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Presenting in the classroom and beyond [Tufte, 2006]

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Presentation on theme: "Presenting in the classroom and beyond [Tufte, 2006]"— Presentation transcript:

1 Presenting in the classroom and beyond [Tufte, 2006]

2 Understanding follows from dividing out what’s relevant and minimizing use of jargons and excessive text (bullets) [Marshall, 2012]

3 Rethinking the Design of Presentation Slides Michael Alley College of Engineering Melissa Marshall Department of Communication Arts & Sciences [Hamaker, 2009]

4 The defaults of PowerPoint are not based on research in communication or cognitive psychology [Gomes, 2007] Poor starting place

5 Our research has found that most slides are heavily influenced by these defaults [Garner et al., 2009] Too much text 40%

6 Our research has found that most slides are heavily influenced by these defaults [Garner et al., 2009] Too much text: crowded 25%

7 The past few years, this common practice of PowerPoint has received harsh criticism [Tufte, 2003] [Schwartz, 2003] [Keller, 2003] January 16, 2003 February 1, 2003 January 24, 2003

8 Several recent texts have challenged the defaults of PowerPoint

9 We advocate an assertion–evidence slide structure that is grounded in communication research [Fishbone, 2008]

10 Xenon headlights illuminate signs better than halogen headlights do [Sylvania, 2008 ] Xenon Headlight Halogen Headlight SilverStar Ultra TM Standard Halogen Xenon

11 [Sawarynski, 2009] The structure calls for a succinct sentence headline that states the main assertion of the slide [Toulmin, 2002] [Alley et al., 2006]

12 The small size of the mouse brain makes locating specific areas extremely difficult [Welker, 2008]

13 The structure also calls for supporting that sentence-assertion headline with visual evidence [Mayer, 2001] [Paivio, 1986] [Brown, 2008]

14 During growth, cells secrete waste products and macromolecules into their environment Waste Macromolecules Cells

15 The Chesapeake Bay, which is the country’s largest estuary, has only two places for traffic to cross [landsat.gsfc.nasa.gov] Dover Washington D.C Richmond Annapolis sha.state.md.us [roadtraffic-technology.com]

16 In the past 25 years, traffic has significantly increased on the Chesapeake Bay Bridge 1961 Traffic 1.5 million [Maryland Transportation Authority, 2007] 1952 Traffic: 1.1 million 2007 Traffic: 27 Million

17 How much power from a truck’s engine is needed to overcome aerodynamic drag? At typical highway speeds, overcoming drag requires about two-thirds of a truck engine’s output [McCallen, 2004] Aerodynamic Drag C D = 0.6 Rolling Friction and Accessories [LLNL, 2010]

18 A third hurdle in adopting the assertion−evidence structure is to overcome the weak defaults of PowerPoint [Alley, 2003] [Atkinson, 2005] Template at first Google listing for “presentation slides”

19 In summary, assertion-evidence slides are more effective than the common practice of PowerPoint [Hamaker, 2009]

20 Melissa Marshall Department of Communication Arts & Sciences Example transformations of slides from the traditional to the assertion-evidence design

21 This presentation shows transformations of slides from the traditional to the assertion-evidence design Before After

22 A First Step Towards Automatic Verification of PDE Code Hans Petter Langtangen Ola Skaghaug Simula Research Laboratory Oslo, Norway Before

23 A First Step Towards Automatic Verification of PDE Code Hans Petter Langtangen Ola Skaghaug Simula Research Laboratory Oslo, Norway

24 Before

25 This presentation shows the evolution from a manual environment to one that is automated manual somewhat manual M ATLAB Python automated Fortran 77 C++

26 Before

27 This presentation compares methods for reducing emissions of sulfur dioxide from coal power plants

28 Before

29 Converting an analog signal to a digital signal requires a sampling of the signal Accelerometer outputs an analog voltage Hardware converts analog signal to digital Computer samples a number of points Data is exported to popular applications Excel

30 Before

31 Although researchers give validation more attention, validation requires successful verification Validation Is the PDE model appropriate? Do we solve the right equations? Verification Are the numerical models correctly implemented? Do we solve the right equations?

32 Iron An abundant metal, makes up 5.6% of earth’s crust Properties: –shaped, sharpened, welded –strong, durable Accounts for >95% of metals used Iron ores discovered in 1844 in Michigan’s Upper Peninsula Soon found other ores in upper Wisconsin and Minnesota Kesler 1994 Iron Ore Distribution Before

33 [Kesler 1994] Iron Ore Distribution [www.star-bits.com] Iron ore Where is the largest concentration of iron ores in North America? Iron ores make up 5.6% of the earth’s crust and account for 95% of the metals used Can be shaped, sharpened, and welded Is strong and durable Iron

34 Led to 59% recallLed to 77% recall p < Students learning from the transformed slide scored higher on an identical test question [Alley et al., 2006] Q: How abundant is iron in the earth’s crust?

35 Before

36 Although the U.S. has 5% of the world's population, we use an average of 30% of all resources United States use of specific resources (percentage of worldwide use)

37 Led to 71% correctLed to 82% correct Students learning from the transformed slide scored higher on an identical test question Q: Percentage of world’s resources that the U.S. uses? p < [Alley et al., 2006]

38 Before

39 Plates move because of convection caused by heat from decay of radioactive elements in the mantle [Miller, 2004] Uranium and Thorium are large “unstable” atoms break down to produce smaller atoms, heat, and radioactivity Ocean

40 Led to 54% correctLed to 86% correct Students learning from the transformed slide scored higher on an identical test question Q: Heat source for movement of lithospheric plates? p <.001 [Alley et al., 2006]

41 Fossil Fuels: Who has what? Before

42 OPEC countries control about 75% of the world’s oil

43 Led to 63% correctLed to 81% correct p <.001 Students learning from the transformed slide scored higher on an identical test question Q: Percentage of oil that non-OPEC countries control? [Alley et al., 2006]


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