On Presentations - PUC-Rioinf2921/2013_2/docs/aulas/INF... · Research Design and Academic Writing...

Research Design and Academic Writing • 2013.2

@ 2013 Simone DJ Barbosa, Departamento de Informática, PUC-Rio 1

03/10/2013

On Presentations

INF2793 – Research Design & Academic Writing

Prof. Simone D.J. Barbosa

[email protected]

sala 410 RDC

presentation



03/10/2013

communication

not

decoration



03/10/2013

slides≠

notes≠

handouts

“At a minimum, a presentation

format should do no harm.”

(Tufte, 2003)



03/10/2013

http://www.slideshare.net/garr/guy-kawasakis-foreword-for-presentation-zen

http://www.slideshare.net/garr/guy-kawasakis-foreword-for-presentation-zen



03/10/2013

http://sixminutes.dlugan.com/ethos-pathos-logos/

ethos

pathos

logos

credibility of the speaker

emotional connection to the audience

logical argument

preparation

(Reynolds, 2008)



03/10/2013

How much time do I have?

What’s the venue like?



03/10/2013

Who is the audience?

What is their background?

What do they expect of me?

What do I want them to do?



03/10/2013

What is the fundamental purpose of my talk?

What’s the story here?



03/10/2013

What’s my absolute central point?

contentdesign

delivery



03/10/2013

structure

natural

chronological

time progression

sequential

process or step-by-step

spatial

relations in a physical space

climactic

from least to most important

contrast

problem–solution

compare–contrast

cause–effect

advantage–disadvantage

(Duarte, 2010: 129)

making your ideas stick



03/10/2013

(Heath & Heath, 2007)

The SUCCESs framework

Simplicity

Unexpectedness

Concreteness

Credibility

Emotions

Stories

core + compact idea

attention + interest

understanding

belief

care

action



03/10/2013

story’s sparkline

(Duarte, 2010)

what is

what could be

contrasting emotion and delivery

questions

content



03/10/2013

contentdesign

delivery

(Duarte, 2008: 93)

“It’s laziness on the

presenter’s part to put

everything on one slide.”



03/10/2013

rules of 3 abound

3 points

3 seconds

3 3 grid



03/10/2013

Face your message.

four design principles

Contrast

Repetition

Alignment

Proximity



03/10/2013

contrast

contrast contrast

contrast contrast

repetition

Some text

Another text

Yet another

Here, too



03/10/2013

alignment and proximity

Possibly Long Title

Author’s Full name

Affiliation

Possibly Long Title


Affiliation

Possibly Long Title


Affiliation

Possibly Long Title


Affiliation

picture superiority



03/10/2013

simplify

(Sweller in Patty, 2007)

Cognitive Load Theory

“It is more difficult to process

information if it is coming at you in the

written and spoken form at the same

time.”



03/10/2013

(Patty, 2007)

Cognitive Load Theory

It is more difficult to process information if it is coming at you in the written and spoken form at the same time.

Teachers should focus more on giving students the answers, instead of asking them to solve problems on their own.

The human brain processes and retains more information if it is digested in either its verbal or written form, but not both at the same time.

The findings show there are limits on the brain's capacity to process and retain information in short-term memory.

John Sweller, from the university's faculty of education, developed the "cognitive load theory".

"The use of the PowerPoint presentation has been a disaster," Professor Sweller said. "It should be ditched."

"It is effective to speak to a diagram, because it presents information in a different form. But it is not effective to speak the same words that are written, because it is putting too much load on the mind and decreases your ability to understand what is being presented."

"Looking at an already solved problem reduces the working memory load and allows you to learn. It means the next time you come across a problem like that, you have a better chance at solving it," Professor Swellersaid.

The working memory was only effective in juggling two or three tasks at the same time, retaining them for a few seconds.

When too many mental tasks were taken on some things were forgotten.

(inspired in article by Patty, 2007)

cognitive load


slides

speech



03/10/2013

(inspired in article by Patty, 2007)

cognitive load


slides

but…



03/10/2013

(Sweller in Patty, 2007)

“It is effective to speak to a diagram…”

signal noise ratio



03/10/2013



03/10/2013

questions

design



03/10/2013

contentdesign

delivery

rehearse! rehearse!rehearse!



03/10/2013

prepare your “gig bag” the day before

come in early

test the equipment

bring your own water (just in case)

eventually, technology will fail… relax!

When time comes…

look at the audience

and not at the screen.



03/10/2013

take your hands of your pockets

Whatever happens…

leave time for Q&A.

Never, ever go beyond your time slot.



03/10/2013

presentation checklist (1/2)

What is the key thing the audience should remember?

Is there enough background material for the intended audience? Is any

material unnecessary? Could some of the material be left for people to read

about later'?

Is the talk self-contained?

Does the talk have a motivating preamble? Do you explain why the research is

interesting or important?

Have complex issues been explained in gentle stages?

Are the results explained?

What were the limitations of the research?

Is there a clear conclusion?

(Zobel, 2004: KL 2912-8) 60



03/10/2013

presentation checklist (2/2)

Are there enough examples?

Are the numbers necessary? Are more diagrams needed?

Are the slides simple? Do they have unnecessary ornamentation or distracting

use of colour? Is there any unnecessary animation?

Are the font sizes reasonable?

If you are asked a question you can't answer, how will you respond?

Have you rehearsed the talk? Have you prepared something to say about each

slide? Have you rehearsed your manner? Will your enthusiasm show?

Have you memorized the talk?

Do you know how to use the equipment?

(Zobel, 2004: KL 2912-8) 61

questions

presentations



03/10/2013

visually communicating your

evidence

William Playfair (1758-1823)

64



03/10/2013

William Playfair

65

Florence Nightingale

66



03/10/2013

Charles Joseph Minard

67


68



03/10/2013


69


70



03/10/2013

Simple Data

Booth et al., 2008: 213 71

Complex Data

Booth et al., 2008: 214 72



03/10/2013

Bar Charts and Line Graphs

Booth et al., 2008: 215 73

(bar chart:emphasizes contrast between discrete values)

(line graph:suggests continuous change over time)

bar charts emphasize contrasts

among discrete items

line graph suggest continuous

change over time

Bar Chart - Clustered Column

IBGE 74

74.7 38.8 23.3 12.5 11.75.7 14.3 4.1 1.6 4.20.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

Sudeste Nordeste Sul Centro-Oeste Norte

População Brasileira em 2010 (em milhões de habitantes)

Urbana Rural



03/10/2013

Bar Chart - Clustered Column

IBGE 75

74.7 38.8 23.3 11.7 12.55.7 14.3 4.1 4.2 1.6

80.4

53.1

27.4

15.914.1

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

Sudeste Nordeste Sul Norte Centro-Oeste


Urbana Rural Total

Bar Chart - Stacked Column

74.7 38.8 23.3 11.7 12.5

5.7

14.3

4.1

4.2 1.6

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0



Urbana Rural

IBGE 76



03/10/2013

But...

Sudeste, 74.7

Nordeste, 38.8

Sul, 23.3

Norte, 11.7

Centro-Oeste, 12.5

POPULAÇÃO BRASILEIRA EM 2010 (EM MILHÕES DE HABITANTES)

IBGE 77

Bar Chart

IBGE 78

0

10

20

30

40

50

60

70

80

90

1960 1970 1980 1991 2000 2010

População Brasileira (em milhões de habitantes)




03/10/2013

Line Chart

0

10

20

30

40

50

60

70

80

90

1960 1970 1980 1991 2000 2010


Norte

Nordeste

Sudeste

Sul

Centro-Oeste

IBGE 79

Line Chart

Norte 15.9

Nordeste 53.1

Sudeste 80.4

Sul 27.4

Centro-Oeste 14.1

0

10

20

30

40

50

60

70

80

90

1960 1970 1980 1991 2000 2010


IBGE 80



03/10/2013

Booth et al., 2008: 216-7

Tables, Charts, and Graphs – Labeling the GraphicFrame each graphic to help readers understand it

Label every graphic in a way that describes its data

Heads of households

Changes in one- and two- parent heads of households, 1970–2000

Do not give background information or characterize what the data imply

Weaker effects of counseling on depressed children before

professionalization of staff, 1995–2004

Effect of counseling on depressed children, 1995–2004

Be sure labels distinguish graphics presenting similar data.

Risk factors for high blood pressure

Risk factors for high blood pressure

Risk factors for high blood pressure among men in Cairo, Illinois

Risk factors for high blood pressure among men in St. Louis, Missouri

81

Tables, Charts, and Graphs – Annotating the GraphicInsert into the table or figure information that helps readers see how the data support your point.

Booth et al., 2008: 217 82



03/10/2013

Tables, Charts, and Graphs – Introducing the GraphicIntroduce the table or figure with a sentence that explains how to interpret it. Then highlight what

it is in the table or figure that you want readers to focus on, particularly any number or relationship

mentioned in that introductory sentence.

Booth et al., 2008: 218 83

Tables, Charts, and Graphs – Keep it Simple

1. Include only relevant data.

2. Keep the visual impact simple.

3. Use clear labels.

Booth et al., 2008: 219-20 84



03/10/2013



If you include data only for the record, label it accordingly and

put it in an appendix.



Booth et al., 2008: 219-20 85




Box a graphic only if you group two or more figures.

Do not color or shade the background.

for tables

Never use both horizontal and vertical dark lines to divide columns and rows.

Use light gray lines only if the table is complex or you want to direct your

reader’s eyes in one direction to compare data.

For tables with many rows, lightly shade every fifth row.


Booth et al., 2008: 219-20 86



03/10/2013



2. Keep the visual impact simple.for charts and graphs

Use background grid lines only if the graphic is complex or readers need to see precise numbers. Make them light gray.

Color or shade lines or bars only to show a contrast. Use color only if the text will be printed in color and not photocopied later. (Black- and- white photocopies make many colors look alike.)

Never use iconic bars (for example, images of cars to represent automobile production) or add a third dimension merely for effect. Both look amateurish and can distort how readers judge values.

Plot data on three dimensions only when your readers are familiar with such graphs and you cannot display the data in any other way.


Booth et al., 2008: 219-20 87





Label all rows and columns in tables and both axes in charts and graphs.

Use tick marks and labels to indicate intervals on the vertical axis of a

graph.

If possible, label lines, bar segments, and the like on the image rather than

in a legend set to the side. Use a legend only if labels would make the

image too complex to read.

When specific numbers matter, add them to bars or segments in charts or

to dots on lines in graphs.

Booth et al., 2008: 219-20 88



03/10/2013

Tables

Tables with lots of data can seem dense, so organize them to help readers.

Order the rows and columns by a principle that lets readers quickly find what you want them to

see. Do not automatically choose alphabetic order.

Round numbers to a relevant value. If differences of less than 1,000 don’t matter, then

2,123,499 is irrelevantly precise.

Sum totals at the bottom of a column or at the end of a row, not at the top or left.

Booth et al., 2008: 220-1 89

Bar Charts

Booth et al., 2008: 221-2

90



03/10/2013

Stacked Bars

When you want readers to compare whole values for different bars rather than their divided

segments

Arrange segments in a logical order. If possible, put the largest segment at the bottom in the

darkest shade.

Label segments with specific numbers and to assist comparisons, connect corresponding

segments with gray lines to compare whole values for different bars

Booth et al., 2008: 223-4 91

Line Graphs

Choose the variable that makes the line go in the direction, up or down, that supports your point. If the good

news is a reduction (down) in high school dropouts, you can more effectively represent the same data as a

rising line indicating increase in retention (up). If you want to emphasize bad news, find a way to represent

your data as a falling line.

Plot more than six lines on one graph only if you cannot make your point in any other way.

If you have fewer than ten or so data points, indicate them with dots. If only a few are relevant, insert numbers

to show their exact value.

Do not depend on different shades of gray to distinguish lines.

Booth et al., 2008: 225-6 92



03/10/2013

Communicate Ethically

Do not manipulate a scale to magnify or reduce a contrast.

Do not use a figure whose image distorts values.

Do not make a table or figure unnecessarily complex or misleadingly simple.

If the table or figure supports a point, state it.

Booth et al., 2008: 227 93


Booth et al., 2008: 227

94



03/10/2013


Booth et al., 2008: 228 95

avoiding visual misrepresentation

Do not manipulate a scale to magnify or reduce a

contrast.

Do not use a figure whose image distorts values.

Do not make a table or figure unnecessarily

complex or misleadingly simple.

If the table or figure supports a point, state it.

Booth et al., 2008: 229 96



03/10/2013

Line Chart

Norte 15.9

Nordeste 53.1

Sudeste 80.4

Sul 27.4

Centro-Oeste 14.1

0

10

20

30

40

50

60

70

80

90

1960 1970 1980 1991 2000 2010


IBGE 97

Line Chart - distorted to emphasize growth

Norte 15.9

Nordeste 53.1

Sudeste 80.4

Sul 27.4

Centro-Oeste 14.1

0

10

20

30

40

50

60

70

80

90

1960

1970

1980

1991

2000

2010


IBGE 98



03/10/2013

Line Chart - distorted to de-emphasize growth

Norte 15.9

Nordeste 53.1

Sudeste 80.4

Sul 27.4

Centro-Oeste 14.10

20

40

60

80

100

1960 1970 1980 1991 2000 2010


IBGE 99

Booth et al., 2008: 230-1 100



03/10/2013

Booth et al., 2008: 230-1 101

Booth et al., 2008: 230-1 102



03/10/2013

Booth et al., 2008: 230-1 103

Booth et al., 2008: 230-1 104



03/10/2013

Booth et al., 2008: 230-1 105

Booth et al., 2008: 230-1 106



03/10/2013

Booth et al., 2008: 230-1 107

Booth et al., 2008: 230-1 108



03/10/2013

Booth et al., 2008: 230-1 109

Booth et al., 2008: 230-1 110



03/10/2013

questions

communicating visually

references

Duarte, N. (2008) slide:ology. O’Reilly.

Duarte, N. (2010) resonate. John Wiley & Sons.

Heath, D. & Heath, C. (2007) Made to Stick. Random House.

Patty, A. (2007) Research points the finger at PowerPoint. In The Sidney

Morning Herald, April 4, 2007. Available online at

http://www.smh.com.au/articles/2007/04/03/1175366240499.html

Tufte, E. (2008) Powerpoint is Evil. Wired Magazine, Sep 2003. Available

online at http://www.wired.com/wired/archive/11.09/ppt2.html

Zobel, J. (2004) Writing for Computer Science. Kindle Edition.

slides and examples http://www.slideshare.net/garr/sample-slides-by-garr-reynolds

http://www.slideshare.net/philtoland/presentation-zen-1655196

112



03/10/2013

http://www.ideias.inf.puc-rio.br/aulas

[email protected]

113

On Presentations - PUC-Rioinf2921/2013_2/docs/aulas/INF... · Research Design and Academic Writing...

Documents

Transcript of On Presentations - PUC-Rioinf2921/2013_2/docs/aulas/INF... · Research Design and Academic Writing...