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Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
Effective Presentation 2004
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Effective Presentation 2004

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  • 1. Designing Effective PowerPoint Presentations<br />Victor Chen<br />University Centre for Teaching &amp; Learning<br /><ul><li>Best viewed by PowerPoint 2001 or later
  • 2. Click whenever you want to continue</li></li></ul><li>Designing Effective PowerPoint Presentation<br />Big<br />Progressive<br />Simple<br />Consistent<br />Summary<br />Clear<br /><ul><li>Click the words to explore
  • 3. Press &lt;-- to go back
  • 4. Press Esc to stop</li></li></ul><li>Make It Big<br />
  • 5. Make it Big (Text)<br />This is Arial 12<br />This is Arial 18<br />This is Arial 24<br />This is Arial 32<br />This is Arial 36<br />This is Arial 44<br />
  • 6. Make it Big (Text)<br />This is Arial 12<br />This is Arial 18<br />This is Arial 24<br />This is Arial 32<br />This is Arial 36<br />This is Arial 44<br />Too Small<br />
  • 7. Make It Big (How to Estimate)<br />2 m<br />Look at it from 2 metres away<br />
  • 8. Keep It Simple<br />
  • 9. Keep It Simple (Text)<br />Too manycolours<br />TooManyFontsandStyles<br />The 6 x 7 rule<br />No more than 6 lines per slide<br />No more than 7 words per line<br />
  • 10. Keep It Simple (Text)<br />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.)<br />Too detailed !<br />
  • 11. Keep It Simple (Text)<br />Instructional Technology:<br />A process<br />involving people, procedures &amp; tools<br />for solutions<br />to problems in learning<br />(HMRS 5th ed.)<br />Much Simpler<br />
  • 12. Falling Leaves Observed<br />Too detailed !<br />
  • 13. Falling Leaves in Millions<br />Much Simpler<br />
  • 14. Falling Leaves<br />Too detailed !<br />
  • 15. Falling Leaves<br />Much Simpler<br />
  • 16. Keep It Simple (Picture)<br />Art work may distract your audience<br /><ul><li> Artistry does not substitute for content</li></li></ul><li>Keep It Simple (Sound)<br />Sound effects may distract too<br /><ul><li> Use sound only when necessary</li></li></ul><li>Keep It Simple (Transition)<br />This transition is annoying, not enhancing<br /><ul><li> &quot;Appear&quot; and &quot;Disappear&quot; are better</li></li></ul><li>Keep It Simple (Animation)<br />2 m<br />Too distracting !<br />
  • 17. Keep It Simple (Animation)<br />2 m<br />Simple &amp; to the point<br />
  • 18. Make It Clear<br />
  • 19. Make It Clear (Capitalisation)<br />ALL CAPITAL LETTERS ARE DIFFICULT TO READ<br />Upper and lower case letters are easier<br />
  • 20. Sanserif Z<br /> Serif Z<br />Make It Clear (Fonts)<br />clear<br />busy<br />
  • 21. Serif fonts are difficult to read on screen<br />Sanserif fonts are clearer<br />Italics are difficult to read on screen<br />Normal or bold fonts are clearer<br />Underlines may signify hyperlinks<br />Instead, use colours to emphasise<br />Make It Clear (Fonts)<br />
  • 22. Make It Clear (Numbers)<br />Use numbers for lists with sequence<br />For example:<br />How to put an elephant into a fridge?<br />1. Open the door of the fridge<br />2. Put the elephant in<br />3. Close the door<br />
  • 23. Make It Clear (Numbers)<br />How to put a giraffe into a fridge?<br />1. Open the door of the fridge<br />2. Take out the elephant<br />3. Put the giraffe in<br />4. Close the door<br />
  • 24. Make It Clear (Bullets)<br />Use bullets to show a list without<br />Priority<br />Sequence<br />Hierarchy, …..<br />
  • 25. Make It Clear (Colours)<br />Use contrasting colours <br />Light on dark vs dark on light<br />Use complementary colours<br />
  • 26. Make It Clear (Contrast)<br />Use contrasting colours<br />Light on dark vs dark on light<br />Use complementary colours<br />low contrast<br />high contrast<br />
  • 27. Make It Clear (Contrast)<br />Use contrasting colours<br />Light on dark vs dark on light<br />Use complementary colours<br />This is light on dark<br />
  • 28. Make It Clear (Contrast)<br />Use contrasting colours<br />Light on dark vs dark on light<br />Use complementary colours<br />This is dark on light<br />
  • 29. Make It Clear (Complement)<br />Use contrasting colours<br /><ul><li>Light on dark vs dark on light
  • 30. Use complementary colours</li></ul>These colours do not complement<br />
  • 31. Make It Clear (Complement)<br />Use contrasting colours<br /><ul><li>Light on dark vs dark on light
  • 32. Use complementary colours</li></ul>These colours complement<br />
  • 33. Make It Clear (Size)<br />Size implies importance<br />
  • 34. Make It Clear (Size)<br />Size implies importance<br />
  • 35. Make It Clear (Focal Points)<br />Focal points direct attention<br />
  • 36. Make It Clear (Focal Points)<br />Focal points direct attention<br />
  • 37. Be Progressive<br />
  • 38. Individual<br />Constructive<br />Tools<br />Social<br />Constructive<br />Tools<br />Discovery<br />Learning<br />Too many in one go!<br />Informational Tools<br />Guided<br />Inquiry<br />Mode of Instruction<br />Individual<br />Instructive<br />Tools<br />Social<br />Communicative<br />Tools<br />Direct<br />Instruction<br />Individual<br />Pair<br />Group<br />Complexity of Interactions<br />Types of Instructional Tools<br />
  • 39. Individual<br />Constructive<br />Tools<br />Social<br />Constructive<br />Tools<br />Discovery<br />Learning<br />Informational Tools<br />Guided<br />Inquiry<br />Progressive &amp; thus focused<br />Mode of Instruction<br />Individual<br />Instructive<br />Tools<br />Social<br />Communicative<br />Tools<br />Direct<br />Instruction<br />Individual<br />Pair<br />Group<br />Complexity of Interactions<br />Types of Instructional Tools<br />
  • 40. Understanding Technology<br />I/O Error<br />Mouse<br />CPU<br />Main Storage<br />Too many &amp; not focused<br />User interface<br />Function key<br />Software<br />Debugger<br />Floppy disk<br />Backup system<br />
  • 41. Understanding Technology<br />I/O Error<br />Mouse<br />CPU<br />Main Storage<br />Progressive &amp; thus focused<br />User interface<br />Function key<br />Software<br />Debugger<br />Floppy disk<br />Backup system<br />
  • 42. Be Consistent<br />
  • 43. Be Consistent<br />Differences draw attention<br />Differences may imply importance<br />Use surprises to attract not distract<br />
  • 44. Be Consistent<br /><ul><li>Differences draw attention</li></ul>Differences may imply importance<br />Use surprises to attract not distract<br />This tick draws attention<br />
  • 45. Be Consistent<br /><ul><li>Differences draw attention
  • 46. Differences may imply importance
  • 47. Use surprises to attract not distract</li></ul>These differences distract!<br />
  • 48. Be Consistent<br />Differences draw attention<br /><ul><li>Differences may imply importance</li></ul>Use surprises to attract not distract<br />This implies importance<br />
  • 49. Be Consistent<br />Differences draw attention<br /><ul><li>Differences may imply importance</li></ul>Use surprises to attract not distract<br />Confusing differences!<br />
  • 50. Be Consistent<br />Differences draw attention<br />Differences may imply importance<br />Use surprises to attract not distract<br />This surprise attracts<br />
  • 51. Be Consistent<br />Differences draw attention<br />Differences may imply importance<br />Use surprises to attract not distract<br />These distract!<br />
  • 52. In Summary<br />Big<br />Simple<br />Clear<br />Progressive<br />Consistent<br />
  • 53. Some Final Words<br />Communication is the key<br />Text to support the communication<br />Pictures to simplify complex concepts<br />Animations for complex relationships<br />Visuals to support, not to distract<br />Sounds only when absolutely necessary<br />
  • 54. Want more?<br />Contact UCTL for more<br />Victor Chen (ext 7435) victor.chen@canterbury.ac.nz<br />

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