Research Design and Academic Writing • 2013.2
@ 2013 Simone DJ Barbosa, Departamento de Informática, PUC-Rio 1
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On Presentations
INF2793 – Research Design & Academic Writing
Prof. Simone D.J. Barbosa
sala 410 RDC
presentation
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communication
not
decoration
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slides≠
notes≠
handouts
“At a minimum, a presentation
format should do no harm.”
(Tufte, 2003)
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http://www.slideshare.net/garr/guy-kawasakis-foreword-for-presentation-zen
http://www.slideshare.net/garr/guy-kawasakis-foreword-for-presentation-zen
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http://sixminutes.dlugan.com/ethos-pathos-logos/
ethos
pathos
logos
credibility of the speaker
emotional connection to the audience
logical argument
preparation
(Reynolds, 2008)
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How much time do I have?
What’s the venue like?
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Who is the audience?
What is their background?
What do they expect of me?
What do I want them to do?
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What is the fundamental purpose of my talk?
What’s the story here?
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What’s my absolute central point?
contentdesign
delivery
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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
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(Heath & Heath, 2007)
The SUCCESs framework
Simplicity
Unexpectedness
Concreteness
Credibility
Emotions
Stories
core + compact idea
attention + interest
understanding
belief
care
action
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story’s sparkline
(Duarte, 2010)
what is
what could be
contrasting emotion and delivery
questions
content
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contentdesign
delivery
(Duarte, 2008: 93)
“It’s laziness on the
presenter’s part to put
everything on one slide.”
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rules of 3 abound
3 points
3 seconds
3 3 grid
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Face your message.
four design principles
Contrast
Repetition
Alignment
Proximity
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contrast
contrast contrast
contrast contrast
repetition
Some text
Another text
Yet another
Here, too
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alignment and proximity
Possibly Long Title
Author’s Full name
Affiliation
Possibly Long Title
Author’s Full name
Affiliation
Possibly Long Title
Author’s Full name
Affiliation
Possibly Long Title
Author’s Full name
Affiliation
picture superiority
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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.”
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(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
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.
slides
speech
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(inspired in article by Patty, 2007)
cognitive load
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.
slides
but…
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(Sweller in Patty, 2007)
“It is effective to speak to a diagram…”
signal noise ratio
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questions
design
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contentdesign
delivery
rehearse! rehearse!rehearse!
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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.
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take your hands of your pockets
Whatever happens…
leave time for Q&A.
Never, ever go beyond your time slot.
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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
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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
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visually communicating your
evidence
William Playfair (1758-1823)
64
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William Playfair
65
Florence Nightingale
66
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Charles Joseph Minard
67
Charles Joseph Minard
68
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Charles Joseph Minard
69
Charles Joseph Minard
70
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Simple Data
Booth et al., 2008: 213 71
Complex Data
Booth et al., 2008: 214 72
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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
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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
População Brasileira em 2010 (em milhões de habitantes)
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
Sudeste Nordeste Sul Norte Centro-Oeste
População Brasileira em 2010 (em milhões de habitantes)
Urbana Rural
IBGE 76
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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)
Sudeste Nordeste Sul Norte Centro-Oeste
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Line Chart
0
10
20
30
40
50
60
70
80
90
1960 1970 1980 1991 2000 2010
População Brasileira (em milhões de habitantes)
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
População Brasileira (em milhões de habitantes)
IBGE 80
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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
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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
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Tables, Charts, and Graphs – Keep it Simple
1. Include only relevant data.
If you include data only for the record, label it accordingly and
put it in an appendix.
2. Keep the visual impact simple.
3. Use clear labels.
Booth et al., 2008: 219-20 85
Tables, Charts, and Graphs – Keep it Simple
1. Include only relevant data.
2. Keep the visual impact simple.
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.
3. Use clear labels.
Booth et al., 2008: 219-20 86
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Tables, Charts, and Graphs – Keep it Simple
1. Include only relevant data.
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.
3. Use clear labels.
Booth et al., 2008: 219-20 87
Tables, Charts, and Graphs – Keep it Simple
1. Include only relevant data.
2. Keep the visual impact simple.
3. Use clear labels.
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
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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
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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
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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
Communicate Ethically
Booth et al., 2008: 227
94
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Communicate Ethically
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
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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
População Brasileira (em milhões de habitantes)
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
População Brasileira (em milhões de habitantes)
IBGE 98
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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
População Brasileira (em milhões de habitantes)
IBGE 99
Booth et al., 2008: 230-1 100
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Booth et al., 2008: 230-1 101
Booth et al., 2008: 230-1 102
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Booth et al., 2008: 230-1 103
Booth et al., 2008: 230-1 104
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Booth et al., 2008: 230-1 105
Booth et al., 2008: 230-1 106
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Booth et al., 2008: 230-1 107
Booth et al., 2008: 230-1 108
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Booth et al., 2008: 230-1 109
Booth et al., 2008: 230-1 110
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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
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http://www.ideias.inf.puc-rio.br/aulas
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