You sound like you have a good grasp on how to present information to a large group, so I expect that you've already begun to find a style that works for you. I won't address those elements, then, even though they're important.
A presentation at work often involves people who are already attached to the project you're working on, and a presentation at a breakout session of a conference often involves some self-selection in the audience. You can already assume some level of professional engagement with your topic (or personal interest in it) from the people you're addressing. Academic lectures are different, though. One might think that students who have paid tuition to attend class are already motivated toward the topic, but that's not the case at all.
Accordingly, the most significant recommendation I can make is to address yourself to student motivation. How does your presentation matter to them or to their interests? To their patterns of thinking? To their work? Why do they need to hear what you'll be saying?
In other words, Why are you not wasting their time?
There are a lot of different reasons why people fail to address student motivation, but they invariably all end in the same place: disengagement. Even entertaining or clever presentations that feature the latest pedagogical practices fall flat outside of the few students who are intrinsically motivated or manage to grasp the material's importance without it being explained. It's not just making application. You need to connect it with something they already care about.
I often find that it's helpful to start with a set of questions or a brief exercise that exposes a common misunderstanding about the topic. Even better, this introduction will demonstrate that our usual approaches/analyses are contradictory or otherwise problematic. Once it's established that--"Yes, you too!"--the students have something to gain (or lose) from the presentation, then they're motivated to engage with me for the rest of the presentation. The exact nature of your demonstration-to-prove-relevance depends a lot on your specific subject, but I encourage you to construct it in such a way that the students discover its relevance rather than being told its relevance.