're trying to persuade then it's best not to have a lot of info on the slides so that the audience can focus on you, and you can focus on being persuasive, which works much better when people aren't distracted. But then, if you are trying to persuade your audience that you have found a proof for the Goldbach Conjecture, then you're going to have lots of slides with lots of stuff...the audience won't expect less.

So to summarize, the question of whether it is bad to read off the slides is really a question of whether it is bad to read off slides for your particular audience. There is no general answer or golden rules on this. Ask yourself what the purpose of the audience is and go from there. ff782bc1db