The key is to keep your references professional and relevant. Always make sure that you can relate the information back to your presentation material. Unless you happen to be a graphic designer, creating an engaging PowerPoint is time consuming and rarely done well. This is especially true if your content is data-heavy. Skip the trouble and focus on delivering your presentation without a visual aid. If you need to refer to talking points or prompts, keep them on a smartphone or tablet that you can use as a prop.
Offer to send your notes to your listeners after the presentation is over, so they can refer to them later. If you must use a PowerPoint presentation, remember that less is more.
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Your listeners can only hear and comprehend so much at a time. Speaking at a steady, deliberate pace that is easy to follow will help you be more persuasive and win your audience over. Avoid sounding monotonous by varying your pace and speaking fast and slow , pausing frequently to let information sink in. Colours carry connotations and can be a powerful psychological tool when presenting. The colour blue, for example, is associated with calm and safety while green is associated with success and activity.
You can easily spice up a presentation by encouraging your audience to interact with you and with each other. There are a number of ways to do this. Email Address. Sign In.
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Access provided by: anon Sign Out. Technical Presentations - Book 2: Structure - Anatomy of a Successful Presentation Abstract: A technical expert must not only know, understand and interpret complex data but also present the facts through clear, concise and correct speech. The first step in conveying technical information is to establish a clear understanding of when, where, why, how, what and to whom your information is to be presented.
It is also possible to. Study assigned readings before each class. Be prepared for questions, references to those readings, and other activities building on that material. Take notes in outline form as you read the text, indicate key points with a highlighter, note connections between sections, make lists of questions that come to mind or uncertainties, and pause frequently to summarize the key points of each section or chapter.
Compare your lists of questions and your lists of key points with those of others in the class. Bring questions to class or recitation sections and ask the instructor to answer them. Look in supplemental texts to see how other authors present similar topics, especially if the points seem vague or unclear in the primary text. Remember that often the presentation that introduces new information, concepts, and vocabulary will seem foreign.
Another presentation with a slightly different twist may help you see something differently or may confirm that you have identified key points. Study and review worked examples before attacking the homework problems. Read over questions, exercises, and problems that are not assigned and think about how to answer them. Group questions or problems by the topics they address or the methods required to solve them. Summarize by writing your own problems. Consult worked examples in other texts.
This approach offers considerable flexibility, given that many smaller textbook publishers are now subsidiaries of larger corporations. Another option is to combine resources from several different publishers and to offer students a "coursepack" instead of a textbook. Many college bookstores and copy centers will work with faculty members to collect chapters, readings, and supplements. They obtain the required copyrights, and bind and sell custom-designed materials tailored for a particular course.
The Internet is an international high-speed electronic communications network linking many local, regional, and national networks which allows individuals at institutions or at home to access each other's computers for rapid communication or information retrieval.
For some, the value of the Internet is that it allows users at remote locations to sign-on to computers where they have accounts, often using connection software called telnet. For others, rapid electronic communication and document sharing replaces phone conversations and meetings and facilitates collaboration.
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Another major use of the Internet has been to provide free public access to documents in electronic form. Many individuals and organizations "post" documents on their own computers so that others can obtain electronic copies without need for special accounts and passwords.
File transfers can be made by FTP file transfer protocol software, and for many who have posted documents to their Web pages see below , file transfers can be initiated by as little as the click of a button on the title of the document. The World Wide Web WWW is a system of linking information text, sound, graphics, and video in a way that allows for easy movement between related documents and sites. To use the Web you need a computer with special software that is called a browser, such as Lynx, Mosaic, Cello, or Netscape, or equivalent services available through commercial Internet providers.
Highly detailed text, graphics, and videos are available on a wide array of topics. The Internet and the ease of information viewing and retrieval that are possible through the Web mean that students are no longer limited to information provided by textbooks and printed materials in libraries.
Students may "search" on the World Wide Web for preprints and reprints of articles, for discussion bulletin boards on specialized topics, for conference abstracts and proceedings, or for topical compilations of materials for research or teaching. Most Web navigational software systems include search engines that allow the user to locate information or sites by topic area. With more than a thousand new Web sites added every day, browsing for information on the Web needs to be done even more carefully than a literature search for library references.
Bear in mind that while the Web holds enormous potential in providing access to information, much of the information available has not been reviewed for quality or reliability. Course Web pages give students easy access to assigned readings and reference material.
JaypeeDigital | Audio-Visual Aids (Instructional Media)
A number of electronic resources are available to those seeking information about education. Many professional societies have created Web pages with information about their educational initiatives and with links to other resources. Also, consider looking at the information posted by those who fund educational initiatives, including the National Science Foundation, the Howard Hughes Medical Institute, and the Department of Education. Electronic mail "e-mail" enables students and faculty to communicate with each other and with people all over the world. Many groups have adopted or created systems under which messages sent to a single address are delivered to mail accounts of all members of the group.
This kind of electronic bulletin board is called a "listserv. Another form of group electronic communication is through a bulletin board on which messages are posted, called a newsgroup.
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Interested readers must sign on to a particular electronic address to find and read messages or posted documents. Bulletin boards of this type permit readers to leave their reactions to and comments on the postings of others. Many instructors use electronic communication to facilitate interactions among students, and between students and themselves. Some faculty. Sample uses of e-mail or Web pages for communication include:. Students send questions electronically to the instructor, which gives them an opportunity to express a doubt or misconception that they might have been afraid to voice in class.
The instructor can transmit the question and the answer simultaneously to all students, without identifying the individual who asked the question.
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Students send or post questions about course material and are encouraged to answer each other's questions. Faculty members can monitor these exchanges to gauge student understanding and progress.
Faculty hold "electronic office hours" in addition to traditional ones, so that students can ask a question and receive an answer almost immediately. This approach is becoming more common at institutions with a large commuter population, where students cannot always attend the faculty member's office hours. Faculty require drafts of student papers to be submitted electronically; not only does this make it easier for some faculty to review the draft, it forces the student to become familiar with technology used in the workplace.