Designing Effective PowerPoint Presentations
Designing Effective PowerPoint Presentation 5.  Consistent 3. Clear 1. Big 4.  Progressive Summary 2. Simple
Make It  Big
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></u...
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></u...
Make It Big (How to Estimate) <ul><li>Look at it from 2 metres away </li></ul>2 m
Keep It Simple
Keep It Simple (Text) <ul><li>A v o i d  t o o  m a n y   c o l o u r s </li></ul><ul><li>Avoid  too   Many   Fonts   and ...
Keep It Simple (Text) <ul><li>Instructional Technology: A complex integrated process involving people, procedures, ideas, ...
Keep It Simple (Text) <ul><li>Instructional Technology: A complex integrated process involving people, procedures, ideas, ...
Keep It Simple (Text) <ul><li>A process </li></ul><ul><li>involving people, procedures & tools </li></ul><ul><li>for solut...
Keep It Simple (Text) <ul><li>A process </li></ul><ul><li>involving people, procedures & tools </li></ul><ul><li>for solut...
Falling Leaves Observed Christchurch Dunedin Wellington January 11,532,234 14,123,654 3,034,564 February 1,078,456 12,345,...
Falling Leaves Observed Too detailed ! Christchurch Dunedin Wellington January 11,532,234 14,123,654 3,034,564 February 1,...
Falling Leaves in Millions In 10 6 Christchurch Dunedin Wellington January 11 14 3 February 1 12 16 March 17 6 16 April 16...
Falling Leaves in Millions Much Simpler In 10 6 Christchurch Dunedin Wellington January 11 14 3 February 1 12 16 March 17 ...
Falling Leaves
Falling Leaves Too detailed !
Falling Leaves
Falling Leaves Much Simpler
Keep It Simple (Picture) <ul><li>Art work may distract your audience </li></ul><ul><li>Artistry does not substitute for co...
Keep It Simple (Sound) <ul><li>Sound effects may distract too </li></ul><ul><li>Use sound only when necessary </li></ul>
Keep It Simple (Transition) <ul><li>Transition  with typewriter sound is annoying, not enhancing </li></ul><ul><li>&quot;A...
Make It Clear
Make It Clear (Capitalisation) <ul><li>ALL CAPITAL LETTERS ARE DIFFICULT TO READ </li></ul><ul><li>Upper and lower case le...
<ul><li>Sanserif Z </li></ul><ul><li>Serif Z </li></ul>Make It Clear (Fonts) busy clear
<ul><li>Serif fonts are difficult to read on screen </li></ul><ul><li>Sanserif fonts are clearer </li></ul><ul><li>Italics...
Make It Clear (Numbers) <ul><li>Use numbers for lists  with  sequence </li></ul><ul><li>For example: </li></ul><ul><li>How...
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...
Make It Clear (Bullets) <ul><li>Use bullets to show a list  without </li></ul><ul><li>Priority </li></ul><ul><li>Sequence ...
Make It Clear (Colours) <ul><li>Use contrasting colours  </li></ul><ul><li>Light on dark vs dark on light </li></ul><ul><l...
Make It Clear (Contrast) <ul><li>Use contrasting colours </li></ul><ul><li>Light on dark vs dark on light </li></ul><ul><l...
Make It Clear (Contrast) <ul><li>Use contrasting colours   </li></ul><ul><li>Light on dark vs dark on light </li></ul><ul>...
Make It Clear (Contrast) <ul><li>Use contrasting colours   </li></ul><ul><li>Light on dark vs dark on light </li></ul><ul>...
Make It Clear (Complement) <ul><li>Use contrasting colours </li></ul><ul><li>Light on dark vs dark on light   </li></ul><u...
Make It Clear (Complement) <ul><li>Use contrasting colours </li></ul><ul><li>Light on dark vs dark on light   </li></ul><u...
Make It Clear (Size) <ul><li>Size implies importance </li></ul>
Make It Clear (Size) <ul><li>Size implies importance </li></ul>
Make It Clear (Focal Points) <ul><li>Focal points direct attention </li></ul>
Make It Clear (Focal Points) <ul><li>Focal points direct attention </li></ul>
Be Progressive
Types of Instructional Tools Complexity of Interactions Mode of Instruction Individual Pair Group Direct Instruction Guide...
Types of Instructional Tools Complexity of Interactions Mode of Instruction Individual Pair Group Direct Instruction Guide...
Types of Instructional Tools Complexity of Interactions Mode of Instruction
Types of Instructional Tools Complexity of Interactions Mode of Instruction Individual Pair Group Direct Instruction Guide...
Types of Instructional Tools Complexity of Interactions Mode of Instruction Individual Pair Group Direct Instruction Guide...
Types of Instructional Tools Complexity of Interactions Mode of Instruction Individual Pair Group Direct Instruction Guide...
Understanding Technology Floppy disk User interface CPU I/O Error Backup system Software Mouse Debugger Function key Main ...
Understanding Technology Floppy disk User interface CPU I/O Error Backup system Software Mouse Debugger Function key Main ...
Understanding Technology Floppy disk User interface CPU I/O Error Backup system Software Mouse Debugger Function key Main ...
Understanding Technology Mouse
Understanding Technology Mouse Main Storage
Understanding Technology Mouse Function key Main Storage
Understanding Technology Software Mouse Function key Main Storage
Understanding Technology Floppy disk Software Mouse Function key Main Storage
Understanding Technology Floppy disk I/O Error Software Mouse Function key Main Storage
Understanding Technology Floppy disk CPU I/O Error Software Mouse Function key Main Storage
Understanding Technology Floppy disk User interface CPU I/O Error Software Mouse Function key Main Storage
Understanding Technology Floppy disk User interface CPU I/O Error Software Mouse Debugger Function key Main Storage
Understanding Technology Floppy disk User interface CPU I/O Error Backup system Software Mouse Debugger Function key Main ...
Understanding Technology Floppy disk User interface CPU I/O Error Backup system Software Mouse Debugger Function key Main ...
Be Consistent
Be Consistent <ul><li>Differences draw attention </li></ul><ul><li>Differences may imply importance </li></ul><ul><li>Use ...
Be Consistent <ul><li>Differences draw attention </li></ul><ul><li>Differences may imply importance </li></ul><ul><li>Use ...
Be Consistent <ul><li>Differences draw attention </li></ul><ul><li>Differences may imply importance </li></ul><ul><li>Use ...
Be Consistent <ul><li>Differences draw attention </li></ul><ul><li>Differences may imply importance </li></ul><ul><li>Use ...
Be Consistent <ul><li>Differences draw attention </li></ul><ul><li>Differences may imply importance </li></ul><ul><li>Use ...
Be Consistent <ul><li>Differences draw attention </li></ul><ul><li>Differences may imply  importance </li></ul><ul><li>Use...
Be Consistent <ul><li>Differences draw  attention </li></ul><ul><li>Differences may imply  importance </li></ul><ul><li>Us...
Be Consistent <ul><li>Differences draw attention </li></ul><ul><li>Differences may imply importance </li></ul><ul><li>Use ...
Be Consistent <ul><li>Differences draw attention </li></ul><ul><li>Differences may imply  importance </li></ul><ul><li>Use...
In Summary <ul><li>Big </li></ul><ul><li>Simple </li></ul><ul><li>Clear </li></ul><ul><li>Progressive </li></ul><ul><li>Co...
Some Final Words <ul><li>Communication is the key </li></ul><ul><li>Text to support the communication </li></ul><ul><li>Pi...
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Effective Powerpoint Presentations

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This PPT presents to you some basic principles to be followed to make an effective Powerpoint Presentation.

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Effective Powerpoint Presentations

  1. 1. Designing Effective PowerPoint Presentations
  2. 2. Designing Effective PowerPoint Presentation 5. Consistent 3. Clear 1. Big 4. Progressive Summary 2. Simple
  3. 3. Make It Big
  4. 4. 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>
  5. 5. 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
  6. 6. Make It Big (How to Estimate) <ul><li>Look at it from 2 metres away </li></ul>2 m
  7. 7. Keep It Simple
  8. 8. Keep It Simple (Text) <ul><li>A v o i d t o o m a n y c o l o u r s </li></ul><ul><li>Avoid 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>
  9. 9. 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>
  10. 10. 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 !
  11. 11. 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:
  12. 12. 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
  13. 13. Falling Leaves Observed Christchurch Dunedin Wellington January 11,532,234 14,123,654 3,034,564 February 1,078,456 12,345,567 16,128,234 March 17,234,778 6,567,123 16,034,786 April 16,098,897 10,870,954 7,940,096 May 8,036,897 10,345,394 14,856,456 June 16,184,345 678,095 4,123,656 July 8,890,345 15,347,934 18,885,786 August 8,674,234 18,107,110 17,230,095 September 4,032,045 18,923,239 9,950,498 October 2,608,096 9,945,890 5,596,096 November 5,864,034 478,023 6,678,125 December 12,234,123 9,532,111 3,045,654
  14. 14. Falling Leaves Observed Too detailed ! Christchurch Dunedin Wellington January 11,532,234 14,123,654 3,034,564 February 1,078,456 12,345,567 16,128,234 March 17,234,778 6,567,123 16,034,786 April 16,098,897 10,870,954 7,940,096 May 8,036,897 10,345,394 14,856,456 June 16,184,345 678,095 4,123,656 July 8,890,345 15,347,934 18,885,786 August 8,674,234 18,107,110 17,230,095 September 4,032,045 18,923,239 9,950,498 October 2,608,096 9,945,890 5,596,096 November 5,864,034 478,023 6,678,125 December 12,234,123 9,532,111 3,045,654
  15. 15. Falling Leaves in Millions In 10 6 Christchurch Dunedin Wellington January 11 14 3 February 1 12 16 March 17 6 16 April 16 10 7 May 8 10 14 June 16 0 4 July 8 15 18 August 8 18 17 September 4 18 9 October 2 9 5 November 5 0 6 December 12 9 3
  16. 16. Falling Leaves in Millions Much Simpler In 10 6 Christchurch Dunedin Wellington January 11 14 3 February 1 12 16 March 17 6 16 April 16 10 7 May 8 10 14 June 16 0 4 July 8 15 18 August 8 18 17 September 4 18 9 October 2 9 5 November 5 0 6 December 12 9 3
  17. 17. Falling Leaves
  18. 18. Falling Leaves Too detailed !
  19. 19. Falling Leaves
  20. 20. Falling Leaves Much Simpler
  21. 21. Keep It Simple (Picture) <ul><li>Art work may distract your audience </li></ul><ul><li>Artistry does not substitute for content </li></ul>
  22. 22. Keep It Simple (Sound) <ul><li>Sound effects may distract too </li></ul><ul><li>Use sound only when necessary </li></ul>
  23. 23. Keep It Simple (Transition) <ul><li>Transition with typewriter sound is annoying, not enhancing </li></ul><ul><li>&quot;Appear&quot; and &quot;Disappear&quot; animation styles </li></ul><ul><li>are better </li></ul>
  24. 24. Make It Clear
  25. 25. 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>
  26. 26. <ul><li>Sanserif Z </li></ul><ul><li>Serif Z </li></ul>Make It Clear (Fonts) busy clear
  27. 27. <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)
  28. 28. 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>
  29. 29. 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>
  30. 30. 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>
  31. 31. 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>
  32. 32. 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
  33. 33. 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
  34. 34. 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
  35. 35. 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
  36. 36. 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
  37. 37. Make It Clear (Size) <ul><li>Size implies importance </li></ul>
  38. 38. Make It Clear (Size) <ul><li>Size implies importance </li></ul>
  39. 39. Make It Clear (Focal Points) <ul><li>Focal points direct attention </li></ul>
  40. 40. Make It Clear (Focal Points) <ul><li>Focal points direct attention </li></ul>
  41. 41. Be Progressive
  42. 42. 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
  43. 43. 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!
  44. 44. Types of Instructional Tools Complexity of Interactions Mode of Instruction
  45. 45. Types of Instructional Tools Complexity of Interactions Mode of Instruction Individual Pair Group Direct Instruction Guided Inquiry Discovery Learning
  46. 46. 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
  47. 47. 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
  48. 48. Understanding Technology Floppy disk User interface CPU I/O Error Backup system Software Mouse Debugger Function key Main Storage
  49. 49. Understanding Technology Floppy disk User interface CPU I/O Error Backup system Software Mouse Debugger Function key Main Storage
  50. 50. Understanding Technology Floppy disk User interface CPU I/O Error Backup system Software Mouse Debugger Function key Main Storage Too many & not focused
  51. 51. Understanding Technology Mouse
  52. 52. Understanding Technology Mouse Main Storage
  53. 53. Understanding Technology Mouse Function key Main Storage
  54. 54. Understanding Technology Software Mouse Function key Main Storage
  55. 55. Understanding Technology Floppy disk Software Mouse Function key Main Storage
  56. 56. Understanding Technology Floppy disk I/O Error Software Mouse Function key Main Storage
  57. 57. Understanding Technology Floppy disk CPU I/O Error Software Mouse Function key Main Storage
  58. 58. Understanding Technology Floppy disk User interface CPU I/O Error Software Mouse Function key Main Storage
  59. 59. Understanding Technology Floppy disk User interface CPU I/O Error Software Mouse Debugger Function key Main Storage
  60. 60. Understanding Technology Floppy disk User interface CPU I/O Error Backup system Software Mouse Debugger Function key Main Storage
  61. 61. Understanding Technology Floppy disk User interface CPU I/O Error Backup system Software Mouse Debugger Function key Main Storage Progressive & thus focused
  62. 62. Be Consistent
  63. 63. 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>
  64. 64. 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>
  65. 65. 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
  66. 66. 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>
  67. 67. 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!
  68. 68. 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
  69. 69. 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!
  70. 70. 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
  71. 71. 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!
  72. 72. 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>
  73. 73. 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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