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POWERPOINT: HOW TO?

POWERPOINT: HOW TO?. Marcia O’Neill Head of School of Business George Fernandez Head of School IT. Overview. Engage. Polish. Tips. Professionalism. Tools. Techniques. Today. Some guidelines to develop design & deliver effective powerpoint presentations.

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POWERPOINT: HOW TO?

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  1. POWERPOINT: HOW TO? Marcia O’Neill Head of School of Business George Fernandez Head of School IT

  2. Overview Engage Polish Tips Professionalism Tools Techniques

  3. Today Some guidelines to develop design & deliver effective powerpoint presentations

  4. Effective presentation

  5. PLAN “By failing to prepare you are preparing to fail “ Benjamin Franklin • Message, goal • Visual aids • Structure • Visualize ideas • Keep it simple – scale

  6. Avoid......death by powerpoint

  7. Produce • create key points • font 30+ • lines per slide 6 – 8 • white space is good • clear graphics • animation & transitions

  8. Produce: design simplicity Death by Powerpoint and how to avoid it Alexi Kaptelov • One point per slide • Very few fonts • Colour theme, matching colours • Photos, not clip art

  9. Remember Powerpoint : .............is just a tool

  10. .... sizedoes matter

  11. ......Reverse text highlights

  12. ......speak louder than words

  13. ......avoid chart junk

  14. http://pol.illinoisstate.edu/jpda/charts/bad_charts1.htm#Pie

  15. Estimated Student Response

  16. Research indicates that ideas are much more likely to be remembered if they are presented as pictures instead of words or pictures paired with words. BIRD

  17. Verbal: people remember about 10% of the content 72 hours later, if you add a picture that figure goes up to 65% BIRD 10% 65%

  18. 5GB 1,000 songs iPod in 2001came with a 5GB of memory 1,000 songs “in your pocket.” more interesting and meaningful

  19. Practice Eye contact Open posture Hand gestures Time Content

  20. Audience needs • Relevance: what’s in it for me • Good structure • Visually appealing • Engaging

  21. Engaging the audience • A good presentation: • Change from passive to active • From shallow to deep listening • To keep them engaged • To get feedback • To test understanding

  22. Listening Modes • Deep Listeners • Reflect on the material • Critically analyse • Have many questions • Surface or Shallow Listeners • Less motivated • Passive • Don’t ask questions

  23. Focus • Too much focus on the visual • Not enough focus on the audience • Think about what they do • Make it a two way street

  24. Cycle Ask questions Feedback Get answers

  25. When to use Powerpoint? • What’s the idea • What should they remember • Different cognitive levels • To what extent we can address complexity with Powerpoint?

  26. Bloom’s Taxonomy Increasing Cognitive Level

  27. Expressing Objectives • Each Bloom level has associated keywords: • I. KNOWLEDGE (testing recall and recognition) • describe which one enumerate • define what is the best one • match choose recall • select how much cite • II. COMPREHENSION (simple translating, interpreting) • classify is this the same as • give an example infer • show discuss • identify select • indicate explain • translate read the graph, table

  28. Expressing Objectives • Each level has associated keywords: III. APPLICATION (to situations that are unfamiliar or have a new aspect) illustrate explain apply identify the results of judge the effects select what would result solve IV. ANALYSIS (breaking down into parts, forms) distinguish interpret test scrutinise analise examine make a distinction demonstrate what's the relationship experiment differentiate investigate

  29. Expressing Objectives • Each level has associated keywords: V. SYNTHESIS (combining elements into new patterns) compose hypothesise propose design predict formulate invent develop state a rule create VI. EVALUATION (according to criteria, and stating why) judge assess recommend evaluate determine measure defend find the errors

  30. Knowledge Recall: select all the true answers The Westminster system: a) Is based on the UK system b) It involves an elected President c) Includes a senator as the Prime Minister d) It consists of two distinct powers

  31. Comprehension Predict:What is most likely to happen to the reliability of a multiple-choice test, where the number of alternatives is changed from three to four? a) It will decrease b) It will increase c) It will stay the same d) There is no basis for making a prediction

  32. Application Correctly apply rules Number plates may have six characters (Upper A-Z, 0-9, spaces ). Which of the following are legal? • ANZ123 • Anz123 • ANZ12 • ANZ12

  33. Analysis Analysesome problems How many different plates can you make starting with ANZ1

  34. Higher Objectives • To test higher cognitive levels we need: • Abstraction, Analysis, Discovery, Hypothesising • Rather than simply remembering facts information • With MCQ, MAQ & short text questions it is difficult to address the higherlevels

  35. Conclusion What do you think the conclusion of today’s discussion should be? Give us: • One sentence • One concept • One thing to remember • One mistake not to make

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