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02/05/2012

Everything you ever wanted to know about how to prepare and deliver an effective presentation, but are afraid to ask

Prof. Dr. Vuong Thanh Son
Prof. Dr. Vuong Thanh Son

Computer Science Department University of British Columbia Vancouver, BC Canada

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How to prepare and deliver an effective presentation

Outline:
Outline:

Introduction BOPPS Principle How to Design Effective Presentations Practice/Conclusions

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02/05/2012

BOPPS

Principle of Effective Presentation

Prof. Dr. Vuong Thanh Son
Prof. Dr. Vuong Thanh Son

Computer Science Department University of British Columbia Vancouver, BC Canada

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BOPPS Principle • B (ridge)
BOPPS Principle
• B (ridge)

• O (bjectives)

• P (retest)

<Presentation, participatory, interactive>

• P (osttest)

• S (ummary)

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Q1. Peer Instruction Question

Q1. Peer Instruction Question What does the B in BOPPS stand for in the Design of

What does the B in BOPPS stand for in the Design of Effective Presentations ?

A.Brilliant B.Bad C.Bridge D.Be prepared E.None of the above

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Q1. Peer Instruction Question

Q1. Peer Instruction Question What does the B in BOPPS stand for in the Design of

What does the B in BOPPS stand for in the Design of Effective Presentations ?

A.Brilliant B.Bad C.Bridge D.Be prepared E.None of the above

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02/05/2012

Q2. Peer Instruction Question

Q2. Peer Instruction Question What does the O in BOPPS stand for in the Design of

What does the O in BOPPS stand for in the Design of Effective Presentations ?

A.Ontime B.Opinion C.Overpower D.Objectives E.None of the above

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A2. Peer Instruction Question

A2. Peer Instruction Question What does the O in BOPPS stand for in the Design of

What does the O in BOPPS stand for in the Design of Effective Presentations ?

A.Ontime B.Opinion C.Overpower D.Objectives E.None of the above

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02/05/2012

Q3. Peer Instruction Question

Q3. Peer Instruction Question What does the PP in BOPPS stand for in the Design of

What does the PP in BOPPS stand for in the Design of Effective Presentations ?

A.Participate and Prepare B.Pre-test and Post-test C.Prepare and Practice D.Plan and Participate E.None of the above

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A3. Peer Instruction Question

A3. Peer Instruction Question What does the PP in BOPPS stand for in the Design of

What does the PP in BOPPS stand for in the Design of Effective Presentations ?

A.Participate and Prepare B.Pre-test and Post-test C.Prepare and Practice D.Plan and Participate E.None of the above

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02/05/2012

How to Design Effective “PowerPoint Presentations”

Prof. Dr. Vuong Thanh Son
Prof. Dr. Vuong Thanh Son

Computer Science Department University of British Columbia Vancouver, BC Canada

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Make It Big

Make It Big 12

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02/05/2012

Make it Big (Text) • This is Arial 12 • This is Arial 18
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

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Make it Big (Text) • This is Arial 12 Too Small • This is Arial
Make it Big (Text)
• This is Arial 12
Too Small
• This is Arial 18

• This is Arial 24

• This is Arial 32

• This is Arial 36

• This is Arial 44

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Keep It Simple

Keep It Simple 15

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Make It Big (How to Estimate)
Make It Big (How to Estimate)

• Look at it from 2 metres away 2 m

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Keep It Simple (Text) • Too many colours
Keep It Simple (Text)
• Too many colours

•• TooToo Many Fonts and Styles

• The 6 x 7 rule

– No more than 6 lines per slide – No more than 7 words per line

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Keep It Simple (Text) Instructional Technology:
Keep It Simple (Text)
Instructional Technology:

A complex integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems

Too detailed !

and devising, implementing, evaluating,

and managing solutions to those

problems in situations in which learning is purposive and controlled (HMRS 5th ed.)

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02/05/2012

Keep It Simple (Text) Instructional Technology:
Keep It Simple (Text)
Instructional Technology:

A process

involving people, procedures & tools

Much Simpler

for solutions

to problems in learning (HMRS 5th ed.)

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

02/05/2012

Falling Leaves in Millions In 10 6 Delhi Mumbai Goa January 11 14 3 February
Falling Leaves in Millions
In 10 6
Delhi
Mumbai
Goa
January
11
14
3
February
1
12
16
March
17
6
16
April
16
10
7
May
8
10
14
Much Simpler
June
16
0
4
July
8
15
18
August
8
18
17
September
4
18
9
October
2
9
5
November
5
0
6
December
12
9
3
21
Falling Leaves 50 Goa 45 Mumbai 40 Delhi 35 30 25 Too detailed ! 20
Falling Leaves
50
Goa
45
Mumbai
40
Delhi
35
30
25
Too
detailed
!
20
15
10
5
0
22
January
February
March
April
May
June
July
August
September
October
November
December

02/05/2012

Falling Leaves 50 Goa Mumbai Delhi 40 30 Much Simpler 20 10 0 23 January
Falling Leaves
50
Goa
Mumbai
Delhi
40
30
Much Simpler
20
10
0
23
January
March
May
July
September
November
Designing Effective PowerPoint Presentation Big Progressive Simple Consistent Clear Summary
Designing Effective
PowerPoint Presentation
Big
Progressive
Simple
Consistent
Clear
Summary

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02/05/2012

Keep It Simple (Picture) • Art work may distract your audience
Keep It Simple (Picture)
• Art work may distract your audience

Artistry does not substitute for content

Keep It Simple (Picture) • Art work may distract your audience • Artistry does not substitute
Keep It Simple (Picture) • Art work may distract your audience • Artistry does not substitute
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Keep It Simple (Sound) • Sound effects may distract too
Keep It Simple (Sound)
• Sound effects may distract too

• Use sound only when necessary

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

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Keep It Simple (Transition) •
Keep It Simple (Transition)

This transition is annoying, not enhancing

• "Appear" and "Disappear" are better

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Keep It Simple (Animation) 2 m Too distracting ! 28
Keep It Simple (Animation)
2 m
Too distracting !
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Keep It Simple (Animation) 2 m Simple & to the point 29
Keep It Simple (Animation)
2 m
Simple & to the point
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Make It Clear

Make It Clear 30

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Make It Clear (Capitalisation) •
Make It Clear (Capitalisation)

ALL CAPITAL LETTERS ARE DIFFICULT TO READ

• Upper and lower case letters are easier

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Make It Clear (Fonts)
Make It Clear (Fonts)

Sanserif

Make It Clear (Fonts) Sanserif Z clear Serif Z b u s y 32

Z

clear

Serif

Z
Z

busy

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Make It Clear (Fonts) • Serif fonts are difficult to read on screen
Make It Clear (Fonts)
• 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

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Make It Clear (Numbers)
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

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02/05/2012

Make It Clear (Numbers) How to put a giraffe into a fridge?
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

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Make It Clear (Bullets) Use bullets to show a list without
Make It Clear (Bullets)
Use bullets to show a list without

• Priority

• Sequence

• Hierarchy,

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02/05/2012

Make It Clear (Colours) • Use contrasting colours
Make It Clear (Colours)
• Use contrasting colours

• Light on dark vs dark on light

• Use complementary colours

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Make It Clear (Contrast) • Use contrasting colours
Make It Clear (Contrast)
• Use contrasting colours
Make It Clear (Contrast) • Use contrasting colours • Light on dark vs dark high on

• Light on dark vs dark high on light contrast

• Use complementary colours

• Use contrasting colours • Light on dark vs dark high on light contrast • Use

low contrast

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02/05/2012

Make It Clear (Contrast) • Use contrasting colours
Make It Clear (Contrast)
• Use contrasting colours

• Light on dark vs dark on light

• Use complementary colours

This is light on dark

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Make It Clear (Contrast) • Use contrasting colours
Make It Clear (Contrast)
• Use contrasting colours

• Light on dark vs dark on light

• Use complementary colours

This is dark on light

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02/05/2012

Make It Clear (Complement) • Use contrasting colours • Light on dark vs dark on
Make It Clear (Complement)
• Use contrasting colours
• Light on dark vs dark on light
• Use complementary colours

These colours do not complement

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Make It Clear (Complement) • Use contrasting colours • Light on dark vs dark on
Make It Clear (Complement)
• Use contrasting colours
• Light on dark vs dark on light
• Use complementary colours

These colours complement

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02/05/2012

Make It Clear (Size) • Size implies importance
Make It Clear (Size)
• Size implies importance
Make It Clear (Size) • Size implies importance 43

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Make It Clear (Size)
Make It Clear (Size)

• Size implies importance

Make It Clear (Size) • Size implies importance 44

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Make It Clear (Focal Points) • Focal points direct attention
Make It Clear (Focal Points)
• Focal points direct attention

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Make It Clear (Focal Points) • Focal points direct attention
Make It Clear (Focal Points)
• Focal points direct attention
Make It Clear (Focal Points) • Focal points direct attention 46

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Be Progressive

Be Progressive 47

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Types of Instructional Tools Discovery Learning Individual Social Constructive Constructive Tools Tools Guided
Types of Instructional Tools
Discovery
Learning
Individual
Social
Constructive
Constructive
Tools
Tools
Guided
Too many in one go!
Informational Tools
Inquiry
Individual
Social
Instructive
Communicative
Tools
Tools
Direct
Instruction
Mode of Instruction

Individual

Pair

Group

Complexity of Interactions

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02/05/2012

Types of Instructional Tools Discovery Learning Individual Social Constructive Constructive Tools Tools Guided
Types of Instructional Tools
Discovery
Learning
Individual
Social
Constructive
Constructive
Tools
Tools
Guided
Inquiry
Progressive &
thus focused
Communicative
Direct
Instruction
Mode of Instruction

Individual

Pair

Group

Complexity of Interactions

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Understanding Technology Mouse I/O Error Main Storage CPU Function key Software Too many & not
Understanding Technology
Mouse
I/O Error
Main Storage
CPU
Function key
Software
Too many &
not focused
Debugger
Floppy disk

User interface

Backup system

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02/05/2012

Understanding Technology Mouse I/O Error Main Storage CPU
Understanding Technology
Mouse
I/O Error
Main Storage
CPU
Understanding Technology Mouse I/O Error Main Storage CPU Progressive & thus focused Function key Software Floppy

Progressive & thus focused

Function key

Software

Floppy disk

User interface

Debugger

Backup system

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Be Consistent

Be Consistent 52

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02/05/2012

Be Consistent • Differences draw attention
Be Consistent
• Differences draw attention

• Differences may imply importance

• Use surprises to attract not distract

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Be Consistent Differences draw attention
Be Consistent
Differences draw attention

Differences may imply importance

Use surprises to attract not distract

This tick draws attention

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02/05/2012

Be Consistent
Be Consistent

Differences draw attention Differences may imply importance

o Use surprises to attract not distract

draw attention Differences may imply importance o Use surprises to attract not distract These differences distract!

These differences distract!

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Be Consistent • Differences draw attention
Be Consistent
• Differences draw attention

Differences may imply importance

draw attention • Differences may imply importance • Use surprises to attract not distract This implies

Use surprises to attract not distract

This implies importance

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02/05/2012

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

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Be Consistent • Differences draw attention
Be Consistent
Differences draw attention
Be Consistent • Differences draw attention • Differences may imply importance • Use surprises to attract

• Differences may imply importance

• Use surprises to attract not distract

This surprise attracts

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02/05/2012

Be Consistent • Differences draw attention
Be Consistent
Differences draw attention
Be Consistent • Differences draw attention • Differences may imply importance • Use surprises to attract

• Differences may imply importance

• Use surprises to attract not distract

These distract!

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Summary - Effective Presentation

• BOPPS Principle
• BOPPS Principle

Key Points:

Big Simple Clear Progressive Consistent

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02/05/2012

Some Final Words 61

Some Final Words

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When Creating • Text to support the communication
When Creating
• 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

• Think about the people in the back of the room when creating slides

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When Presenting • Speak loudly and clearly with fluctuation
When Presenting
• Speak loudly and clearly with fluctuation

• Direct your words to all aspects of the room

• Maintain eye contact with your audience

• Ask questions of your audience

– (if applicable)

• Don’t read the slides word-for-word, use them for reference

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Closing Remarks • Apply the BOPPS Principle
Closing Remarks
• Apply the BOPPS Principle

• Practice your presentation before a neutral audience

– Ask for feedback

• Be particular about the time allotted for presentation

• Leave time for questions

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02/05/2012

Thank You !

Thank You ! 65

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