Jonathan Schwabish
- Published in print:
- 2016
- Published Online:
- September 2017
- ISBN:
- 9780231175210
- eISBN:
- 9780231542791
- Item type:
- book
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231175210.001.0001
- Subject:
- Information Science, Communications
Whether you are a university professor, researcher at a think tank, graduate student, or analyst at a private firm, chances are that at some point you have presented your work in front of an ...
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Whether you are a university professor, researcher at a think tank, graduate student, or analyst at a private firm, chances are that at some point you have presented your work in front of an audience. Most of us approach this task by converting a written document into slides, but the result is often a text-heavy presentation saddled with bullet points, stock images, and graphs too complex for an audience to decipher—much less understand. Presenting is fundamentally different from writing, and with only a little more time, a little more effort, and a little more planning, you can communicate your work with force and clarity.
Designed for presenters of scholarly or data-intensive content, Better Presentations details essential strategies for developing clear, sophisticated, and visually captivating presentations. Following three core principles—visualize, unify, and focus—Better Presentations describes how to visualize data effectively, find and use images appropriately, choose sensible fonts and colors, edit text for powerful delivery, and restructure a written argument for maximum engagement and persuasion. With a range of clear examples for what to do (and what not to do), the practical package offered in Better Presentations shares the best techniques to display work and the best tactics for winning over audiences. It pushes presenters past the frustration and intimidation of the process to more effective, memorable, and persuasive presentations.Less
Whether you are a university professor, researcher at a think tank, graduate student, or analyst at a private firm, chances are that at some point you have presented your work in front of an audience. Most of us approach this task by converting a written document into slides, but the result is often a text-heavy presentation saddled with bullet points, stock images, and graphs too complex for an audience to decipher—much less understand. Presenting is fundamentally different from writing, and with only a little more time, a little more effort, and a little more planning, you can communicate your work with force and clarity.
Designed for presenters of scholarly or data-intensive content, Better Presentations details essential strategies for developing clear, sophisticated, and visually captivating presentations. Following three core principles—visualize, unify, and focus—Better Presentations describes how to visualize data effectively, find and use images appropriately, choose sensible fonts and colors, edit text for powerful delivery, and restructure a written argument for maximum engagement and persuasion. With a range of clear examples for what to do (and what not to do), the practical package offered in Better Presentations shares the best techniques to display work and the best tactics for winning over audiences. It pushes presenters past the frustration and intimidation of the process to more effective, memorable, and persuasive presentations.
Gena R. Greher and Jesse M. Heines
- Published in print:
- 2014
- Published Online:
- November 2020
- ISBN:
- 9780199826179
- eISBN:
- 9780197563182
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199826179.003.0014
- Subject:
- Computer Science, Audio Processing
By now you must have realized that we do not shy away from using technology, whether directly in our teaching or in the administration of our Sound Thinking course. A great deal of time, thought, ...
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By now you must have realized that we do not shy away from using technology, whether directly in our teaching or in the administration of our Sound Thinking course. A great deal of time, thought, and effort goes into maintaining a very detailed course website where students can access the course syllabus, obtain contact information for each other, review class notes, retrieve assignment parameters, check their grades for each assignment, and find links to a host of resources to help them succeed in the course (please see our course website at soundthinking.uml.edu). Since we also wanted our course website to serve as an archival repository, until recently (more about this later) we linked it to a social networking site. The additional site provided opportunities for student input. The purposes of all the web support is to enable students to interact with us and their peers beyond the classroom and to facilitate their ability to post their reflections, respond to instructor-initiated questions, pose questions themselves and answer questions posed by other students, upload and share music and video links with the class, and post their completed projects so that everyone can see what everyone else did on a given project. In addition, each class is videotaped, archived, and linked to our course website. Our goal in making all of this information readily available is to ensure that everything a student needs to know regarding any aspect of the course can be accessed anytime, anywhere. If, for whatever reason, a student can’t be in class, the assignments, notes on what was covered in class, and an actual video of a particular day’s class are always available 24/7. We all know that on many levels, and for different people at various times in any course, there will be those moments when the learning curve will seem insurmountable. Those moments are most likely to occur at 2:00 AM. To that end, we encourage you to adopt some form of course website as an extension of your face-to-face meeting time.
Less
By now you must have realized that we do not shy away from using technology, whether directly in our teaching or in the administration of our Sound Thinking course. A great deal of time, thought, and effort goes into maintaining a very detailed course website where students can access the course syllabus, obtain contact information for each other, review class notes, retrieve assignment parameters, check their grades for each assignment, and find links to a host of resources to help them succeed in the course (please see our course website at soundthinking.uml.edu). Since we also wanted our course website to serve as an archival repository, until recently (more about this later) we linked it to a social networking site. The additional site provided opportunities for student input. The purposes of all the web support is to enable students to interact with us and their peers beyond the classroom and to facilitate their ability to post their reflections, respond to instructor-initiated questions, pose questions themselves and answer questions posed by other students, upload and share music and video links with the class, and post their completed projects so that everyone can see what everyone else did on a given project. In addition, each class is videotaped, archived, and linked to our course website. Our goal in making all of this information readily available is to ensure that everything a student needs to know regarding any aspect of the course can be accessed anytime, anywhere. If, for whatever reason, a student can’t be in class, the assignments, notes on what was covered in class, and an actual video of a particular day’s class are always available 24/7. We all know that on many levels, and for different people at various times in any course, there will be those moments when the learning curve will seem insurmountable. Those moments are most likely to occur at 2:00 AM. To that end, we encourage you to adopt some form of course website as an extension of your face-to-face meeting time.
