Preparing and Delivering Effective Technical & Scientific Presentations [Nov 30, 2016] Petritsch, Klaus

While a paradigm shift in the delivery of learning content appears unavoidable and necessary in the age of information, it is less clear to what extent (and how) modern technology can effectively replace or support real life delivery like lectures and workshops. This collection of peer-reviewed research is designed to address this uncertainty by pointing out problems, promising solutions and directions, with an emphasis (but not exclusively) on the delivery of scientific and technical content.

The book begins with two empirical studies of the differences between real-live and recorded video lectures. The general conclusion is that both modes of learning contain flaws and strengths. Live lectures are generally perceived as more interesting and engaging with a tendency to acquire knowledge more effectively compared to online content. On the other hand, the freedom to choose pace and location of learning is seen as very helpful and appealing by students. In addition, computer-based learning will likely become more effective, as both technologies and scientific understanding of learning progresses continuous to develop. At the present, a mixed (blended) approach is pursued by leading universities to synergize the best of both worlds. The next papers discuss common flaws and failures of PowerPoint presentations and guidelines for improving this popular presentation mode. The preparation part of the book continues with 10 simple empirical rules for each of the following topics: writing science, guidelines for good oral presentations, design of better charts. The impact and dangers of interactive visualizations and certain misconceptions about presenting text and speech together are analyzed thereafter. The next papers provide insight into practical design strategies of online courses and an analysis of student’s catch-up behavior using online videos for missed lectures. The last paper focusing on preparation emphasizes how a creative topic choice (e.g. creationism) during the design phase can serve successfully to capture the learners’ attention and still achieve the learning objective (e.g. critical thinking). The delivery part of the book commences with a five-step paper-based model to foster student’s participation while addressing other difficulties typically associated with large classrooms. Some lesser-known effects of teacher enthusiasm and tone-of-voice-changes during presentations are discussed thereafter, followed by effects and sources for distraction and mind-wandering, and related solutions like student polling software (e.g. clickers). The book closes with a description of tools and procedures to improve both delivery and design of lectures and learning material. They include feedback based on standardized measuring of the quality of university lectures, a presentation speech support system, the Carpe Diem program to help design better online lectures, and the seeding of college and university science departments with staff members who also have special educational knowledge.

Klaus Petritsch obtained his PhD in science after working as research assistant at the University of Cambridge, UK. He published over 20 papers, gave presentations to large international science audiences, taught physics, and trained technical staff in a Silicon Valley solar energy start up. In Finland, a global leader in education, Klaus complemented his degrees with certificates in vocational teaching, instructional design, and eLearning. He regularly conducts workshops on learning at one of Finland’s leading universities in teacher education and freelances as learning consultant, editor and instructional designer.