Tweak Your Slides: Ten Design Principles for Educators (version 3.0)

66,449 views
65,831 views

Published on

Tweak your Slides, workshop on visual design for educators. This is draft 3, which includes examples of my own past slide shows and revisions of these shows.

Published in: Education, Business, Technology
12 Comments
80 Likes
Statistics
Notes
No Downloads
Views
Total views
66,449
On SlideShare
0
From Embeds
0
Number of Embeds
28,329
Actions
Shares
0
Downloads
613
Comments
12
Likes
80
Embeds 0
No embeds

No notes for slide

Tweak Your Slides: Ten Design Principles for Educators (version 3.0)

  1. Image: ‘PixelPlacebo’HELP PRE VENT TOXIC SLI DE SYNDROME
  2. T W AES ELID K! YO UR S design princi ples for educ ators. Ten visualPresented by: Chiara Ojedacojeda@fullsail.comtweakyourslides.wordpress.comImage: KimberlyFordPhotography
  3. Image: Pink Poppy PhotographyTWEAKING MY CLASS
  4. 1THING YOUWANT TOIMPROVEABOUT YOURVISUAL AIDS
  5. #1 THINK LIKE A DESIGNERMake each decision deliberate.
  6. DESIGN IS... Utility SignificanceImage: DimitraTzanos
  7. relevant meaningful new truth easinessconsistency usefulness honesty useability accuracy fit beauty structure appearance
  8. C-R-A-P-ify your slide design.
  9. Contrast increases understanding.Making elements differentRepetitionRepeat visual elements to create strong unity.AlignmentNothing should be placed arbitrarily. Placement illustratesrelationships between elements.ProximityRelated items should be placed together.
  10. #2: DO NOT... USE BULLETS
  11. WHYNOT?
  12. BULLETSUSE TEXT ALONE TOCONVEY IDEAS& CONSTRAINCREATIVITY.
  13. use textDo... purposely
  14. Choosing Fonts Use1 Title, body, serif vs. multiple emphasisfont/weight sans serif text boxesPair text Font must be with Dafont.com installed to visual work
  15. #3: DO NOT... OVERUSE TEMPLATES Image: theilr
  16. Classical Canons of RhetoricInvention (P.A.S.S.S.)ArrangementStyleMemoryDelivery
  17. PersuasivePresentations
  18. WHY NOT?Image: slimmer_jimmer
  19. BE A REBEL, CREATE YOUR OWN TEMPLATE Consider: Consistency and flexibility Grids and layout ColorImage: Thuany Gabriela
  20. !"#$%&()*!$+*, ,/*0*-0*"%01-2%3#4-55. !"#$%&(%#)*"+#$%,-.*. 6728-)/2*#$4!%9#$#*:-2. 4/0"5/67,"3/(717,89 !"#$%&("$)*$+$,#-$.)/*)0# !""#$%"&()*(+,"-./0123" !"#$%&("$ !"#$%&()*+,&-","../(# !"#$%&()*+, !"#$%&&&&$()*+$,*-# !"#$%#&(#")*+##,- ./01#2+3-4 01$*$2#3$40510/# 54 98 97 # 96 95 2 94 0 8 : 7 3 )*+,-$.*(/"#$! "#$%&$()*+,-.+/0#120#3$+4056)&0(% 6 5 4 !"##$%& ()*$!*+,#*- !"##$.+,*- %./% 012$34&5 %.46!"#$%&("$)*$+$,#-$.)/*)0# !""#$%"&()*(+,"-./0123"
  21. !"#$%&()*!$+*, ,/*0*-0*"%01-2%3#4-55. !"#$%&(%#)*"+#$%,-.*. 6728-)/2*#$4!%9#$#*:-2. 4/0"5/67,"3/(717,89 !"#$%&("$ 01$*$2#3$40510/# )*+,-$.*(/"#$! "#$%&$()*+,-.+/0#120#3$+4056)&0(% !"#$%&("$)*$+$,#-$.)/*)0# !""#$%"&()*(+,"-./0123" !"#$%&()*+,&-","../(# !"#$%&()*+, !"#$%&&&&$()*+$,*-# !"#$%#&(#")*+##,- ./01#2+3-4 54 98 97 # 96 95 2 94 0 8 : 7 3 6 5 4 !"##$%& ()*$!*+,#*- !"##$.+,*- %./% 012$34&5 %.46!"#$%&("$)*$+$,#-$.)/*)0# !""#$%"&()*(+,"-./0123"
  22. GRIDS CREATE UNITY } Turn on master gridlines, alignment guides and object spacing/sizing.
  23. View/show on guides; drag cursor down from ruler to create static guides
  24. #4: DO NOT...CONFUSEYOUR AUDIENCEVIA UNCLEARHIERARCHY &PROXIMITY. Image: unisono
  25. Strong hierarchy helpsaudiences understand relationships.
  26. PROXIMITY MATTERSNear Far
  27. Proximity Conveys Relationship unite/fragment order/chaos equal/unequal
  28. Coherence in a Paragraph Stick to the point: The ideas have a clear and logical relation to each¨ other. Put details or examples or incidents in logical¨ order. chronological in relation to each other in order of importance
  29. Ensure your paragraphs are coherent. stick toPut details t he point in logical order: Considera. chronology hierarchyb. relationshipc. importance
  30. #5: DO NOT...FORGET TO HELPYOUR AUDIENCE SEEWHAT YOU ARE SAYING
  31. ž Symbols are used in conjunction with the other elements of short stories…ž Symbolic settings › call attention to theme › Reveal the personality of the characters › Create unity › Consider Oates’s use of the suburbia in “Where Are You Going…”. How does the setting affect how the characters are developed/how they interact?
  32. DO...APPLY THEPICTURESUPERIORITYEFFECT
  33. W hat information am Irepr esenting with thewritt en word that I couldr eplace with an image?
  34. Symbolic Settings
  35. Symbolic setting:Story themesCharacter personalitiesUnified style and plot
  36. Oates’ Setting--1960s suburbia Image: x-ray delta one
  37. #6: DO NOT...MAKE VISUALSSECONDARY Image: Gianmaria
  38. Character Development and Analysis} Theway a character is developed in a story is what often times makes fiction so enjoyable. Readers can identify with characters and can associate with their own personal struggles. Even in extraordinary circumstances, characters will act and react in generally traditional human ways. If we are able to relate to a character in some way, then the author has done his or her job.
  39. Visual Cliche
  40. Image: Taking it Global Stretched or pixelated images = no bueno
  41. Actual Size
  42. EXTRA EMPTY SPACEUnnecessary framing
  43. Common Problems Aren’t gnomes neat! This picture has no space for text, but it’s really neat and I have lots to say and put on the slide, so I don’t really care if there isn’t enough space. Gnomes rule! Background and content competing
  44. Gnomes rule!
  45. Gnomes rule!
  46. Image: colodioDO USE QUALITY VISUALS
  47. Think concrete, large, high res. Compfight and Flickr are your friends. Choose creative commons, commercial use. Show attribution.Image: cucumber!
  48. MASKING/CROPPING AN IMAGE
  49. USING THE ALPHA TOOL
  50. Is there room for text?
  51. Be creative.
  52. #7: DO NOT...CROWD YOUR SLIDES Image:Alex Kess
  53. Rising Action and One could argue that the entirety of Books/Films I and II (The Fellowship, The Two Towers) is all rising action and false summits. False Summits Frodo does not confront his climax until Book/Film III.Once having traversed Gollum brings tensionthe threshold, the hero … between Sam and Frodomust survive a successionof trials. --CampbellFrodo Confronts theRingwraiths atWeathertop (fear) Gandalf is lost in Moria (grief) Faramir detains Frodo (hope in humanity is restored After a series of trials, Frodo and Sam move Frodo becomes the ring bearer towards Mount Doom (emotional exhaustion; (trepidation; uncertainty about the hopelessness) future)
  54. Falling Action and Resolution In LOTR, the parallel story lines converge He [must] re-enter … where and the conflict of the story is resolved. At men who are fractions imagine the end of the story, Frodo’s emotional balance is restored, but he cannot return to themselves to be complete. -- the carefree hobbit of the beginning of the Campbell story and leaves Middle Earth for the Grey Havens. The Scouring of the Shire (Frodo’s final test)Rescued by the eagles (relief; a returnto certainty) Aragorn is King (happiness; jubilation) Frodo leaves Middle Earth
  55. USE EMPTY SPACE TOPROVIDE VISUALBREATHINGROOMImage:NazliG.
  56. #8: DO NOT... CREATE dissonanceImage: x-ray delta one
  57. Climax: Frodo Destroys the Ring The Climax of LOTR comes with the destruction of the Ring. In the text, Frodo is not directly involved in the destruction of the ring. Gollum’s joy at retrieving his “precious” is what begins the resolution of the plot. This resolution is not entirely positiveThe hero-quest requires that the hero for Frodo, as he has to struggle withreturn. The responsibility has been being corrupted by the Ring.frequently refused.--Joseph Campbell
  58. DO AMP CON UP T HE T RAS TImage: Tiago Daniel
  59. Contrast: Understanding through differencesize shape shade color proximity
  60. STRONG CONTRAST MEANSImage: oliverchesler LOW NOISE HIGH SIGNAL
  61. #10: DO NOT...FORGETAN EXTRA SLIDECOSTS NOTHING
  62. ¡ P  –  Purpose  –  Why  am  I  wri)ng?   § Informa)on?  Persuasion?  Personal?  Entertainment?  etc.¡ A-­‐Audience  –  Who  am  I  wri)ng  to?   § Rela)onship  to  writer,  age,  )tle,  beliefs/preconceived  ideas,  needs,   knowledge/educa)onal  level,  etc.¡ S-­‐Subject  –  What  am  I  wri)ng  about?   § Topic,  content,  what  to  include/leave  out¡ S-­‐Self  –  How  do  I  want  to  portray  myself  to  my  reader?   § Tone  –  not  what  you  say,  but  how  you  say  it.¡ S-­‐Special  Requirements  –  How  should  my  paper  “look”?  What   limits  do  I  have? § Format,  length,  )me/due  date,  etc.
  63. H TDO... C E A G D T D E E e r” nt D N K e r es P A A k ed Na he N T s ,“ o ld e yn r rR a --G www.desktopography.net www.thisiscross.com
  64. PurposeWhy am I writing? Consider necessity. Why is this an issue worth discussing?
  65. Target AudienceFor whom am I writing? Consider: Relationship to writer, demographics, beliefs, needs, etc.
  66. SubjectWhat am I writing about? topic content what to include/exclude
  67. SelfHow do I want toportray myself?
  68. Special Requirements What are the parameters of the assignment? Challenges Format Be Proactive!
  69. So, let’s recap!THINK LIKE A USE CONTRASTDESIGNERDO USE TEXTPURPOSELYCREATE YOUR OWNTEMPLATES
  70. So, let’s recap!USE HIERARCHYAND PROXIMITYUSE THE PICTURESUPERIORTY EFFECTALWAYS CHOOSEQUALITY VISUALS
  71. So, let’s recap!PROVIDE VISUALBREATHING ROOMUSE CONTRASTUSE ANIMATIONRESPONSIBLYDETACH ANDGET NAKED
  72. THANKSQUESTIONS? I love this stuff...chat with me any time..really!Download “Tweak Your Slides @Slideshare.net”
  73. All images courtesy of Flickrhttp://creativecommons.org/licenses/by-nc/2.0/

×