Effective Presentation Skills

Alaa Sadik, PhD

alaasadik@gmail.com www.alaasadik.net

Effective Presentation Skills

Main Points 1. 2. 2 3. 4 4. 5. Types of media and multimedia. Principles of message design. design Types of presentation technology. Designing effective p esentations effecti e presentations. New advancements in presentation.

Part One Types of Media

Text
words, numbers, signs, symbols, equations, etc.
The ear consists of three basic parts the outer ear, the middle ear, ear and the inner ear. ear

The Human Ear

Each part of the ear serves a specific purpose in the task of detecting and interpreting g p g sound.

Image
drawing, graph, photo, map, etc. drawing graph photo map etc

The Human Ear

Types of Images

Line Drawing
A simple representation of forms or objects by means of lines, curves and indicators to explain idea or show relationship.

Illustrated Drawing
A simple and attractive artwork that helps simplify concept or make an idea or relationship simple and clear.

Sequenced Drawing
A group of pictures in a specified sequence that tell a story or illustrate a phenomena with titles h ih il and captions.

Comparative Drawing
A complex picture aims to explain the similarities and differences between two or more objects.

Maps
p p A map is a simplified depiction of a space or specific region, which highlights relations between objects within that space with p navigational aids and appropriate scale.

Posters
A poster is a graphic advertisement aims to post a specific message quickly and simply in a i kl d i l i public place.

Charts
A chart is a visual representation of data (using lines, bars, pies) that displays the h di l h relationship among variables, usually cast along x and y axes.

Flowcharts
A flowchart is a diagram consisting of a set of specified symbols (rectangles, diamonds, ( l d d circle..) and connecting arrows that shows stepstep by-step progression through a procedure, process or system. t

Geometrical Figures
A two- or threetwo three dimensional drawing illustrates a geometrical concept or relationship l i hi using accurate measures.

Screenshots
A screenshot is an image captured by the computer to record the visible items on the i ibl i h monitor or another visual output device.

Photographs
A visual representation captured using ordinary or special optical or digital di i l camera.

Types of Images
Line Drawing Illustrated Drawing g Kroki Sequenced Drawing Comparative Drawing Cartoon Caricatures C i Maps Posters Charts Flowchart Hierarchical Drawing Geometrical Figures Screenshots Photographs

Audio
human voice, sound effects, natural, mechanical, etc.

The Human Ear

The human ear consists of ...

The New Media Class Hierarchy

- Temporal -S i Static - Computational - Directive

The New Media Class Hierarchy

The New Media Class Hierarchy

Examples

Temporal

The Human Ear

Temporal

Landing
The il t Th pilot managed to dt land the airoplane safely

Computational

Auditory Physiology Ph i l Lab. Lab

This figure shows a summary of the maximum efferent mediated adaptation of the DPOAE for 168 intensity combinations of the primary tones in 0.4 dB steps.

Directive

Define Values Vl Using Ui Sliders Slid

Multimedia

Now What is multimedia?

Multimedia
Transmission that combine different media of communication
text, graphics, audio, hi di animation, video, etc.

The Human Ear

The human ear consists of three parts: 1. 2. 3 3. The outer ear The middle ear The inner ear
Listen

Part Two Media Design

Communicating Messages
To communicate a message you need a: - Sender (to send the message) d ( d h )

Communicating Messages
To communicate a message you need a: - Message ( carry the content) (to h )

Communicating Messages
To communicate a message you need a: - Medium (to carry the message) di ( h )

Communicating Messages
To communicate a message you need a: - Receiver (to receive the message) i ( i h )

Communicating Messages
To communicate a message you need a: - Domain (to facilitate communication)

Communicating Messages
To communicate a message you need a: - Sender (to send the message) d ( d h ) - Message (to carry the content) - Medium (to carry the message) - Receiver (to receive the message) - Domain (to facilitate communication)

Communication Process

Media & Experience

Dales Cone of C f Experience

Dales Cone of Experience

At

the top: provide more information, compress information, faster for those able to process it, need more instructional support. the bottom: involve the learner, learner encourage active learning, provide less information, more stimuli and richer experience

At

Dales Cone of Experience

Part Three Presentation Technology

Presentation Technology U d i Higher Used in Hi h P t ti T h l Education

Writing boards Flipcharts OHP t transparencies i 35 mm slides Video Models/real objects/samples/shapes Audio-video-conferencing Digital projectors Smart classrooms Computers (software and storage media) The I t Th Internet t

Writing Boards

e-Boards

Samples, Real Objects & Models

Samples, Real Objects & Models

Projectors

Smart Classrooms

Video-Conferencing g

Presentation Software

The Web

Part Four Designing Effective Presentation Using Power Point

Designing Effective Presentation Using Power Point

Guidelines Bi Big Simple Clear Progressive Consistent

Make It

Big g

Make it Big ( (Text) k )

This is Arial 12

This is Arial 18

This is Arial 24

This is Arial 32

This

is Arial 36

This

is Arial 44

Make it Big ( (Text) k )

This is Arial 12

This is Arial 18

Too Small

This is Arial 24

This is Arial 32

This

is Arial 36

This

is Arial 44

Make It Big ( (How to Estimate) k )

Look at it from 2 metres away 2m

Keep It Simple

Keep It Simple (Text) l ( )

Too many colours Too M Many Fonts and The 6 x 7 rule

Styles

No more than 6 lines per slide No more than 7 words per line

Keep It Simple (Text) l ( )

Instructional Technology: A complex integrated process involving people, procedures, ideas, devices, and g , y gp organization, for analyzing problems and devising, implementing, evaluating, Too detailed ! and managing solutions to those problems in situations in which learning bl i it ti i hi h l i is purposive and controlled (HMRS 5th ed.) ed )

Keep It Simple (Text) l ( )

Instructional Technology: A process involving people, procedures & tools for solutions Much Si l M h Simpler to problems in learning p g (HMRS 5th ed.) ed )

Falling Leaves Observed ll b d

Christchurch January February F b March April May June July August September October November December 11,532,234 1,078,456 1 078 456 17,234,778 16,098,897 8,036,897 16,184,345 8,890,345 8,674,234 4,032,045 2,608,096 2 608 096 5,864,034 12,234,123 Dunedin 14,123,654 12,345,567 12 345 567 6,567,123 10,870,954 10,345,394 678,095 Wellington 3,034,564 16,128,234 16 128 234 16,034,786 7,940,096 14,856,456 4,123,656 18,885,786 17,230,095 9,950,498 5,596,096 5 596 096 6,678,125 3,045,654

Too detailed !
15,347,934 18,107,110 18,923,239 9,945,890 9 945 890 478,023 9,532,111

Falling Leaves in Millions ll ll

In 106 January February b March April May June July August September October O t b November December Christchurch 11 1 17 16 8 16 8 8 4 2 5 12 Dunedin 14 12 2 6 10 0 10 Wellington 3 16 6 16 7 14 4 18 17 9 5 6 3

Much Si l M h Simpler
15 18 18 9 0 9

Falling Leaves ll
50 45 40 35 30 25 20 15 10 5 0January
February March April May June July August September October November December

Wellington Dunedin Christchurch

Too detailed !

Falling Leaves ll
50 40 30 20 10 0
January March May July September November

Wellington Dunedin Christchurch

Much Si l M h Simpler

Keep It Simple (Picture) l ( )

Art work may distract your audience Artistry does not substitute for content

Keep It Simple (Sound) l ( d)

Sound effects may distract too U sound only when necessary Use d l h

Keep It Simple (Transition) l ( )

This transition is annoying, not enhancing "Appear" and "Disappear" are better

Keep It Simple (Animation) l ( )

2m

Too distracting !

Keep It Simple (Animation) l ( )

2m

Simple & to the point

Make It Clear

Make It Clear (Capitalisation) k l ( l )

ALL CAPITAL LETTERS ARE DIFFICULT TO READ Upper and lower case letters are easier

Make It Clear (Fonts) k l ( )

Sanserif

clear l

Serif

busy b

Make It Clear (Fonts) k l ( )

Serif fonts are difficult to read on screen Sanse if fonts are clearer Sanserif a e clea e Italics are difficult to read on screen Normal or bold fonts are clearer Underlines may signify hyperlinks Instead, use colours to emphasise

Make It Clear (Numbers) k l ( b )

Use numbers for lists with sequence For example: How to put an elephant into a fridge? 1. 1 Open the door of the fridge 2. Put the elephant in 3. 3 Close the door

Make It Clear (Numbers) k l ( b )

How to put a giraffe into a fridge? 1. 2. 3. 4. Open the door of the fridge Take out the elephant Put the giraffe in g Close the door

Make It Clear (Bullets) k l ( ll )

Use bullets to show a list without P i it Priority Sequence Hierarchy

Make It Clear (Colours) k l ( l )

Use contrasting colours Li ht on dark vs dark on light Light d k d k li ht Use complementary colours

Make It Clear (Contrast) k l ( )

Use contrasting colours Li ht on dark vs dark on light Light d k d k high contrast li ht Use complementary colours

low contrast

Make It Clear (Contrast) k l ( )

Use contrasting colours Li ht on dark vs dark on light Light d k d k li ht Use complementary colours

This is light on dark

Make It Clear (Contrast) k l ( )

Use contrasting colours Li ht on dark vs dark on light Light d k d k li ht Use complementary colours

This is dark on light g

Make It Clear (Complement) k l ( l )

Use contrasting colours

Light on dark vs dark on light Use complementary colours

These colours do not complement p

Make It Clear (Complement) k l ( l )

Use contrasting colours

Light on dark vs dark on light Use complementary colours

These colours complement

Make It Clear (Size) k l ( )

Size implies importance

Make It Clear (Size) k l ( )

Size

implies importance p p

Be Progressive

Types of Instructional Tools f l l

Discovery Learning L i Mod of Ins de structio on Individual Constructive Tools Social Constructive Tools

Guided Inquiry q y

Informational Tools go! Too many in one g y Individual Instructive Tools Social Communicative Tools

Direct Instruction

Individual

Pair

Group

Complexity of Interactions

Types of Instructional Tools f l l

Discovery Learning L i Mod of Ins de structio on Individual Constructive Tools Social Constructive Tools

Guided Inquiry q y

Direct Instruction

Progressive & Individual Social Instructive focused Communicative thus Tools Tools
Individual Pair Group Complexity of Interactions

Informational Tools

Be Consistent

Be Consistent
Differences draw attention Diff Differences may imply importance i l i t Use surprises to attract not distract

Be Consistent

Differences draw attention

Differences may imply importance Diff i l i t Use surprises to attract not distract

This tick draws attention

Be Consistent

Differences draw attention

o

Diff Differences may imply importance i l i t

Use surprises to attract not distract

These differences distract!

Be Consistent
Differences draw attention Diff Differences may imply i i l importance t Use surprises to attract not distract

This implies importance s p es po ta ce

Be Consistent
Differences draw attention Diff Differences may imply i i l importance t Use surprises to attract not distract

Confusing differences!

Be Consistent
Differences draw attention Diff Differences may imply importance i l i t Use surprises to attract not distract

This surprise attracts

Be Consistent
Differences draw attention Diff Differences may imply i i l importance t Use surprises to attract not distract

These distract!

In Summary
Big Si Simple l Clear Progressive Consistent

Some Final Words l d

Communication is the key T t t support th communication Text to t the i ti Pictures to simplify complex concepts Animations for complex relationships Visuals to support, not to distract Sounds only when absolutely necessary