Creating Effective Visuals for Teaching and Presentation

Editor's Notes

• #5: This figure presents a cognitive model of multimedia learning intended to represent the human information processing system. The boxes represent memory stores, including sensory memory, working memory, and long term memory. Pictures and words come in form the outside world as a multimedia presentation and enter sensory memory through the eyes and ears. Sensory memory allows for the pictures and printed text to be held as exact visual images for a very brief time period in visual sensory memory. Arrow from pictures to eyes corresponds to a picture being registered in the eyes; the arrow from Words to Ears corresponds to spoken text being registered in the ears; the arrow from words to eyes corresponds to printed text being registered in the eyes. The central work of multimedia learning takes place in working memory. Working memory is used for temporarily holding and manipulating knowledge in active consciousness. For example, this presentation, you are able to hold some of the words I'm saying at one time or some of the boxes and arrows in your mind at one time. This kind of processing , where you are consciously aware, takes place in your working memory. The left side of the box labeled Working Memory represents the raw material that comes into working memory - visual images of pictures and sound images of words - so it is based on the two sensory modalities, called visual and auditory. The right side of the working memory box represents the knowledge constructed in working memory - visual and verbal mental models and links between them, this is based on the two representation modes, Mayer refers to as pictorial and verbal.
• #11: We’ve all be in situations where there’s been a poor presenter who read directly of his/her slides. ----- Or maybe those slides were just difficult to read for one reason or another. ----- Or the information presented was just so overwhelming ----- Or the presentation was just plain old boring. Think about the last presentation you attended? As an audience member, how engaged were you?
• #12: We’ve all be in situations where there’s been a poor presenter who read directly of his/her slides. ----- Or maybe those slides were just difficult to read for one reason or another. ----- Or the information presented was just so overwhelming ----- Or the presentation was just plain old boring. Think about the last presentation you attended? As an audience member, how engaged were you?
• #13: We’ve all be in situations where there’s been a poor presenter who read directly of his/her slides. ----- Or maybe those slides were just difficult to read for one reason or another. ----- Or the information presented was just so overwhelming ----- Or the presentation was just plain old boring. Think about the last presentation you attended? As an audience member, how engaged were you?
• #14: We’ve all be in situations where there’s been a poor presenter who read directly of his/her slides. ----- Or maybe those slides were just difficult to read for one reason or another. ----- Or the information presented was just so overwhelming ----- Or the presentation was just plain old boring. Think about the last presentation you attended? As an audience member, how engaged were you?
• #16: When 120 people (executives and middle managers were asked about the top 4 things that annoy them about financial presentations) they responded this way.
• #18: Also, make sure that your font size is readable. I recommend no smaller than 32 point font. Not only is it harder to see, but it’s probably a good sign that you’re using too much text.
• #19: Example: 28 slides for a 2 minute presentation.
• #20: The presentation was full of tables of numbers with few visuals or charts.
• #30: Rather than reading individual values at one time, which is how we perceive tables of text, we can, thanks to a graphs, see and potentially understand many values at once. This is because visual displays combine values into patterns that we can perceive as wholes, such as patterns formed by a lines in a graph to identify trends, change, or cycles.
• #33: Rather than reading individual values at one time, which is how we perceive tables of text, we can, thanks to a graphs, see and potentially understand many values at once. This is because visual displays combine values into patterns that we can perceive as wholes, such as patterns formed by a lines in a graph to identify trends, change, or cycles.
• #35: Rather than reading individual values at one time, which is how we perceive tables of text, we can, thanks to a graphs, see and potentially understand many values at once. This is because visual displays combine values into patterns that we can perceive as wholes, such as patterns formed by a lines in a graph to identify trends, change, or cycles.
• #36: Also, make sure that your font size is readable. I recommend no smaller than 32 point font. Not only is it harder to see, but it’s probably a good sign that you’re using too much text.
• #37: Rather than reading individual values at one time, which is how we perceive tables of text, we can, thanks to a graphs, see and potentially understand many values at once. This is because visual displays combine values into patterns that we can perceive as wholes, such as patterns formed by a lines in a graph to identify trends, change, or cycles.
• #38: If you will be presenting in a dark room (such as a large hall), a dark background (dark blue, gray, etc.) with white or light text will work fine. But if you plan to keep most of the lights on (which is highly advisable), a white background with black or dark text works much better. In rooms with a good deal of ambient light, a screen image with a dark background and light text tends to washout, but dark text on a light background will maintain its visual intensity a bit better.
• #39: Rather than reading individual values at one time, which is how we perceive tables of text, we can, thanks to a graphs, see and potentially understand many values at once. This is because visual displays combine values into patterns that we can perceive as wholes, such as patterns formed by a lines in a graph to identify trends, change, or cycles.
• #40: Rather than reading individual values at one time, which is how we perceive tables of text, we can, thanks to a graphs, see and potentially understand many values at once. This is because visual displays combine values into patterns that we can perceive as wholes, such as patterns formed by a lines in a graph to identify trends, change, or cycles.
• #41: Rather than reading individual values at one time, which is how we perceive tables of text, we can, thanks to a graphs, see and potentially understand many values at once. This is because visual displays combine values into patterns that we can perceive as wholes, such as patterns formed by a lines in a graph to identify trends, change, or cycles.
• #46: Handout!
• #54: The forgetting function of Ebbinghaus 1885. We see an exponential drop off in recall almost immediately. Then you see the rate of forgetting slows down A negative acceleration.
• #57: http://www.youtube.com/watch?v=l8_fZPHasdo
• #65: Take a look at the four rows of numbers and determine as quickly as you can, how many times the number 5 appears. How many? The answer is 7. Even if you got the answer right, it took you several seconds to perform this task because it involved attentive processing. The list of numbers didn’t include an preattentive attributes to distinguish the 5’s from one another, so you were forced to perform a sequential search looking for the specific shape of the number 5. Now let’s do it again.
• #66: This was easy. 7 number fives. You can distinguish the five through a specific preattentive attribute of color intensity. Only fives are black, and all the other numbers are gray, the fives stands out in contrast to the rest. This example shows the power of preattentive attributes used knowledgeably for visual communication.
• #68: This was easy. 7 number fives. You can distinguish the five through a specific preattentive attribute of color intensity. Only fives are black, and all the other numbers are gray, the fives stands out in contrast to the rest. This example shows the power of preattentive attributes used knowledgeably for visual communication.
• #70: Fast process of recognition Detects several attributes, such as color and the location. of objects in 2-D space If you want something to stand out in a graph, you should encode it using a preattentive attribute that contrasts with the surrounding information
• #72: The forgetting function of Ebbinghaus 1885. We see an exponential drop off in recall almost immediately. Then you see the rate of forgretting slows down A negative accelteration. Retention decreases as the retention interval (the time between learning and retention time) increases but the rate of forgetting slows down. PowerLaw, Exponential drop-off. Negatively accelerated in that they both show rapid loss initially an slower loss later. Rehearsal doesn’t allow information to be stored better in long term memory. The depth of processing theory held that rehearsal
• #76: Let’s look at an example by Jason Clay, VP of the world wildlife foundation who is trying to persuade us on how big brands can save biodiversity. Note his use of powerpoint in his presentation.
• #80: 5:10 David McCandless Data Journalist (wired)
• #86: This speaks to the data.
• #88: Static vs interactive display?
• #92: Visualization as a medium. Not just data. The gestalt of visualization is the encoding of data into symbols, the data we choose to show and omit, how we show it (the display), when we show it (presentation, timing) and where we show it (internet, newspaper) and how those ultimately affect our audience in non-obvious ways.