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Designing Effective PowerPoint Presentations
Victor Chen ERAU
Best viewed by PowerPoint 2001 or later Click whenever you want to continue
Designing Effective PowerPoint Presentation
Big Progressive Simple Summary
Consistent Clear
Click the words to explore Press <-- to go back Press Esc to stop
Make It
Big
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
Make it Big (Text)
This is Arial 12
This is Arial 18
Too Small
This is Arial 24
This is Arial 32
This is Arial 36
This is Arial 44
Make It Big (How to Estimate)
Look at it from 2 metres away 2m
Keep It Simple
Keep It Simple (Text)
Too many colours Too Many Fonts and Styles The 6 x 7 rule No more than 6 lines per slide No more than 7 words per line
Keep It Simple (Text)
Instructional Technology: A complex integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems and devising, implementing, evaluating, Too detailed ! and managing solutions to those problems in situations in which learning is purposive and controlled (HMRS 5th ed.)
Keep It Simple (Text)
Instructional Technology: A process involving people, procedures & tools for solutions Much Simpler to problems in learning (HMRS 5th ed.)
Falling Leaves Observed
Christchurch January Dunedin Wellington 3,034,564 11,532,234 14,123,654
In 106 January February March April May June July August September October November December Christchurch 11 1 17 16 8 8 8 4 2 5 12 16 Dunedin 14 12 6 10 10 0 15 18 18 9 0 9 Wellington 3 16 16 7 14 4 18 17 9 5 6 3
Much Simpler
Falling Leaves 50 45 40 35 30 25 20 15 10 5 0 January February March April May June July August September October November December
Much Simpler 20 10 0 January March May July September November
Keep It Simple (Picture)
Art work may distract your audience Artistry does not substitute for content
Keep It Simple (Sound)
Sound effects may distract too Use sound only when necessary
Keep It Simple (Transition)
This transition is annoying, not enhancing "Appear" and "Disappear" are better
Keep It Simple (Animation)
2m
Too distracting !
Keep It Simple (Animation)
2m
Simple & to the point
Make It Clear
Make It Clear (Capitalisation)
ALL CAPITAL LETTERS ARE DIFFICULT TO READ Upper and lower case letters are easier
Make It Clear (Fonts)
Sanserif
clear
Serif
Z busy
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
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
Make It Clear (Numbers)
How to put a giraffe into a fridge? 1. 2. 3. 4. Open the door of the fridge Take out the elephant Put the giraffe in Close the door
Make It Clear (Bullets)
Use bullets to show a list without Priority Sequence Hierarchy, ..
Make It Clear (Colours)
Use contrasting colours Light on dark vs dark on light Use complementary colours
Make It Clear (Contrast)
Use contrasting colours Light on dark vs dark on light high contrast Use complementary colours low contrast
Make It Clear (Contrast)
Use contrasting colours Light on dark vs dark on light Use complementary colours
This is light on dark
Make It Clear (Contrast)
Use contrasting colours Light on dark vs dark on light Use complementary colours
This is dark on light
Make It Clear (Complement)
Use contrasting colours
Light on dark vs dark on light Use complementary colours
These colours do not complement
Make It Clear (Complement)
Use contrasting colours
Light on dark vs dark on light Use complementary colours
These colours complement
Make It Clear (Size)
Size implies importance
Make It Clear (Size)
Size implies importance
Make It Clear (Focal Points)
Focal points direct attention
Make It Clear (Focal Points)
Focal points direct attention
Be Progressive
Types of Instructional Tools
Discovery Learning Individual Constructive Tools Social Constructive Tools
Mode of Instruction
Guided Inquiry
Informational Tools go! Too many in one
Individual Instructive Tools Social Communicative Tools
Direct Instruction
Individual
Pair
Group
Complexity of Interactions
Types of Instructional Tools
Discovery Learning Individual Constructive Tools Social Constructive Tools
Mode of Instruction
Guided Inquiry
Direct Instruction
Progressive & Individual Social Instructive Communicative thus focused Tools Tools Individual Pair Group Complexity of Interactions
Informational Tools
Understanding Technology Mouse Main Storage Function key Software Floppy disk
I/O Error CPU
Too many & User interface not focused Debugger
Backup system
Understanding Technology Mouse Main Storage Function key Software Floppy disk
I/O Error CPU
User interface Progressive & thus focusedDebugger Backup system
Be Consistent
Be Consistent Differences draw attention Differences may imply importance Use surprises to attract not distract
Be Consistent
Differences draw attention
Differences may imply importance Use surprises to attract not distract This tick draws attention
Be Consistent
Differences draw attention
Differences may imply importance
o Use surprises to attract not distract
These differences distract!
Be Consistent Differences draw attention Differences may imply importance Use surprises to attract not distract This implies importance
Be Consistent Differences draw attention Differences may imply importance Use surprises to attract not distract
Confusing differences!
Be Consistent Differences draw attention Differences may imply importance Use surprises to attract not distract
This surprise attracts
Be Consistent Differences draw attention Differences may imply importance Use surprises to attract not distract
These distract!
In Summary Big Simple Clear Progressive Consistent
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
Want more? Contact ERAU for more Victor Chen (ext 7435; v.chen@erau)
