Transcript of Presenting Lectures with PowerPoint Dan McCloy UW Linguistics Department September 2011 TA Training.
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- Presenting Lectures with PowerPoint Dan McCloy UW Linguistics
Department September 2011 TA Training
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- Agenda Before you start Color schemes Slide masters Developing
content Information density Pacing yourself Good design Tables,
diagrams, and illustrations
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- Color Schemes Access via the Colors button on the Design tab
Use a template slide (like the following slide) to test out your
color scheme choices You can customize forever, but dont waste your
time: if a pre-built scheme is good enough, use it.
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- Color & Font Test Slide Standard text color sn Hyperlink
color Hyperlink color Default table header color defaultcellcolor
1234567890
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- Slide Masters Access via the Slide Master button on the View
tab Adjust fonts, colors, footers, margins, centering, etc. Add
persistent graphic elements if desired Some pre-built graphic
backgrounds are on the Design tab.
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- Slide Masters (cont.) WARNING! if just a single slide is
selected when switching to a different master (via the Design tab),
PowerPoint will switch the ENTIRE PRESENTATION to the new master.
To switch just a single slide: insert a blank slide, select both
the desired slide and the blank one, switch both to the new master,
then delete the blank one.
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- Information Density Dont be afraid of sparse slides: Give
yourself room to elaborate Telegraphic speech or complete
sentences? Telegraphic speech is faster to read, so students can
focus on your lecture Complete sentences allow slides to stand
alone as review material Choice of one or the other depends on what
you want the slides to do
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- Examples: Information Density
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- Linguistics 450/550: Introduction to PhoneticsSlides by Richard
Wright & Dan McCloy, University of Washington Pressure The air
around us is a fluid (it flows). This is not the same thing as
being a liquid. The air is under pressure from the weight of the
atmosphere pushing down from above. Objects moving through fluids
create localized changes in pressure. In a homogeneous fluid (same
properties throughout), pressure changes begin at the source of
movement and propagate outward spherically. Keywords are
highlighted, the content is thematically cohesive, and later
bullets build on earlier ones.
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- Linguistics 450/550: Introduction to PhoneticsSlides by Richard
Wright & Dan McCloy, University of Washington Waves Objects
moving at regular intervals of time are vibrating. Vibrating
objects cause periodic pressure changes (pressure changes that
fluctuate in a repeating pattern). Such repeating patterns are
called waves. Whitespace is okay! Stick to the basics, and
elaborate verbally with metaphors, analogies, examples, or
information that is more in-depth.
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- Linguistics 450/550: Introduction to PhoneticsSlides by Richard
Wright & Dan McCloy, University of Washington What is Sound?
Sound is the (human) perceptual response to pressure fluctuations
in the atmosphere. Technically, sound only exists in the awareness
of the hearer. Only pressure waves exist in the atmosphere. In
practice, however, we commonly talk about sound waves and sound
pressure. This content could easily have fit on the previous slide,
but works better as its own slide because the material is
conceptually distinct.
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- Pacing Yourself In general dont spend less than 1 minute on any
slide Anywhere from 1-5 minutes (or more) per slide is fine Taking
notes helps many students learn better, and if EVERYTHING is
already on the slide, they may not take notes Have the next days
slides ready If you finish early, you can fall back on a preview of
tomorrows material Better: have optional exercises, demos, data
sets, or audio/video files standing by to fill in extra time
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- Pacing Yourself (continued) Dont feel like you need to lecture
for the whole class time Example: for a 90-minute phonetics
lecture, I plan: 30-40 minutes of new material (lecture+slides) 20
minutes for questions & review of previous day 20-30 minutes of
audio files, analysis demos, etc 5-10 minutes break
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- Good Design EVERYTHING on a slide is information Think about
what information should be foreground and what should be background
Judicious use of color, line weight, size, and italics/bold can
make a big difference in how easily a slide is understood.
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- Consonant Place Features (This chart only shows fricatives)
bilabial labio- dental inter- dental alveolar palato- alveolar
retroflex alveolo- palatal palatalvelaruvular pharyn- geal glottal
fvsz x h +labial labial labio- dental +labio- dental labiodental
coronal+coronal coronal 0 anterior+ anterior anterior+ ant. ant.0
anterior 0 strident strid.+strident strid.0 strident 0
distributed+dist. dist.+dist. dist.+dist.0 distributed
dorsal+dorsal dorsal 0 high+high high0 high 0 low low+low0 low 0
front+front front0 front 0 back back+back0 back Linguistics
450/550: Introduction to PhoneticsSlides by Richard Wright &
Dan McCloy, University of Washington What is most important on this
slide? What stands out most?
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- Consonant Place Features (This chart only shows fricatives)
bilabial labio- dental inter- dental alveolar palato- alveolar
retroflex alveolo- palatal palatalvelaruvular pharyn- geal glottal
fvsz x h +labial labial labio- dental +labio- dental labiodental
coronal+coronal coronal 0 anterior+ anterior anterior+ ant. ant.0
anterior 0 strident strid.+strident strid.0 strident 0
distributed+dist. dist.+dist. dist.+dist.0 distributed
dorsal+dorsal dorsal 0 high+high high0 high 0 low low+low0 low 0
front+front front0 front 0 back back+back0 back Linguistics
450/550: Introduction to PhoneticsSlides by Richard Wright &
Dan McCloy, University of Washington What is most important on this
slide? What stands out most?
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- The Power of Imagery Illustrations can take a LONG time to
create, but can also make hard concepts easy Prioritize
illustrations for the hardest concepts first Avoid spending hours
on illustrations at the expense of other content Use placeholders
(you can always just delete them if you run out of time) Use
animation only when it reinforces the concept
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- Some Illustration Examples
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- Linguistics 450/550: Introduction to PhoneticsSlides by Richard
Wright & Dan McCloy, University of Washington Voice Onset Time
(VOT) Onset of voicing Stop closure Release burst VOT time Note the
color coding of the different landmarks
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- The Glottalic Airstream Mechanism Glottalic Egressive Sounds
(Ejectives) 1.Air is trapped between glottal and oral closures.
2.Trapped air gets compressed by raising the larynx. 3.When the
oral closure is released, a burst of compressed air exits the oral
cavity, generating the speech sound. All ejectives are voiceless,
and are transcribed with a diacritic added to the symbol for the
corresponding pulmonic voiceless consonant: / p t k / 123 Quechua
Voiceless tongue[qa u] bridge[ aka] Aspirated shawl[q a u] large
ant[ aka] Ejective tomato sauce[q a u] hoarse[ aka]
http://archive.phonetics.ucla.edu/ Note the correspondence between
images and text
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- Linguistics 450/550: Introduction to PhoneticsSlides by Richard
Wright & Dan McCloy, University of Washington English
/b/English /p/ Cross-Linguistic Comparisons of VOT Sources: Rosner,
B.S. et al. Voice-onset times for Castilian Spanish initial stops.
Journal of Phonetics (2000) 28, 217224. Kessinger, R.H. and
Blumstein, S.E. Effects of speaking rate on voice-onset time in
Thai, French, and English. Journal of Phonetics (1997) 25, 143168.
-160-120-80-4004080120160 ms French /b/French /p/ Spanish
/b/Spanish /p/ English /d/English /t/Spanish /d/Spanish /t/French
/d/French /t/ Thai /b/ Thai /p / Thai /p/ Thai /d/ Thai /t / Thai
/t/ ANIMATED SLIDE This slide is animated to show each language
individually, then show all four at the end. The time axis is the
most important element, so it is the darkest color.
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- Linguistics 450/550: Introduction to PhoneticsSlides by Richard
Wright & Dan McCloy, University of Washington time (ms) 12345
Peak-to-Peak Amplitude The peak-to-peak amplitude is calculated by
finding the difference between the highest and lowest values of the
wave. amplitude (mV) Amplitude = 2 mV 1 2 3 3 2 1 ANIMATED SLIDE
Here, the time and amplitude axes are less important, so they
appear in a muted color.
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- Linguistics 450/550: Introduction to PhoneticsSlides by Richard
Wright & Dan McCloy, University of Washington Root Mean Square
(RMS) Amplitude The RMS is the average value of the amplitude of
the wave over time. Because part of the wave is below zero, we
square each of the values first to make them all positive. After
finding the average of the squared values, we take the square root
of the result. time (ms) amplitude (mV) 12345 1 2 3 3 2 1 ANIMATED
SLIDE Amplitude = 0.7071 mV Note that the graph did not move
between this slide and the previous one. This makes the parts that
ARE different really stand out.
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- Linguistics 450/550: Introduction to PhoneticsSlides by Richard
Wright & Dan McCloy, University of Washington time (ms) 12345
Calculating Amplitude: Which Method is Best? Phoneticians typically
use RMS amplitude because it more closely correlates to humans
perceived loudness of sound. RMS is also better at distinguishing
complex waves: amplitude (mV) 1 2 3 3 2 1 same peak-to-peak
amplitude different RMS amplitudes ANIMATED SLIDE This slide
probably could have been done without animation and been just as
clear
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- Summary Slides Summary slides are awesome! Interim summary
slides make great transition points Summary slides are flexible in
how long you spend talking about them, depending on how short on
time you are
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- Linguistics 450/550: Introduction to PhoneticsSlides by Richard
Wright & Dan McCloy, University of Washington Summary Frequency
is measured in Hz (cycles per second) and is a property of waves.
Pitch is the percept of frequency, measured in Bark or Mels.
Amplitude is a measure of the magnitude of pressure fluctuations
(measured in Pa or mV). Intensity (measured in dB) is usually
calculated by the root mean square method of measuring amplitude
over a span of time. Loudness is the percept of intensity, measured
in sones or Phon. Phase does not affect our perception of sound per
se, but it does help us identify a sounds directional source.
Example summary slide
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- Summary Save time by making some decisions up front (color
scheme, slide master) Pace yourself and keep the information
density low Its a lecture, not a slideshow: slides are speaker
support Focus illustration efforts on the hardest concepts, and
foreground important elements using color or other design
elements