every great presentation is the product of its message (p1), the supportive media (p2) and the delivery of that (p3).
Number of Results: 215
If you have come to this site to improve presentations, you’re doing great. That is NOT because I think all the knowledge of presentation skills is held here. You’re doing great because you have recognised that you want to improve…
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Scientific organisations frequently prescribe a specific conference template. Do not use templates. Templates steal real estate in slides, they are visually distracting and unnecessary. If requested, use the template for the first slide and while answering questions. Conference templates are…
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The environment into which a presentation is delivered can significantly affect its reception. As a presenter, you can influence this. It may require negotiation and time, but the environment should be maximised for the best reception of a presentation. Environments can be changed.
“Without further ado, I would like to introduce our next speaker.” It’s just a phrase, but the introduction defines the presentation to follow. As a presenter, one can(and should) influence this introduction to ensure both brevity (the ado) and appropriate…
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One of my father’s dear friends, John used to say, “in actual fact,” a lot. In actual fact, he would say, in actual fact, probably every other sentence, more in actual fact. He confessed that he felt unable, in actual…
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Effective delivery (p3) is essential to an excellent presentation (p cubed). The good presenter will have practised, arrived early and ensured that both slides and the presentation area are ready, before stepping onto the stage. “Mumble, mumble essential to mumble…
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Ideas, music and memes are time-specific in popular culture or presentations. Their use in a presentation may not convey the desired impact to the whole audience. Be aware of such limitations in the construction and delivery of presentations. American President…
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The perception that presentations should deliver large quantities of data downloaded by the audience is deeply ingrained in both lecturers and recipients. This is driven by institutional expectations, (perceived) academic norms, and misconceptions about learning effectiveness. It does not happen….
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