visual communication - trinity college...visual communication for presentations . the most important...
TRANSCRIPT
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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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
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Convergent
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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 ([email protected])
• By appointment only
• The STA office
• (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