The document provides guidelines for designing effective presentations. It discusses keeping presentations simple with big text, simple images and sounds, clear use of fonts, colors and contrasts. It also covers being progressive by introducing new elements gradually and being consistent in design choices to avoid distractions.

1. Effective Presentation Skills Alaa Sadik, PhD [email_address] www.alaasadik.net

2. Effective Presentation Skills Main Points Types of media and multimedia. Principles of message design. Types of presentation technology. Designing effective presentations. New advancements in presentation.

3. Part One Types of Media

4. The Human Ear Text words, numbers, signs, symbols, equations, etc. The ear consists of three basic parts the outer ear, the middle ear, and the inner ear. Each part of the ear serves a specific purpose in the task of detecting and interpreting sound. ……………………………… ……………………………… ………………………………

5. The Human Ear Image drawing, graph, photo, map, etc.

6. Types of Images

7. A simple representation of forms or objects by means of lines, curves and indicators to explain idea or show relationship. Line Drawing

8. A simple and attractive artwork that helps simplify concept or make an idea or relationship simple and clear. Illustrated Drawing

9. A group of pictures in a specified sequence that tell a story or illustrate a phenomena with titles and captions. Sequenced Drawing

10. A complex picture aims to explain the similarities and differences between two or more objects. Comparative Drawing

11. A map is a simplified depiction of a space or specific region, which highlights relations between objects within that space with navigational aids and appropriate scale. Maps

12. A poster is a graphic advertisement aims to post a specific message quickly and simply in a public place. Posters

13. A chart is a visual representation of data ( using lines, bars, pies… ) that displays the relationship among variables, usually cast along x and y axes. Charts

14. Flowcharts A flowchart is a diagram consisting of a set of specified symbols ( rectangles, diamonds, circle.. ) and connecting arrows that shows step-by-step progression through a procedure, process or system.

15. Geometrical Figures A two- or three-dimensional drawing illustrates a geometrical concept or relationship using accurate measures.

16. Screenshots A screenshot is an image captured by the computer to record the visible items on the monitor or another visual output device.

17. A visual representation captured using ordinary or special optical or digital camera. Photographs

18. Line Drawing Illustrated Drawing Kroki Sequenced Drawing Comparative Drawing Cartoon Caricatures Maps Posters Charts Flowchart Hierarchical Drawing Geometrical Figures Screenshots Photographs Types of Images

19. The Human Ear Audio human voice, sound effects, natural, mechanical, etc. The human ear consists of ...

20. The New Media Class Hierarchy Temporal Static - Computational - Directive

21. The New Media Class Hierarchy

22. The New Media Class Hierarchy Examples

23. The Human Ear Temporal

24. Landing The pilot managed to land the airoplane safely Temporal

25. Auditory Physiology Lab. This figure shows a summary of the maximum efferent mediated adaptation of the DPOAE for 168 intensity combinations of the primary tones in 0.4 dB steps. Computational

26. Define Values Using Sliders Directive

27. Multimedia Now… What is multimedia?

28. Multimedia Transmission that combine different media of communication text , graphics , audio, animation, video, etc. The human ear consists of three parts: The outer ear The middle ear The inner ear Listen The Human Ear

29. Part Two Media Design

30. Communicating Messages To communicate a message you need a: - Sender (to send the message)

31. Communicating Messages To communicate a message you need a: - Message (to carry the content)

32. Communicating Messages To communicate a message you need a: - Medium (to carry the message)

33. Communicating Messages To communicate a message you need a: - Receiver (to receive the message)

34. Communicating Messages To communicate a message you need a: - Domain (to facilitate communication)

35. Communicating Messages To communicate a message you need a: - Sender (to send the message) - Message (to carry the content) - Medium (to carry the message) - Receiver (to receive the message) - Domain (to facilitate communication)

36. Communication Process

37. Media & Experience Dale’s Cone of Experience

38. Dale’s Cone of Experience At the top: provide more information, compress information, faster for those able to process it, need more instructional support. At the bottom: involve the learner, encourage active learning, provide less information, more stimuli and richer experience

39. Dale’s Cone of Experience

40. Part Three Presentation Technology

41. Writing boards Flipcharts OHP transparencies 35 mm slides Video Models/real objects/samples/shapes Audio-video-conferencing Digital projectors Smart classrooms Computers (software and storage media) The Internet Presentation Technology Used in Higher Education

42. Writing Boards

43. e-Boards

44. Samples, Real Objects & Models

45. Samples, Real Objects & Models

46. Projectors

47. Smart Classrooms

48. Video-Conferencing

49. Presentation Software

50. The Web

51. Part Four Designing Effective Presentation Using Power Point

52. Guidelines Big Simple Clear Progressive Consistent Designing Effective Presentation Using Power Point

53. Make It Big

54. Make it Big (Text) This is Arial 12 This is Arial 18 This is Arial 24 This is Arial 32 This is Arial 36 This is Arial 44

55. Make it Big (Text) This is Arial 12 This is Arial 18 This is Arial 24 This is Arial 32 This is Arial 36 This is Arial 44 Too Small

56. Make It Big (How to Estimate) Look at it from 2 metres away 2 m

57. Keep It Simple

58. Keep It Simple (Text) T o o m a n y c o l o u r s Too Many Fonts and Styles The 6 x 7 rule No more than 6 lines per slide No more than 7 words per line

59. Keep It Simple (Text) 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.) Too detailed !

60. Keep It Simple (Text) A process involving people, procedures & tools for solutions to problems in learning (HMRS 5th ed.) Instructional Technology: Much Simpler

61. Falling Leaves Observed Too detailed ! 3,045,654 9,532,111 12,234,123 December 6,678,125 478,023 5,864,034 November 5,596,096 9,945,890 2,608,096 October 9,950,498 18,923,239 4,032,045 September 17,230,095 18,107,110 8,674,234 August 18,885,786 15,347,934 8,890,345 July 4,123,656 678,095 16,184,345 June 14,856,456 10,345,394 8,036,897 May 7,940,096 10,870,954 16,098,897 April 16,034,786 6,567,123 17,234,778 March 16,128,234 12,345,567 1,078,456 February 3,034,564 14,123,654 11,532,234 January Wellington Dunedin Christchurch

62. Falling Leaves in Millions Much Simpler 3 9 12 December 6 0 5 November 5 9 2 October 9 18 4 September 17 18 8 August 18 15 8 July 4 0 16 June 14 10 8 May 7 10 16 April 16 6 17 March 16 12 1 February 3 14 11 January Wellington Dunedin Christchurch In 10 6

63. Falling Leaves Too detailed !

64. Falling Leaves Much Simpler

65. Keep It Simple (Picture) Art work may distract your audience Artistry does not substitute for content

66. Keep It Simple (Sound) Sound effects may distract too Use sound only when necessary

67. Keep It Simple (Transition) This transition is annoying, not enhancing "Appear" and "Disappear" are better

68. Keep It Simple (Animation) 2 m Too distracting !

69. Keep It Simple (Animation) Simple & to the point 2 m

70. Make It Clear

71. Make It Clear (Capitalisation) ALL CAPITAL LETTERS ARE DIFFICULT TO READ Upper and lower case letters are easier

72. Sanserif Z Serif Z Make It Clear (Fonts) busy clear

73. Serif fonts are difficult to read on screen Sanserif fonts are clearer Italics are difficult to read on screen Normal or bold fonts are clearer Underlines may signify hyperlinks Instead, use colours to emphasise Make It Clear (Fonts)

74. Make It Clear (Numbers) Use numbers for lists with sequence For example: How to put an elephant into a fridge? 1. Open the door of the fridge 2. Put the elephant in 3. Close the door

75. Make It Clear (Numbers) How to put a giraffe into a fridge? 1. Open the door of the fridge 2. Take out the elephant 3. Put the giraffe in 4. Close the door

76. Make It Clear (Bullets) Use bullets to show a list without Priority Sequence Hierarchy

77. Make It Clear (Colours) Use contrasting colours Light on dark vs dark on light Use complementary colours

78. Make It Clear (Contrast) Use contrasting colours Light on dark vs dark on light Use complementary colours low contrast high contrast

79. Make It Clear (Contrast) Use contrasting colours Light on dark vs dark on light Use complementary colours This is light on dark

80. Make It Clear (Contrast) Use contrasting colours Light on dark vs dark on light Use complementary colours This is dark on light

81. Make It Clear (Complement) Use contrasting colours Light on dark vs dark on light Use complementary colours These colours do not complement

82. Make It Clear (Complement) Use contrasting colours Light on dark vs dark on light Use complementary colours These colours complement

83. Make It Clear (Size) Size implies importance

84. Make It Clear (Size) Size implies importance

85. Be Progressive

86. 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!

87. 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

88. Be Consistent

89. Be Consistent Differences draw attention Differences may imply importance Use surprises to attract not distract

90. Be Consistent Differences draw attention Differences may imply importance Use surprises to attract not distract This tick draws attention

91. Be Consistent Differences draw attention Differences may imply importance Use surprises to attract not distract These differences distract!

92. Be Consistent Differences draw attention Differences may imply importance Use surprises to attract not distract This implies importance

93. Be Consistent Differences draw attention Differences may imply importance Use surprises to attract not distract Confusing differences!

94. Be Consistent Differences draw attention Differences may imply importance Use surprises to attract not distract This surprise attracts

95. Be Consistent Differences draw attention Differences may imply importance Use surprises to attract not distract These distract!

96. In Summary Big Simple Clear Progressive Consistent

97. Some Final Words Communication is the key Text to support the communication Pictures to simplify complex concepts Animations for complex relationships Visuals to support, not to distract Sounds only when absolutely necessary