Presentation on theme: "Effective Presentation Design"— Presentation transcript:
1Effective Presentation Design 1Effective Presentation DesignThis workshop will: Cover basic best-practice when planning and preparing presentations for academic assessments Explore how you can use visual aid resources effectively Give specific tips on using MS PowerPoint for presentingLouise LiveseyAcademic Skills Adviser
22 The Plan Differences between good and poor presentations Planning and preparationContext and environment of presentation deliveryPresentation structurePresentation content and slide formattingImportance of timingUse of visual aids and supporting materialsTips for using MS PowerPoint effectivelyPresentation design checklist
31.Differences between good and poor presentations 31.Differences between good and poor presentationsUseful in employmentYou are in controlPrepare and be a confident deliverer
41.Differences between good and poor presentations 41.Differences between good and poor presentationsWhat features make up the 'best‘ presentationyou have seen?Activity 1:What features make up a poor presentation?
51.Differences between good and poor presentations 51.Differences between good and poor presentationsFeatures of a good presentation:Logical structureDeliverer knows their subjectDelivered at the right level for the audience‘Connected’ with audienceSlides and visuals appropriate to content and easy to understandAppropriately paced – not too slow or too fast
62.Planning and Preparation 62.Planning and PreparationKnow your subjectStay focusedPrioritise the informationEssentialDesirableAdded bonus material
73.Context and environment of presentation delivery 73.Context and environment of presentation delivery2. ContextWhat to bear in mind when designing yourpresentation?Audience: experts/novices = levelVenue:Activity 2: other contextual and environmentalfeatures?
83.Context and environment of presentation delivery 83.Context and environment of presentation delivery2. ContextVenue:Size of the space?Is a microphone available?Activity 2: other featuresTime of day: responsiveness and engagementType of presentation: inform/explain needs logicalstructure and might employ analogies and examples
94. Presentation structure 94. Presentation structureMain BodyIntroConc?sThe Rule of 3:Tell them what you are going to tell themTell themTell them what you have told themThese proportions are symbolic but the point that the body should form by far the greater part of the talk is important – much like an essayIntroduction – I’ve told you what we’re going to cover, why and what you should hope to get from the talkMain body – that’s where we are now – I’m giving you all the information I’ve collected and sorted. Of course, the main body needs its own structure so that it flows well and is well organised, makes sense to the audience – this bit is up to you…Conclusion – I’ll sum up and give you the bumper sticker version[CLICK]
105.Presentation content and slide formatting 10105.Presentation content and slide formattingHow much?Limit scope – say more with lessLimit detail – say less with moreWhat about the details?Keep in reserve for questionsGive source for moreProvide more in handouts
111111 5.Presentation content and slide formatting Royal Society of Medicine Meeting, December 1943, Sections of Dermatology and Epidemiology and State Medicine ‘The Organization of the Treatment of Lupus Vulgaris’ Proc R Soc Med April; 37(6): 291–300.
125.Presentation content and slide formatting 1212An important point to note here is that you should, as a rule, simplify data as much as possible – how far you can go will depend on the subject, of course.5.Presentation content and slide formattingNotified lupus cases in LancashirecasescasescasescasesRoyal Society of Medicine Meeting, December 1943, Sections of Dermatology and Epidemiology and State Medicine: ‘The Organization of the Treatment of Lupus Vulgaris’ Proc R Soc Med April; 37(6): 291–300. p. 208.
135.Presentation content and slide formatting Answer13135.Presentation content and slide formatting4. ContentYou need to consider, out of all the data gathered, what would be the most relevant information to present. This can be achieved by considering grouping the information into the following categories: information that is essential and must be conveyed; information which would be nice to include if there was time; information which should be included in a supporting ‘role’.Then you need to condense the information and ensure that you are being concise. There’s no point having waffling, long sentences as a visual aid, especially when it is a point that can be briefly made.Keep it simple. The more complicated your composition is, the less likely it is that you will be understood. You are trying to convey information not win awards for how complex a presentation you can come up with. Don’t forget that good presentations can take something complex and make it appear simple to grasp.
145.Presentation content and slide formatting 14145.Presentation content and slide formattingRelevant InformationEssentialNice to haveSupportingConciseSimpleThis is appropriate but a bit boring?
155.Presentation content and slide formatting 15155.Presentation content and slide formattingRelevant InformationEssential; Nice to have; SupportingConciseSimpleEasily understood and interesting slides
16Audience frustration: no time for ?s 16166. TimingWhy finish on time?Lose marks: did not include all material AND may be a set time in criteriaAudience frustration: no time for ?sCo-deliverer frustration: inconsiderateCreates a poor impression: for future presentations
17Be selective with material to be included and plan to finish early 17176. TimingPlanning:Be selective with material to be included and plan to finish earlyRehearsal: Practice, practice, practice
187.Use of visual aids & supporting materials 1818Lots of potential visual aids (ask for suggestions – write on board) CHECK TIME TO SEE IF CAN DOWhiteboardsFlipchartsPictures/ slidesFlow chartsDiagrams/ Charts/ GraphsVideo/audio clipsObjectsPowerPoint (which can incorporate almost anything)However well you think a visual makes your point, it’s no use if the audience can’t see it or make sense of it [CLICK]This is esp. important when using PowerPoint. Let me just ask – how have you found my slides so far?What if I’d done this [CLICK]7.Use of visual aids & supporting materialsDo not get carried away: just because you can, should you?Clear, concise, relevant and easy to readUser-friendlyLegibleUnclutteredSpelling and grammar correctCharts or graphs are gold
198.Tips for using MS PowerPoint effectively 19198.Tips for using MS PowerPoint effectively1:1Uncomplicated fonts and wordUse text and visuals sparinglyDo not include too much animationIs it all there?Clear labelsBackground to be subtle and consistentKeep it shortCreate handouts
208.Tips for using MS PowerPoint effectively 20208.Tips for using MS PowerPoint effectivelyDo not get carried away: just because you can, should you?Clear, concise, relevant and easy to readUSER FRIENDLYLegibleUnclutteredSpelling and grammar correctCharts or graphs are gold
219.Presentation design checklist 2121Remember the rule of three? – here’s my conclusionBuild good foundations – make sure you know your material and what you want to do with it [CLICK]Who are your audience, what is the purpose of the talk? [CLICK]Always keep it simple – and don’t experiment e.g. With clever ppt techniques, in public! [CLICK]If you know you’ve designed a good presentation, you’ll feel more confident on the day [CLICK]One slide: one minute9.Presentation design checklistEstablish your subject and focus on itPrioritise you informationConsider audience, venue, time of day, purposeHave a clear structureRepeat your main pointsBe concise and simpleTime each sectionAppropriate visual aidsDo you have a back-up plan in technology fails
22Design is 90% of the work!Good design builds confidence
23Academic Skills Advice Service Where are we? Chesham Building B0.23 What do we do? Support undergraduate students with their study skills by running clinics and workshops, having bookable appointment slots, and enabling students to drop-in for Instant Advice. Who are we? Michael and Helen specialise in Maths Support; Lucy and Russell advise students on study skills; and I (Louise) deliver the workshops When can you come for help? Everyday both face to face and on-line How do I get in touch? or website
24Any questions?Produced by Louise Livesey August 2014