Effective Presentation Skills

1. مهارات العرض الفعال Effective Presentation Skills Alaa Sadik, PhD [email_address] www.alaasadik.net

2. About the Presenter I am from Egypt and received my Ph.D. in educational technology from the University of Hull, UK, in 2002. Work as an assistant professor of instructional technology at Department of Instructional & Learning Technology, College of Education (2006-present). Teach various courses in instructional computer, multimedia and distance education for ILT students. Published many articles on the use technology and multimedia in education

3. Find more at www.alaasadik.net

4. Effective Presentation Skills <ul><li>Main Points </li></ul><ul><li>Types of media and multimedia </li></ul><ul><li>Principles of message design </li></ul><ul><li>Types of presentation technology </li></ul><ul><li>Designing effective presentations </li></ul><ul><li>Practice: Using PowerPoint and the Web </li></ul>

6. The Human Ear Text words, numbers, signs, symbols, equations, etc. The ear consists of three basic parts the outer ear, the middle ear, and the inner ear. Each part of the ear serves a specific purpose in the task of detecting and interpreting sound. ……………………………… ……………………………… ………………………………

7. The Human Ear Image drawing, graph, photo, map, etc.

8. Types of Images

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

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

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

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

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

14. A poster is a graphic advertisement aims to post a specific message quickly and simply in a public place. Posters

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

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

17. Geometrical Figures A two- or three-dimensional drawing illustrates a geometrical concept or relationship using accurate measures.

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

19. A visual representation captured using ordinary or special optical or digital camera. Photographs

20. The Human Ear Audio human voice, sound effects, natural, mechanical, etc. The human ear consists of ...

21. Additional Types of Media

22. Animation Temporal

23. Video Temporal

24. Interactive Graphs Computational

25. Software UI Directive

26. Multimedia Now… What is multimedia?

27. Multimedia Transmission that combine different media of communication text , graphics , audio, animation, video, etc. <ul><li>The human ear consists of three parts: </li></ul><ul><li>The outer ear </li></ul><ul><li>The middle ear </li></ul><ul><li>The inner ear </li></ul>Listen The Human Ear

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

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

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

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

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

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

35. Communication Process

36. Media & Experience Dale’s Cone of Experience

37. Dale’s Cone of Experience: Note! <ul><li>At the top: </li></ul><ul><ul><li>provide more information, </li></ul></ul><ul><ul><li>compress information, </li></ul></ul><ul><ul><li>faster for those able to process it, </li></ul></ul><ul><ul><li>need more instructional support. </li></ul></ul><ul><li>At the bottom: </li></ul><ul><ul><li>involve the learner, </li></ul></ul><ul><ul><li>encourage active learning, </li></ul></ul><ul><ul><li>provide less information, </li></ul></ul><ul><ul><li>more stimuli and richer experience </li></ul></ul>

39. <ul><li>Writing boards </li></ul><ul><li>Flipcharts </li></ul><ul><li>OHP transparencies </li></ul><ul><li>35 mm slides </li></ul><ul><li>Video </li></ul><ul><li>Models/real objects/samples/shapes </li></ul><ul><li>Audio-video-conferencing </li></ul><ul><li>Digital projectors </li></ul><ul><li>Smart classrooms </li></ul><ul><li>Computers (software and storage media) </li></ul><ul><li>The Internet </li></ul>Presentation Technology Used in Higher Education

40. Writing Boards

41. e-Boards

42. Samples, Real Objects & Models

43. Samples, Real Objects & Models

44. Projectors

45. Smart Classrooms

46. Video-Conferencing

47. Presentation Software

48. The Web

50. <ul><li>Guidelines </li></ul><ul><li>Big </li></ul><ul><li>Simple </li></ul><ul><li>Clear </li></ul><ul><li>Progressive </li></ul><ul><li>Consistent </li></ul>Designing Effective Presentation Using Power Point

51. Make It Big

52. Make it Big (Text) <ul><li>This is Arial 12 </li></ul><ul><li>This is Arial 18 </li></ul><ul><li>This is Arial 24 </li></ul><ul><li>This is Arial 32 </li></ul><ul><li>This is Arial 36 </li></ul><ul><li>This is Arial 44 </li></ul>

53. Make it Big (Text) <ul><li>This is Arial 12 </li></ul><ul><li>This is Arial 18 </li></ul><ul><li>This is Arial 24 </li></ul><ul><li>This is Arial 32 </li></ul><ul><li>This is Arial 36 </li></ul><ul><li>This is Arial 44 </li></ul>Too Small

54. Make It Big (How to Estimate) <ul><li>Look at it from 2 metres away </li></ul>2 m

55. Keep It Simple

56. Keep It Simple (Text) <ul><li>T o o m a n y c o l o u r s </li></ul><ul><li>Too Many Fonts and Styles </li></ul><ul><li>The 6 x 7 rule </li></ul><ul><ul><li>No more than 6 lines per slide </li></ul></ul><ul><ul><li>No more than 7 words per line </li></ul></ul>

57. Keep It Simple (Text) <ul><li>Instructional Technology: A complex integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems and devising, implementing, evaluating, and managing solutions to those problems in situations in which learning is purposive and controlled (HMRS 5th ed.) </li></ul>Too detailed !

58. Keep It Simple (Text) <ul><li>A process </li></ul><ul><li>involving people, procedures & tools </li></ul><ul><li>for solutions </li></ul><ul><li>to problems in learning </li></ul><ul><li>(HMRS 5th ed.) </li></ul>Instructional Technology: Much Simpler

59. Falling Leaves Observed Too detailed ! 3,045,654 9,532,111 12,234,123 December 6,678,125 478,023 5,864,034 November 5,596,096 9,945,890 2,608,096 October 9,950,498 18,923,239 4,032,045 September 17,230,095 18,107,110 8,674,234 August 18,885,786 15,347,934 8,890,345 July 4,123,656 678,095 16,184,345 June 14,856,456 10,345,394 8,036,897 May 7,940,096 10,870,954 16,098,897 April 16,034,786 6,567,123 17,234,778 March 16,128,234 12,345,567 1,078,456 February 3,034,564 14,123,654 11,532,234 January Wellington Dunedin Christchurch

60. Falling Leaves in Millions Much Simpler 3 9 12 December 6 0 5 November 5 9 2 October 9 18 4 September 17 18 8 August 18 15 8 July 4 0 16 June 14 10 8 May 7 10 16 April 16 6 17 March 16 12 1 February 3 14 11 January Wellington Dunedin Christchurch In 10 6

61. Falling Leaves Too detailed !

62. Falling Leaves Much Simpler

63. Keep It Simple (Picture) <ul><li>Art work may distract your audience </li></ul><ul><li>Artistry does not substitute for content </li></ul>

64. Keep It Simple (Sound) <ul><li>Sound effects may distract too </li></ul><ul><li>Use sound only when necessary </li></ul>

65. Keep It Simple (Transition) <ul><li>This transition is annoying, not enhancing </li></ul><ul><li>"Appear" and "Disappear" are better </li></ul>

66. Keep It Simple (Animation) 2 m Too distracting !

67. Keep It Simple (Animation) Simple & to the point 2 m

68. Make It Clear

69. Make It Clear (Capitalisation) <ul><li>ALL CAPITAL LETTERS ARE DIFFICULT TO READ </li></ul><ul><li>Upper and lower case letters are easier </li></ul>

70. <ul><li>Sanserif Z </li></ul><ul><li>Serif Z </li></ul>Make It Clear (Fonts) busy clear

71. <ul><li>Serif fonts are difficult to read on screen </li></ul><ul><li>Sanserif fonts are clearer </li></ul><ul><li>Italics are difficult to read on screen </li></ul><ul><li>Normal or bold fonts are clearer </li></ul><ul><li>Underlines may signify hyperlinks </li></ul><ul><li>Instead, use colours to emphasise </li></ul>Make It Clear (Fonts)

72. Make It Clear (Numbers) <ul><li>Use numbers for lists with sequence </li></ul><ul><li>For example: </li></ul><ul><li>How to put an elephant into a fridge? </li></ul><ul><li>1. Open the door of the fridge </li></ul><ul><li>2. Put the elephant in </li></ul><ul><li>3. Close the door </li></ul>

73. Make It Clear (Numbers) <ul><li>How to put a giraffe into a fridge? </li></ul><ul><li>1. Open the door of the fridge </li></ul><ul><li>2. Take out the elephant </li></ul><ul><li>3. Put the giraffe in </li></ul><ul><li>4. Close the door </li></ul>

74. Make It Clear (Bullets) <ul><li>Use bullets to show a list without </li></ul><ul><li>Priority </li></ul><ul><li>Sequence </li></ul><ul><li>Hierarchy </li></ul>

75. Make It Clear (Colours) <ul><li>Use contrasting colours </li></ul><ul><li>Light on dark vs dark on light </li></ul><ul><li>Use complementary colours </li></ul>

76. Make It Clear (Contrast) <ul><li>Use contrasting colours </li></ul><ul><li>Light on dark vs dark on light </li></ul><ul><li>Use complementary colours </li></ul>low contrast high contrast

77. Make It Clear (Contrast) <ul><li>Use contrasting colours </li></ul><ul><li>Light on dark vs dark on light </li></ul><ul><li>Use complementary colours </li></ul>This is light on dark

78. Make It Clear (Contrast) <ul><li>Use contrasting colours </li></ul><ul><li>Light on dark vs dark on light </li></ul><ul><li>Use complementary colours </li></ul>This is dark on light

79. Make It Clear (Complement) <ul><li>Use contrasting colours </li></ul><ul><li>Light on dark vs dark on light </li></ul><ul><li>Use complementary colours </li></ul>These colours do not complement

80. Make It Clear (Complement) <ul><li>Use contrasting colours </li></ul><ul><li>Light on dark vs dark on light </li></ul><ul><li>Use complementary colours </li></ul>These colours complement

81. Make It Clear (Size) <ul><li>Size implies importance </li></ul>

82. Make It Clear (Size) <ul><li>Size implies importance </li></ul>

83. Be Progressive

84. Types of Instructional Tools Complexity of Interactions Mode of Instruction Individual Pair Group Direct Instruction Guided Inquiry Discovery Learning Individual Instructive Tools Individual Constructive Tools Social Constructive Tools Social Communicative Tools Informational Tools Too many in one go!

85. Types of Instructional Tools Complexity of Interactions Mode of Instruction Individual Pair Group Direct Instruction Guided Inquiry Discovery Learning Individual Instructive Tools Individual Constructive Tools Social Constructive Tools Social Communicative Tools Informational Tools Progressive & thus focused

86. Be Consistent

87. Be Consistent <ul><li>Differences draw attention </li></ul><ul><li>Differences may imply importance </li></ul><ul><li>Use surprises to attract not distract </li></ul>

88. Be Consistent <ul><li>Differences draw attention </li></ul><ul><li>Differences may imply importance </li></ul><ul><li>Use surprises to attract not distract </li></ul>This tick draws attention

89. Be Consistent <ul><li>Differences draw attention </li></ul><ul><li>Differences may imply importance </li></ul><ul><li>Use surprises to attract not distract </li></ul>These differences distract!

90. Be Consistent <ul><li>Differences draw attention </li></ul><ul><li>Differences may imply importance </li></ul><ul><li>Use surprises to attract not distract </li></ul>This implies importance

91. Be Consistent <ul><li>Differences draw attention </li></ul><ul><li>Differences may imply importance </li></ul><ul><li>Use surprises to attract not distract </li></ul>Confusing differences!

92. Be Consistent <ul><li>Differences draw attention </li></ul><ul><li>Differences may imply importance </li></ul><ul><li>Use surprises to attract not distract </li></ul>This surprise attracts

93. Be Consistent <ul><li>Differences draw attention </li></ul><ul><li>Differences may imply importance </li></ul><ul><li>Use surprises to attract not distract </li></ul>These distract!

94. In Summary <ul><li>Big </li></ul><ul><li>Simple </li></ul><ul><li>Clear </li></ul><ul><li>Progressive </li></ul><ul><li>Consistent </li></ul>

95. Some Final Words <ul><li>Communication is the key </li></ul><ul><li>Text to support the communication </li></ul><ul><li>Pictures to simplify complex concepts </li></ul><ul><li>Animations for complex relationships </li></ul><ul><li>Visuals to support, not to distract </li></ul><ul><li>Sounds only when absolutely necessary </li></ul>

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