ABo4o1 presenting your ideas
•Descargar como PPT, PDF•
0 recomendaciones•364 vistas
Life with Powerpoint
Recomendados
Recomendados
Más contenido relacionado
La actualidad más candente
La actualidad más candente (19)
Destacado
Destacado (17)
Similar a ABo4o1 presenting your ideas
Similar a ABo4o1 presenting your ideas (20)
Más de NBS
Más de NBS (20)
Último
Último (20)
ABo4o1 presenting your ideas
- 1. ISUP 2013 BA-HA_HU8Q IT-based entrepreneurship: Understanding the dynamics of mobile business models Agenda IT4 Video and startup- identify stakeholders (presenters rehearse) Expert groups by stakeholders App 4 That Presentations (2) Q & A Discussion and critique Break and video Toolbox: presentations that work – for you METAKNOWLEDGE CASE: AL GORE Debrief, student feedback, next assignment FunFun
- 2. ISUP 2013 BA-HA_HU8Q IT-based entrepreneurship: Understanding the dynamics of mobile business models Think, pair, share Individually: Think about situation and implications. How much is Veja Sneakers worth: to Timberland? To the current owners? In pairs: Discuss situation and your thoughts or feelings about what Veja should do about the offer. Individually: Share information and feelings
- 4. Toolbox 4: presentation design 4 Presentation Design
- 6. What’s the Story? The dramatic arc: exposition, rising action, climax, falling action, then resolution Situation Target 1 Target 2 Target 3 Proposal Validation Call to Action Barriers
- 7. 7 Storyline What is (situation) What could be (target) What could be, if only …. (barriers) What else could be What else could be, if only …. Paths leading to what could be (alternatives) Selecting the correct path (criteria) Call to action: follow this path! Rewards on reaching our destination (net) WRITE YOUR STORY, then design your presentation!
- 8. 8 DESIGN your presentation Elements of purposeful design: Arranging your elements to support story Background Colors Text Data presentation Diagrams Integrating elements into a coherent whole Checking that they still support your story
- 9. Arranging your Elements Contrast Hierarchy S p a c e Proximity FlowFlow Unity
- 10. What you can learn in this course 10 Reasoning Problem Solving Communications Teamwork
- 11. 11 Background
- 12. 12 Colors Consider the audience: what meanings are associated with the industry, or the company? If you will make a series of presentations to the same audience, develop a color palette and incorporate it into your template Use strong colors only for emphasis Less is more! 1:55
- 13. 13 Text Powerpoint, like a billboard, is a “glance medium”. The 3-second rule Select one (sans-serif) font and use it Guy Kawasaki’s advice: guess age of the oldest investor, divide by 2 for the minimum font size Emphasize (strong color, bold, italic, underline, etc) only key points, use sparingly Consider reveals and fades to guide flow Guns don’t kill interest, but (Powerpoint) bullets do! Slide #
- 14. Life After Powerpoint on the PC?
- 15. 15 Data Presentation It’s NOT about data, but about the meaning! RULES: • Truthful representation • Straight to the point • Use the right tool for the job • Emphasize your message • K.I.S.S.
- 16. Water, water, everywhere … Salt Water Fresh water 2:10
- 18. 18 Realistic • Impact • Participation • Flow • Relationships
- 19. 19 Data Displays • Distribution vs trend- pick correct tool. • Put meaning near slice, instead of percent • Avoid legends by naming trend lines
- 20. 20 META-KNOWLEDGE CASE STUDY Presentation design workshop 2:30
- 21. Al Gore: Why Climate Change? EVIDENCE-BASED LOGIC: 1. Establish increase in CO2 levels 2. Associate CO2 with temperature. 3. Contrast and compare natural vs. human impacts (forcing) on temp. 4. Model individual vs. combined impacts and draw conclusions.
Notas del editor
- APPROXIMATE TIMING Video and startup :15 Expert groups/rehearse :20 Presentations 5 + 2 x :15 + 5 = :45 Discussion, critique , break, and video : 25 Toolbox :60 Debrief - next assignment :10
- REVIEW STORYLINE START :80 END 1:10 OR EARLIER
- START 1:10 END 2:45
- 1:10
- 1:15
- 1:20
- 1:25
- 1:30
- 1:35
- 1:50
- 1:55
- 2:00
- 2:05 (Decision point) poll class. Activity – Think-Pair-Share Organizer: Increases the discussion on the case (versus presentation skills). Objective: Share information on and feelings about Veja Sneakers. Time: 20 minutes Techniques: Details of the case and study questions. Monitor and encourage participation. Process: Individually: • Think about the situation and it ’s implications. How much is Veja Sneakers worth: to Timberland? To the current owners? In pairs: • Discuss the situation and your thoughts about what Veja should do about the offer. Group Success: Both people can explain the point of view of the other. Accountability: Share the information and personal feelings about <Veja> with others. Debrief: Identify how discussing the situation added to how well you could identify your thoughts and feelings about the situation. Identify how sharing information added to how well you know the material.
- 2:07
- 2:10 Can switch to think-pair-share
- 2:15
- 2:20
- 2:25
- 2:30
- Steps : (1) establish a logic that is consistent with the problem, (2) create a model that embodies the logic, (3) populate the model with evidence, and (4) draw conclusions. Then you can critique the model, and improve it. First graph - y-axis charts time, from about the present to 10,000 years ago. This amount of time covers just about the entire Holocene period. The x-axis charts the parts per million (ppm) of CO2 in the atmosphere, just like first graph. Also, in the right hand corner, the scientists have taken the past two hundred years and made an additional graph. It ’s the same thing: time on the y-axis, CO2 in ppm on the x-axis, except the chart is dealing with an even smaller amount of time than the big graph it’s sitting on.This reveals the trend. We can construct a climate model that would show what would happen if there were no human-created (or, “anthropogenic”) CO2 emissions that got into the atmosphere. That would give us a model of the temperature of the planet without anthropogenic CO2 levels interfering, which we can think compare to our current, real life world temperatures. (Chart) Notice how red and gray diverge starting in the 1960s and ’70s. If the two graphs matched up, we could say positively that our climate is acting naturally, without being affected by humans. But the graphs don’t match up very well at all. Looking at this graph, we can now be reasonably certain that whatever is happening to our climate is not natural. we can create another climate model, but this time, we’ll include only anthropogenic sources of CO2. Then we’ll matches up the model to the live data. (Chart 2). In Chart 2, the red line sits right on top of the gray line for a good part of the graph. So, it seems to fit that anthropogenic CO2 is causing warming. But just to be sure, let ’s look at a model that combines the data from both natural and anthropogenic CO2 sources.(Chart 3) This model is by far the most accurate of the three. Thus, we can defend our hypothesis that human activity caused global temperature to rise, and that this is more likely than not the result of the amount of CO2 we ’ve been releasing into the atmosphere.