visual communication - trinity college...visual communication for presentations . the most important...

VISUAL

COMMUNICATION For Presentations

The Most Important Things

• Know your audience

• Make sure every slide has a clear main point

• Be as subject-matter expert

• Keep text brief

• Use slides as a visual aid

Templates & Layouts

• Flexible and organized

• Provide visual anchors

• Consistent use of fonts and color

Predictable is good.

Checklist

• Is there too much text on this slide?

• Is all the content in the right order?

• Are the relationships between pieces of content visually

emphasized?

• Are all photographs/images on the slide related to the

main point of this slide?

• Does my main point stand out?

• Is there enough visual breathing room?

The Role of Text in Visual Communication

• Succinct text and crisp thoughts

• Visually highlight major points • Lists communicate hierarchy & relationships

• This point is obviously less important

• Six bullets per slide

Slide 1

Slide 2

Common Agenda

Shared Measurement

Mutually Reinforcing

Activities

Continuous Communication

Backbone Organizations

(Kania and Kramer)

Five Conditions for Collective Success

MULTIFACETED QUESTION

Challenges

Rank Order

Coping

Best Strategies

Suggestions

Images & Photography

“So what?”

My research question: Catholic faith-based organizations in Hartford, Latino immigrants, and accessing rights

Why does this question matter to the study of immigrants’ human rights on the local level?

How? Research methodology: Interviews, focus groups, ethnographic research, and participant observation.

Father Brian interacts with HESMIPERU members at the Peruvian group’s procession at Our Lady of Sorrows in honor of Our Lord of Miracles.

DIAGRAMS Better ways to add visual interest

Process Diagrams

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The Data Process

Professors Dougherty and Zannoni receive data from HPS for years 2008-2012

Professor Dougherty geocodes the data in order to help secure

the privacy of the student

We went through all four data sets and

changed all the independent variables

to the same name

With the help of David Tatem and Rachel

Barlow we merged all four data sets into

one data huge data set

Structure Diagrams

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alique

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Clusters & Overlapping Relationships

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What are the mental health issues?

•Abuse: emotional and physical •PTSD •Addiction •Inter-personal relationships

Women in Prison

•Family separation •Depression •Self esteem •Stigma •Shame •Self harm

Both •Anger management •Abandonment •Attachment •Attention at school

Youth with parents in

prison

Burst & Radiate

elit • tincidunt

• lectus

justo • donec

• purus

amet • semper

• vestibulum

nisi

eitam

lacus

gravida sagittis

rusic

Sed

ante

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nibh

sollicit

Varius

ante

nec felis

Convergent

anenan

fusce

porta

curusus

voluptat

• quis manga

• alquam dui

alique

consecteur sem

nisi

lacus

cras commodo

pulvinar

iaculis

tellus marius

cursus

What is Metacognition?

Metacognition = comprehension of & control over one’s own cognitive processes.

Self-Regulated Learning

Metacognition

Cognition

Motivation

Location & Direction

Franklin Oneida Bear Lake

Cassia

Jerome

Twin Falls

Caribou

Bannock Power

Minidoka

Gooding Lincoln

Bingham Bonneville

Owyhee

Ada Camas

Canyon Madison Teton

Blaine

Jefferson

Elmore

Payette

Butte

Boise Gem

Clark Fremont

Washington

Custer

Valley

Adams Lemhi

Lewis Nez Perce

Idaho

Clearwater Latah

Benewah

Kootenai

Shoshone

Bonner

Boundary

A B

A

B

Tables & Matrices

• Comparison

• Abbreviate

• Use visual signifiers when possible

Slide 1

Slide 2

Isolated Impact Collective Impact

Sources of

Funding

Non-profits must

compete to receive

grants

Focus is on shared goals

and measures

Distribution of

Funding

Funders must

decided how to

best distribute their

resources

Funders can support

goals, rather than

individual organizations

Collaboration Work

independently

All partners in

addressing a common

agenda

Isolated vs. Collective Impact

The Truth About Data in Slides

• Not really about data

• RESULTS

• Emphasize what’s important

• Eliminate what’s not necessary

• Provide a detailed handout when appropriate

Early College High Schools in

Hartford, CT HMTCA Classical Capital University Academy of Arts

Aerospace & Engineering Metropolitan Pathways

Sport & Medical

Type HPS HPS HPS HPS CREC CREC CREC HPS HPS

Boy: Girl 1 to 1 1 to 1 1 to 1 1 to 1 122 to 278 265 to 113 350 to 367 1 to 1 1 to 1

Student:Teacher 12 to 1 15 to 1 15 to 1 11 to 1 12 to 1 12 to 1 12 to 1 18 to 1 12 to 1

Average Class Size 20 22 21 20 18 20 22 22 24

% Racial Balance CTSDE (2008)

66 color:33 non-minorit

y 60B:25H:10

W:5A 45B:30H:20

W:5A 40B:30H:20

W:10A 35B:25H:35

W:5A 25B:35H:25W:

15A 55B:15H:25W

:15A 45B:35H:1

5W:5A 30B:45H:20W:5A

% At or above state average for CMT & CAPT test scores (2010) N/A 36 36 41 35 58 no trend data

no trend data

no trend data

% Graduate

no trend data 91 94 97.3

no trend data no trend data 100 93.7 96.6

% Attend P.S. Schools

no trend data 98.4 100 94.4

no trend data no trend data 100 88.1 95.3

Towns 23 30 30 N/A 62 35 54 20 43

The Success of Early College High Schools:

High Graduation Rates and Enrollment in

Post-Secondary Schools

HPS HMTCA Classical Capital University

Student:Teacher 12 to 1 15 to 1 15 to 1 11 to 1

Average Class Size 20 22 21 20

% Racial Balance CTSDE (2008)

66 color:33

non-minority

60B:25H:10W:5A

45B:30H:20W:5A

40B:30H:20W:10A

% At or above state average for CMT & CAPT test scores

(2010)

N/A 36 36 41

Type: HPS; Boy:Girl = 1:1

The Success of Early College High Schools High Graduation Rates & Enrollment in

Post-Secondary Schools

HPS HMTCA Classical Capital University

Student:Teacher 12 to 1 15 to 1 15 to 1 11 to 1

Average Class Size 20 22 21 20

% Racial Balance CTSDE (2008)

66 color:33

non-minority

60B:25H:10W:5A

45B:30H:20W:5A

40B:30H:20W:10A

% At or above state average for CMT & CAPT test scores

(2010)

N/A 36 36 41

Type: HPS; Boy:Girl = 1:1

The Success of Early College High Schools High Graduation Rates & Enrollment in

Post-Secondary Schools

Comparison

0

2

4

6

Series 1

Series 2

Series 3

0 5 10

Category 1

Category 2

Category 3

Category 4

Series 3

Series 2

Series 1

0

2

4

0 2 4

Y-Values

Y-Values

Demographics of Hartford

Department of Health and Human Services (2012)

Trends

0

10

20

30

40

Series 1

Column1

Column2 0%

20% 40% 60% 80%

100%

Series 3

Series 2

Series 1

0% 20% 40% 60% 80%

100%

1/5

/2002

1/6

/2002

1/7

/2002

1/8

/2002

1/9

/2002

Series 2

Series 1 0% 20% 40% 60% 80%

100%

Series 3

Series 2

Series 1

Distribution

0

2

4

0 2 4

Y-Values

Y-Values 0

20

40

1/5/2002

1/6/2002

1/7/2002

1/8/2002

1/9/2002 Series 1

Series 2

Sales

1st Qtr

2nd Qtr

3rd Qtr

4th Qtr

Sales

1st Qtr

2nd Qtr

3rd Qtr

4th Qtr

Who is HYSF?

Racial Breakdown of HYSF

African-American

Latino

Other

Racial Breakdown of CT. Independent

Schools

African-American

Latino

White

Asian-American

Source: hysf.org Source:

nais.org

Power Point Tools

• “Smart Art”

• Charts and graphs (with Excel)

• Shapes

• Styles

• Align tool

• Send to back/Bring to front

Getting Help with Tools

• Find tutorials

• Me (sue.denning@trincoll.edu)

• By appointment only

• The STA office

• sta-help@trincoll.edu

• (Later in the semester) drop-in Monday through Thursday 12 to 9;

Friday 12 to 5

• Appointment suggested

Practice, Not Perfect

• Rehearse, don’t memorize

• Anticipate questions from your audience

• Respect time and slide limit

• Success when technology fails