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6

I usually ask in the negative. "I assume that not everybody is familiar with woffles. However, I could skip over this part if you feel bored." Then look at their faces, usually several people will slightly shake their head. In this way nobody has to state that they do not know something.


19

In talks I have given, I simply over-exaggerate the question. Then I tone it down and re-ask it until I see a majority of hands. Example: "Show of hands, please: How many people here feel they have an excellent, clear and thorough understanding of Graph Theory?" (1 out of 20) "Okay, how many of you have a good, decent familiarity with Graph Theory?" (6 ...


67

When I give talks in similar situations, I typically assume that at least some of the audience members will be unfamiliar with much of what I think of as basic. Your job is to "remind" them, without spending excessive time on the topic. A good place to use this technique is with definitions. For instance: "... a polynomial, for example 3x4-5x2+2x+6." (...


4

Different fields have different standards of what to expect in a presentation, from how it is organized, to how the 'powerpoint' is used (or not used). Even what constitutes notions of powerpoint agony for the audience will have some minor/major differences. (Science audience will want you to be simple, please). Presentations in an english department and a ...


6

No, your talk was not in a session that would even pass the definition of plenary session. More importantly, it sounds as if the conference organizers also did not name you as a plenary speaker. Definition of plenary session: In a conferences running multiple simultaneous sessions, a plenary session will be a special session when only one session will be ...


0

RE: assumption vs. research results: It would be quite a challenge to accurately measure how much a largely cosmetic change in a course might affect student learning. Personally, I've always thought that the quality of the slides sends a message to the audience: low-quality slides can have an adverse affect on student morale, motivation, and attention spans, ...


8

If you're refactoring the course, consider moving away from a mostly lecture-based approach towards more active learning. There is a lot of evidence out there to support the effectiveness of active learning techniques (if used correctly). To paraphrase What Is the Impact of PowerPoint Lectures on Learning? A Brief Review of Research: "PowerPoint or slightly ...


-2

I don't think there's any research on 'slide quality and its effect on student learning'. I would imagine that it is very difficult to separate just the effect of slide quality from other factors affecting student learning.


-1

I'm not a lawyer, but I think that your use of the image is a non-profit commercial use, it might be considered as fair use, so you will be fine. From Nolo, The 'Fair Use' Rule: When Use of Copyrighted Material is Acceptable: When Is a Use a "Fair Use"? There are five basic rules to keep in mind when deciding whether or not a particular use of an ...


0

Late answer... Q: "why didn't you implement XYZ feature?" A: "Well...in any project of this nature, we can easily see that there are many extension points where additional features and/or functionality seem plausible and even desirable. In the scope of this project, we decided that proving a baseline implementation of the core concept was the boundary we ...



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