design and creation of the presentations of lecture material

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Research-Based Presentation Design Guidelines

Effective multimedia design is based on what we know about cognitive psychology. If you use visual aids like PowerPoint in your course videos, read the tips below.

This guide leverages relevant cognitive psychology research (discussed in our other article " Multimedia Learning Principles ") to provide specific, evidence-based recommendations for designing and delivering effective presentations. But your PowerPoint deck is only one part of your "educational performance," which, broadly speaking, is a fusion of pictures, text, and spoken words. To maximize learners' engagement, retention, and transfer of the material, all three elements must be strategically deployed.

This guide relies heavily on Richard Mayer's Multimedia Learning and Stephen Kosslyn's Clear and to the Point: 8 Psychological Principles for Compelling PowerPoint Presentations . Both authors apply similar foundations in cognitive psychology to generate best practices for designing effective multimedia learning materials.

We hope this guide will be particularly helpful to instructors creating lecture videos but should prove useful to those delivering synchronous or in-person presentations. 

The Short Version

Use images instead of text when possible., use high-resolution, royalty-free images., use no more than 4 bullets per slide., make objects appear only when mentioned., dim objects after they're discussed., draw attention to salient information., avoid using decorative images., when distributing, add alt text to images..

Based on his experiments investigating the efficacy of multimedia messages, Richard Mayer defines what he calls the Redundancy Principle: "People learn better from graphics and narration than from graphics, narration, and printed text" (118). Duplicative images and onscreen text lead to extraneous cognitive processing by learners both because they have more to look at onscreen and because they'll spend unconscious effort trying to compare what they're hearing and what they're seeing.

So what comes from Mayer appears to be a suggestion to use either an image OR words, but not both (though labels are fine if they're important). But we also know from neurological research that images and words end up getting encoded in different places in the brain, and that encoding imagery uses less cognitive effort than encoding words (Grady et al, 2706). (This is probably an evolutionary phenomenon, given the importance of retaining visual information in one's immediate environment.) So in some ways, research has proved that a picture really can be worth a thousand words.

What this boils down to is if you have an image that can represent your material, use that image exclusively on your slide and remove any text that might accompany it unless it's necessary for your students' understanding. It'll be "stickier" in the students' minds.

The bottom line: If an image can represent your slide content, use it exclusively on your slide without any onscreen text.

When using images, try to find the highest resolution you can. "Resolution" refers to the number of pixels that comprise the image. The more pixels there are, the more quality - and the greater the file size.

You can always shrink an image without reducing its quality, but don't increase its size over 100% or the original. If you do, the quality of the image will visibly decrease as it pixelates, which can either make it more difficult to understand or even unconsciously communicate "low quality" to your viewers!

In addition, when recording videos you should be particularly careful about using copyrighted images in your visual aids. While most course materials aren't public, Fair Use doesn't provide instructors with blanket protection from infringement and it's possible your video could get out. Try to use royalty-free image sites (such as Pixabay) to find an image that could work for you. You could also leverage the surprisingly robust features of your presentation software to design your own images, even by piecing together shapes. (Note that all of the imagery in this article was created using royalty-free images and PowerPoint.)

If it's truly necessary to use a copyrighted image in your slide, you should attempt to contact the publisher to obtain the appropriate permissions. If you find images under a Creative Commons license, be sure to abide by the license and cite appropriately.

The bottom line : Use high-resolution images if possible, and don't enlarge them above 100% of their original size. Use royalty-free imagery, attribute appropriately, or create your own images if needed.

If you've ever suffered from "Death by PowerPoint," you've probably experienced slides crammed full of text: sub-sub-bullets, complete sentences, entire paragraphs, or worse. This is most often the result of instructors using visual presentations as memory aids rather than as instructional tools for learners. We've all heard about the value of taking a student-centered approach to pedagogy; presentation design can embody that methodology.

With respect to determining how much text is appropriate, there are several cognitive psychology principles at work. As we discussed in our Multimedia Learning Principles article, we have two channels for processing a multimedia message. When presented with a large amount of text, the visual channel is oversaturated, and learners' verbal channels struggle to attend effectively to your words as they try to read what's on screen. They also spend cognitive effort comparing the printed and spoken words.

Also in our article on Multimedia Learning Principles, we discussed what occurs during active processing as well as the various types of cognitive load that learners experience. Given that active learning first necessitates the selection of relevant information from an instructional message, providing succinct text will help reduce students' germane load since you're doing some of the selection work for them.

So now that we know why less text is important, is it possible to quantify a recommendation?

A variety of studies have shown that humans can reliably retain 4 concepts in working memory - the so-called "rule of four." The brain can "chunk" information to improve retention, however, so each of these 4 concepts can have up to 4 component pieces of information.

To see the rule of four and chunking principles in effect, check out the video below.

So - we can retain information better when there are four or fewer units, and using recognizable groupings of more than four units helps to improve retention. With all of this in mind, a good rule of thumb is to try to restrict yourself to four or fewer bullets per slide, with four or fewer units of information contained within each bullet.

One way to quantify these "units" of information is to count the number of verbs and nouns (Kosslyn, 77). For example, the phrase "Use four bullets per slide" has 3 units of information: "use," "bullets," and "slide."

Another way to think about this: just use less text in your slides. It may not always be possible, but can be an important goal for which to strive, especially if it helps you break your presentation into more slides. Ultimately, though, remember that your visual aid is intended for your students - not to help you remember what you need to discuss. If possible (or if necessary), use your presentation software's "notes" feature to make sure you don't forget to discuss anything.

Remember what we discussed earlier, though: images tend to be "stickier" than words in long-term memory. If you can find a meaningful image that can replace some or all of the text on your slide, use that instead (using labels as needed, of course).

The bottom line : Try to use four or fewer bullets on a slide, each with four or fewer concepts. Favor images over text whenever appropriate.

Mayer's multimedia messaging experiments led him to what he termed the Temporal Contiguity Principle: "Students learn better when corresponding words and pictures are presented simultaneously rather than successively" (153). Mayer discusses this principle largely in the context of whether to present narration after or during a corresponding animation. While common sense might suggest that encountering the information twice in succession (in two different forms) would lead to better transfer and retention, it was instead when the narration and animation were presented simultaneously.

Now, chances are that you're not planning on narrating over a series of silent animated movies as your presentation - but it's important to remember that presentation software is, in and of itself, a kind of animation tool. Moving to a new slide is essentially a simple animation.

But in the context of the Temporal Contiguity Principle, think about a learner arriving on a slide that already has all of its visual content present at the start. With so much information for your learners to look at, you risk cognitive overload as they read the entire slide - including all the parts that may not yet be relevant or comprehensible - while also trying to process your spoken words.

Building your bullets and images one at a time provides visual cues to your learners about where you are in the presentation and what's relevant to the current moment of knowledge construction. Making clear what specific visual elements are related to what's being discussed maximizes your learners' ability to integrate what they see and what they hear simultaneously.

So, add simple animations to your slides. Leverage build-ins or entrance effects to have objects appear on your slide only when you mention them - bullets, images, graphs, shapes - anything. Stick to subtle effects like fade-ins or even just appearing unless a particular animation offers additional impact to your message.

The bottom line : Make objects appear only when you discuss them.

As we discussed earlier, Mayer's Temporal Contiguity Principle implies that we should make information appear only when mentioned. Well, the converse is true as well: information that's already been discussed should be visually de-emphasized. In reinforcing where exactly you are within the visual information on your slide, you're reducing your learners' cognitive load by encouraging them to focus their efforts on a smaller set of visual information while also maintaining the conceptual connection with the previous information.

In his book providing detailed presentation design guidelines based on a similar set of cognitive psychology principles as Mayer, Stephen Kosslyn identifies seven high-level principles, one of which is the Principle of Salience: "Attention is drawn to large perceptible differences" (7). Given that our brains are wired to notice strong differences in contrast (such as this bold text ), de-emphasizing past information provides a cue to learners that you're moving on to other visual information on the slide and helps direct their attention appropriately.

You can de-emphasize objects onscreen by adding an "emphasis" (PowerPoint) or "action" (Keynote) animation to a bullet, such as reducing the opacity of the object to 25% (or increasing its transparency to 75%). Add the animation at the same time a new object appears.

The bottom line : Visually de-emphasize items that have already been discussed.

The Signaling Principle indicates that "People learn better when cues that highlight the organization of the essential material are added" (Mayer, 108). These cues, Mayer writes, "are intended to guide learners' attention to essential material and to guide learners' organization of the essential material into a coherent structure" (117). Leveraging what we discussed in our article about multimedia learning , signaling can reduce extraneous load, foster germane load, and assist with the selection and organization of materials that must occur during active learning.

While these cues can be verbal (such as explicitly stating where you are in your presentation based on an outline you presented at the start) the visual cues within your presentation play an extremely strong role in facilitating your students' understanding. For example, if you present a complex graph, do something either when designing your presentation (e.g. add arrows, labels, zoom in, etc.) or during your presentation (e.g. use your mouse as a pointer) to draw your learners' attention to the most important or relevant pieces of information.

While making objects appear and dim at the appropriate times highlights salient information as well, for more complex images it's important to draw learners' attention to the most relevant parts. As is often the case in effective presentation design, this helps reduce learners' extraneous load when presented with a surfeit of visual information.

The bottom line : design your slides with arrows, circles, or other visual cues that draw viewers' attention to particularly important details. Failing that, leverage pointers or other indicators during your recording.

Richard Mayer identifies three main categories of images that are helpful to learners: representational images, which portray an individual object; organizational images, which illustrate relationships between objects (or between parts of an object); and explanative images, which illustrate how a system works (236).

Decorative images, on the other hand, are "illustrations that are intended to interest the reader but that do not enhance the message of the passage" (Mayer, 236). They distract students from learning goals, add to their extraneous load, and squander their limited cognitive resources.

Now, on the surface, it may seem like adding some decorative imagery to your more text-heavy slides might be a good thing, to give them some visual interest and foster a little more engagement with your presentation. As Mayer points out, this is arousal theory: "the idea that students learn better when they are emotionally aroused by the material" (93). Unfortunately, decorative images end up becoming "seductive illustrations": images added solely to add some visual interest. Unfortunately research has confirmed that these details are retained better than the presentation's central points (Mayer, 97).

So, if an image - indeed, if any content - doesn't directly support the completion of your students' learning objectives, don't include it. While we do recommend using images instead of text when possible as well as using less text overall, don't include imagery for imagery's sake.

Remember - an effective multimedia message should be designed to create the conditions for maximal learning. Some of your slides may end up being less visually interesting, but especially when paired with our other tips, you'll be helping your learners spend their cognitive resources more effectively.

The bottom line : Don't add images that don't directly support your students' learning.

Given how deleterious decorative imagery can be to our cognitive resources, all the images you've included in your presentation should support your students' learning. If there are students who can't perceive that visual content, however, their learning is compromised compared to their classmates.

If you intend to distribute your presentation file digitally (for example, uploading it to your LMS for students to download), you should ensure that all the images included in the presentation have what's called "alt text": text-based metadata embedded into the image that displays onscreen when the image fails to load and that describes it for screen reader software. These image descriptions are essential in ensuring that your materials are accessible to learners with visual disabilities.

Adding alt text within many applications is often just a matter of right-clicking an image, clicking the appropriate menu option, and typing in a description. A good alt tag should be specific and concise. And while it should communicate the relevant part(s) of the image, it shouldn't require the learner to listen to a lengthy description.

The bottom line : Add alt tags to all images in presentations you intend to distribute digitally.

PowerPoint shouldn't be vilified or glorified. Presentation software is just a tool, and it could be used effectively or poorly to communicate a message. Kosslyn sums it up well in his book Clear and to the Point : "PowerPoint presentations can help people understand by making both memory and processing easier for them" (12).

It is true that presentations designed this way require more effort to produce. If you're struggling to devote the time needed in pre-production to make your slides more pedagogically effective, some low-hanging fruit you can bite off (so to speak) is to use tools during your presentation to draw your students' attention, such as turning your mouse cursor into a laser pointer. Let Kosslyn's principles of Salience and Discriminability remind you that "attention is drawn to large perceptible differences," and those differences "must differ by a large enough proportion or they will not be distinguished" (7-8).

It's important to note that if you abide by these research-based best practices, it's likely that your presentation won't work as effectively as a standalone artifact. It's not meant to. Your slide deck is part of a larger presentation that includes pictures, text, and spoken words, all employed strategically to maximize learning. If it's important that your presentation be legible on its own, consider developing an alternate version.

Fiorella, L., Stull, A. T., Kuhlmann, S., & Mayer, R. E. (2019). Instructor presence in video lectures: The role of dynamic drawings, eye contact, and instructor visibility. Journal of Educational Psychology , 111(7), 1162–1171. https://doi.org/10.1037/edu0000325

Grady, C. L., McIntosh, A. R., Rajah, M. N., & Craik, F. I. M. (1998). Neural correlates of the episodic encoding of pictures and words. Proc. Natl. Acad. Sci . USA, 95, 2703–2708.

Kosslyn, S. (2007). Clear and to the point: 8 psychological principles for compelling PowerPoint presentations . New York: Oxford University Press.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, England: Cambridge University Press.

Interested in consulting with a member of the Multimedia Services team? Contact us at [email protected] .

Preparing and Presenting a Lecture

This session will explore how to organize and deliver a lecture. It will help you understand how to organize content and use verbal and non-verbal communication to keep your students’ attention and increase learning.

1. In this session…

You will first read articles and prepare ideas that will be discussed in the videos. Next, you will watch video lectures where you will be instructed to pause and engage in a variety of activities, as well as think about the questions posed.

The outline is provided to serve as a guide to the session and serve as a support for note taking.

Download Session Outline [  PDF / DOC  ] Download Complete Session Video [  ZIP , 255 MB ]

2. Learning Objectives

After completing this session, the participant will be able to:

• Explain  how the structure of a lecture can influence learning.
• Explain  effective means of communication during lecture.
• Critique  and  evaluate  lectures.

3. Pre-Session Activity

• Curzan, A., & Damour, L. (2006). Chapter 3: Weekly class preparation. In  First day to final grade: A graduate student’s guide to teaching (2nd ed., pp. 31–44). Ann Arbor, MI: University of Michigan Press.
• Gross-Davis, B. (1993). Chapter 12: Preparing to teach the large lecture course. In  Tools for teaching  (pp. 99–110). San Francisco, CA: Jossey-Bass.
• Lewin, W. (1999). Physics I: Classical Mechanics [Video].  MIT OpenCourseWare . Retrieved from http://ocw.mit.edu/courses/physics/8-01-physics-i-classical-mechanics-fall-1999/video-lectures/lecture-10/
• Identify specific techniques and strategies that Lewin uses to engage the class.

4. Session Introduction

Welcome to the fourth session! Our topic for this session is  preparing and presenting a lecture . We will begin the session with a few questions based on the pre-session activities, as well as your own experiences as a student and teacher. The first part of this session will begin by exploring what structure and lecture formats work best to maximize student attention. The second part of the session will concentrate on best practices of content delivery and effective communication strategies that you can integrate into your lecture delivery method to increase student attention.

Transcript [  PDF  ]

Think About

• What are traditional lectures good for?
• What are traditional lectures bad for?

5. Preparing a Lecture: Variability of Instruction Methods

The first part of this session will talk about how to structure your lecture and the types of lecture formats to consider when deciding how to organize the content of your lectures.

For a concept you would like to teach:

• Determine the goal and learning objectives for that concept.
• Think about the material you will cover to support teaching of that concept.
• Choose a lecture format that will be appropriate and justify your decision.

6. Delivering a Lecture: Learning from Actors

You have now planned and prepared a lecture. In this part of the session we will discuss the actual delivery of the lecture.

7. Delivering a Lecture: Visuals

After discussing how to present a lecture, we now need to return to other aspects of delivering your lecture. In this part of the session we will discuss a few principles regarding the selection and use of presentation tools during your lecture.

Answer the following questions about Professor Lewin’s lecture that you previously watched:

• What makes the lecture work so well?
• What would you change about the lecture?

8. Post-Session Activity

Watch a lecture of your choosing on MIT’s OpenCourseWare and evaluate the lecture using the guidelines of an effective lecture discussed during this session titled Preparing and Presenting a Lecture. In your evaluation, do not include the subject number or the instructor’s name, but do reference the discipline and type of course (for example, introductory physics course). Make sure to note the effective methods and strategies utilized by the instructor, and include ways for the instructor to be more engaging to improve student learning.

These materials are Copyright © 2013, Massachusetts Institute of Technology and unless otherwise specified are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported license.

Online Course Development Resources

Creating your own course materials, by stacey m johnson , assistant director for educational technology, vanderbilt university center for teaching, cite this guide:  johnson, s.m. (2020). creating your own course materials . vanderbilt university course development resources. https://www.vanderbilt.edu/cdr/module1/creating-your-own-course-materials/.

So, with that in mind, consider which of the following approaches to creating your own videos will be most feasible for the course you are developing now, and which might be projects to work on for the next version of your course.

There are quite a few ways instructors can create video for their students. The list below details several with varying levels of investment and quality.

• Recording a live video conference for later viewing

If you plan to lecture or lead a conversation as part of your synchronous class meeting, recording that using the built-in recording capability on Zoom or another tool can be a low-investment way to make that content available to students in your course moving forward.

How To: If you are at Vanderbilt and use Zoom, you can follow these instructions for recording a class meeting. Once Zoom sends you the link to the video and online transcript, you can post the link in your Brightspace course so students can review it.

Caution: Anything that you record when you are on a live video conference with your students would fall under the category of FERPA-protected information since student identities and contributions will be evident to the later viewers. That means that you can share this video with students in the same class within your Brightspace course, but should not share a live video conference recording with future students or publicly. Also consider that video conferencing requires a lot of internet bandwidth. If your wifi can’t keep up with the requirements of live interactive video, you may need to choose a lower bandwidth teaching tool .

• Pre-recording a screencast, whiteboard video, or webcam video for later asynchronous viewing

There are many tools available on the web for recording videos using the equipment you already have at home or in your office. Here is a run down of some popular screencasting tools available on the web. Vanderbilt has campus licenses for Kaltura, which has a built-in screencasting tool, and Zoom. Zoom allows you to open up a Zoom meeting in which you are alone with no guests and use the Zoom whiteboard, screen sharing, webcam, and other useful features to record an engaging lecture video for your students to watch later.

How To: The Vanderbilt Brightspace team has guides available for using Kaltura . To use Zoom to pre-record lectures, we recommend looking up tutorials online such as this through YouTube video that walks viewers through the process.

Caution: If you are using video to deliver content, keep accessibility in mind. If you use slides or a whiteboard, audibly describe what is happening on the screen. Also, enable the built-in caption s feature for your videos in Kaltura or record your Zoom videos to the cloud so you can generate an editable transcript .

• Use a studio space on campus

If you are at Vanderbilt, you will want to take advantage of the One Button Studio at the CFT  or the Digital Media Lab . The One Button Studio is a simplified studio environment just for faculty that can be used without any previous video production experience. The studio is equipped with a combination of special hardware and software that allows users to simply plug a flash drive into a USB port and push a button to start recording. All of the lighting, audio, and video equipment is already in place so no set-up is required. The Digital Media Lab contains several types of recording facilities and provides guidance, instruction, and resources to all university instructors, regardless of technology experience, who want to improve their technology skills and incorporate media into their teaching.

How To: The CFT manages both of these spaces. Check out this page for more information about how to access them. If you teach at a different university, ask around for recording spaces available to faculty on your campus.

Caution: Some video studios have limitations, like perhaps not allowing a screencast or whiteboard work. This all depends of the equipment available.

Other Kinds of Course Resources

Video can be a highly useful tool, but it is not the only way to present your course materials to students. In fact, if you choose to create videos and need to edit something during the course or before you teach the course again, with video that typically means recording a whole new video. However, all of the strategies in this section are editable which means more flexible content and a more responsive course.

The list below details several ways to create instructional materials for students with varying levels of investment and quality.

• Audio recording

In contrast with a video lecture, audio lectures don’t take up much bandwidth and don’t require any special background or lighting to do well. That is useful for those of us creating lectures from home, possibly late at night after the kids go to sleep, or in spaces we don’t want to display. If you audio record your lectures, you can then provide slides separately so students can follow along. You might even consider creating a listening guide worksheet that students fill in with important information as they listen. This will give them something to do as they listen and help them focus on the most important pieces of information. Plus, with so many courses going online, students may appreciate the option of printing the worksheet out and filling it out by hand, a nice change from so many screens.

How To: Kaltura Media can be used to record audio only, as can Audacity , and even your cell phone!

Caution: If you are providing accompanying slides or a handout to go with the audio lecture, consider labeling them well so you can say in your audio lecture, “I’m on slide 4.” or “Look at page 2 of the handout.” as you give your lecture. Students will be able to follow along.

• Multimedia webpages

One dynamic way of presenting course content is to assemble all of your resources in a multimedia webpage. That is how we created the readings in this online CDR. When you create a multimedia webpage, you can combine text, images, audio, video, links, and other resources all together in one coherent page that guides students down a learning path. Breaking up large blocks of text with images, video, and audio also helps hold your readers’ attention.

How To: You can use a website or blogging tool like WordPress to create your course content, which is how we built this site. Your LMS, which at Vanderbilt is Brightspace, has a webpage tool already built into the Content area. In a module, click on “Upload/Create”, then choose “Create a File”. That will open up a text box that you can use to assemble your multimedia content into a single page.

Caution: Keep accessibility in mind at every step. If you have video, include closed captions. If you have images, include alt text for screen readers. Learn more about accessibility in Brightspace here .

• Interactive Texts

To ensure that your students stay engaged in the course content, consider creating interactive texts that have formative assessment checkpoints built-in. Students read a section, then stop to answer a comprehension, analysis, or reflection question before moving on. Vanderbilt has a site license for TopHat, which has interactive text features. But there are other tools you can use as well.

• Jesse Blocher wrote this blog post about using TopHat to create interactive readings.
• Actively Learn is a web-based tool that allows you to add formative checkpoints into a text.
• Vanderbilt also has a video quiz tool through Kaltura Media that will allow you to add questions into a video.

The Basics of Slide Design

• First Online: 14 July 2021

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• Emily P. Green 2  

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This chapter describes the three components that make up the anatomy of a presentation, and the use of supplemental materials to reduce reliance on text-based slides. It reviews the “assertion-evidence” approach to slide design, and provides five general rules to guide the design of biomedical slides. These rules include the following: (1) Find opportunities to use text differently. (2) Simple is better. (3) Visual elements should be relevant and informative. (4) Text and visual elements should be large and readable. (5) Your slides should include color, space, and a variety of images. Simple changes, such as using visual elements instead of bulleted lists, can transform our conventional presentations into healthy presentations .

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Green, E.P. (2021). The Basics of Slide Design. In: Healthy Presentations. Springer, Cham. https://doi.org/10.1007/978-3-030-72756-7_5

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Ten simple rules for effective presentation slides

* E-mail: [email protected]

Affiliation Biomedical Engineering and the Center for Public Health Genomics, University of Virginia, Charlottesville, Virginia, United States of America

• Kristen M. Naegle

Published: December 2, 2021

• https://doi.org/10.1371/journal.pcbi.1009554
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Citation: Naegle KM (2021) Ten simple rules for effective presentation slides. PLoS Comput Biol 17(12): e1009554. https://doi.org/10.1371/journal.pcbi.1009554

Copyright: © 2021 Kristen M. Naegle. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Funding: The author received no specific funding for this work.

Competing interests: The author has declared no competing interests exist.

Introduction

The “presentation slide” is the building block of all academic presentations, whether they are journal clubs, thesis committee meetings, short conference talks, or hour-long seminars. A slide is a single page projected on a screen, usually built on the premise of a title, body, and figures or tables and includes both what is shown and what is spoken about that slide. Multiple slides are strung together to tell the larger story of the presentation. While there have been excellent 10 simple rules on giving entire presentations [ 1 , 2 ], there was an absence in the fine details of how to design a slide for optimal effect—such as the design elements that allow slides to convey meaningful information, to keep the audience engaged and informed, and to deliver the information intended and in the time frame allowed. As all research presentations seek to teach, effective slide design borrows from the same principles as effective teaching, including the consideration of cognitive processing your audience is relying on to organize, process, and retain information. This is written for anyone who needs to prepare slides from any length scale and for most purposes of conveying research to broad audiences. The rules are broken into 3 primary areas. Rules 1 to 5 are about optimizing the scope of each slide. Rules 6 to 8 are about principles around designing elements of the slide. Rules 9 to 10 are about preparing for your presentation, with the slides as the central focus of that preparation.

Rule 1: Include only one idea per slide

Each slide should have one central objective to deliver—the main idea or question [ 3 – 5 ]. Often, this means breaking complex ideas down into manageable pieces (see Fig 1 , where “background” information has been split into 2 key concepts). In another example, if you are presenting a complex computational approach in a large flow diagram, introduce it in smaller units, building it up until you finish with the entire diagram. The progressive buildup of complex information means that audiences are prepared to understand the whole picture, once you have dedicated time to each of the parts. You can accomplish the buildup of components in several ways—for example, using presentation software to cover/uncover information. Personally, I choose to create separate slides for each piece of information content I introduce—where the final slide has the entire diagram, and I use cropping or a cover on duplicated slides that come before to hide what I’m not yet ready to include. I use this method in order to ensure that each slide in my deck truly presents one specific idea (the new content) and the amount of the new information on that slide can be described in 1 minute (Rule 2), but it comes with the trade-off—a change to the format of one of the slides in the series often means changes to all slides.

• PPT PowerPoint slide
• PNG larger image
• TIFF original image

Top left: A background slide that describes the background material on a project from my lab. The slide was created using a PowerPoint Design Template, which had to be modified to increase default text sizes for this figure (i.e., the default text sizes are even worse than shown here). Bottom row: The 2 new slides that break up the content into 2 explicit ideas about the background, using a central graphic. In the first slide, the graphic is an explicit example of the SH2 domain of PI3-kinase interacting with a phosphorylation site (Y754) on the PDGFR to describe the important details of what an SH2 domain and phosphotyrosine ligand are and how they interact. I use that same graphic in the second slide to generalize all binding events and include redundant text to drive home the central message (a lot of possible interactions might occur in the human proteome, more than we can currently measure). Top right highlights which rules were used to move from the original slide to the new slide. Specific changes as highlighted by Rule 7 include increasing contrast by changing the background color, increasing font size, changing to sans serif fonts, and removing all capital text and underlining (using bold to draw attention). PDGFR, platelet-derived growth factor receptor.

https://doi.org/10.1371/journal.pcbi.1009554.g001

Rule 2: Spend only 1 minute per slide

When you present your slide in the talk, it should take 1 minute or less to discuss. This rule is really helpful for planning purposes—a 20-minute presentation should have somewhere around 20 slides. Also, frequently giving your audience new information to feast on helps keep them engaged. During practice, if you find yourself spending more than a minute on a slide, there’s too much for that one slide—it’s time to break up the content into multiple slides or even remove information that is not wholly central to the story you are trying to tell. Reduce, reduce, reduce, until you get to a single message, clearly described, which takes less than 1 minute to present.

Rule 3: Make use of your heading

When each slide conveys only one message, use the heading of that slide to write exactly the message you are trying to deliver. Instead of titling the slide “Results,” try “CTNND1 is central to metastasis” or “False-positive rates are highly sample specific.” Use this landmark signpost to ensure that all the content on that slide is related exactly to the heading and only the heading. Think of the slide heading as the introductory or concluding sentence of a paragraph and the slide content the rest of the paragraph that supports the main point of the paragraph. An audience member should be able to follow along with you in the “paragraph” and come to the same conclusion sentence as your header at the end of the slide.

Rule 4: Include only essential points

While you are speaking, audience members’ eyes and minds will be wandering over your slide. If you have a comment, detail, or figure on a slide, have a plan to explicitly identify and talk about it. If you don’t think it’s important enough to spend time on, then don’t have it on your slide. This is especially important when faculty are present. I often tell students that thesis committee members are like cats: If you put a shiny bauble in front of them, they’ll go after it. Be sure to only put the shiny baubles on slides that you want them to focus on. Putting together a thesis meeting for only faculty is really an exercise in herding cats (if you have cats, you know this is no easy feat). Clear and concise slide design will go a long way in helping you corral those easily distracted faculty members.

Rule 5: Give credit, where credit is due

An exception to Rule 4 is to include proper citations or references to work on your slide. When adding citations, names of other researchers, or other types of credit, use a consistent style and method for adding this information to your slides. Your audience will then be able to easily partition this information from the other content. A common mistake people make is to think “I’ll add that reference later,” but I highly recommend you put the proper reference on the slide at the time you make it, before you forget where it came from. Finally, in certain kinds of presentations, credits can make it clear who did the work. For the faculty members heading labs, it is an effective way to connect your audience with the personnel in the lab who did the work, which is a great career booster for that person. For graduate students, it is an effective way to delineate your contribution to the work, especially in meetings where the goal is to establish your credentials for meeting the rigors of a PhD checkpoint.

Rule 6: Use graphics effectively

As a rule, you should almost never have slides that only contain text. Build your slides around good visualizations. It is a visual presentation after all, and as they say, a picture is worth a thousand words. However, on the flip side, don’t muddy the point of the slide by putting too many complex graphics on a single slide. A multipanel figure that you might include in a manuscript should often be broken into 1 panel per slide (see Rule 1 ). One way to ensure that you use the graphics effectively is to make a point to introduce the figure and its elements to the audience verbally, especially for data figures. For example, you might say the following: “This graph here shows the measured false-positive rate for an experiment and each point is a replicate of the experiment, the graph demonstrates …” If you have put too much on one slide to present in 1 minute (see Rule 2 ), then the complexity or number of the visualizations is too much for just one slide.

Rule 7: Design to avoid cognitive overload

The type of slide elements, the number of them, and how you present them all impact the ability for the audience to intake, organize, and remember the content. For example, a frequent mistake in slide design is to include full sentences, but reading and verbal processing use the same cognitive channels—therefore, an audience member can either read the slide, listen to you, or do some part of both (each poorly), as a result of cognitive overload [ 4 ]. The visual channel is separate, allowing images/videos to be processed with auditory information without cognitive overload [ 6 ] (Rule 6). As presentations are an exercise in listening, and not reading, do what you can to optimize the ability of the audience to listen. Use words sparingly as “guide posts” to you and the audience about major points of the slide. In fact, you can add short text fragments, redundant with the verbal component of the presentation, which has been shown to improve retention [ 7 ] (see Fig 1 for an example of redundant text that avoids cognitive overload). Be careful in the selection of a slide template to minimize accidentally adding elements that the audience must process, but are unimportant. David JP Phillips argues (and effectively demonstrates in his TEDx talk [ 5 ]) that the human brain can easily interpret 6 elements and more than that requires a 500% increase in human cognition load—so keep the total number of elements on the slide to 6 or less. Finally, in addition to the use of short text, white space, and the effective use of graphics/images, you can improve ease of cognitive processing further by considering color choices and font type and size. Here are a few suggestions for improving the experience for your audience, highlighting the importance of these elements for some specific groups:

• Use high contrast colors and simple backgrounds with low to no color—for persons with dyslexia or visual impairment.
• Use sans serif fonts and large font sizes (including figure legends), avoid italics, underlining (use bold font instead for emphasis), and all capital letters—for persons with dyslexia or visual impairment [ 8 ].
• Use color combinations and palettes that can be understood by those with different forms of color blindness [ 9 ]. There are excellent tools available to identify colors to use and ways to simulate your presentation or figures as they might be seen by a person with color blindness (easily found by a web search).
• In this increasing world of virtual presentation tools, consider practicing your talk with a closed captioning system capture your words. Use this to identify how to improve your speaking pace, volume, and annunciation to improve understanding by all members of your audience, but especially those with a hearing impairment.

Rule 8: Design the slide so that a distracted person gets the main takeaway

It is very difficult to stay focused on a presentation, especially if it is long or if it is part of a longer series of talks at a conference. Audience members may get distracted by an important email, or they may start dreaming of lunch. So, it’s important to look at your slide and ask “If they heard nothing I said, will they understand the key concept of this slide?” The other rules are set up to help with this, including clarity of the single point of the slide (Rule 1), titling it with a major conclusion (Rule 3), and the use of figures (Rule 6) and short text redundant to your verbal description (Rule 7). However, with each slide, step back and ask whether its main conclusion is conveyed, even if someone didn’t hear your accompanying dialog. Importantly, ask if the information on the slide is at the right level of abstraction. For example, do you have too many details about the experiment, which hides the conclusion of the experiment (i.e., breaking Rule 1)? If you are worried about not having enough details, keep a slide at the end of your slide deck (after your conclusions and acknowledgments) with the more detailed information that you can refer to during a question and answer period.

Rule 9: Iteratively improve slide design through practice

Well-designed slides that follow the first 8 rules are intended to help you deliver the message you intend and in the amount of time you intend to deliver it in. The best way to ensure that you nailed slide design for your presentation is to practice, typically a lot. The most important aspects of practicing a new presentation, with an eye toward slide design, are the following 2 key points: (1) practice to ensure that you hit, each time through, the most important points (for example, the text guide posts you left yourself and the title of the slide); and (2) practice to ensure that as you conclude the end of one slide, it leads directly to the next slide. Slide transitions, what you say as you end one slide and begin the next, are important to keeping the flow of the “story.” Practice is when I discover that the order of my presentation is poor or that I left myself too few guideposts to remember what was coming next. Additionally, during practice, the most frequent things I have to improve relate to Rule 2 (the slide takes too long to present, usually because I broke Rule 1, and I’m delivering too much information for one slide), Rule 4 (I have a nonessential detail on the slide), and Rule 5 (I forgot to give a key reference). The very best type of practice is in front of an audience (for example, your lab or peers), where, with fresh perspectives, they can help you identify places for improving slide content, design, and connections across the entirety of your talk.

Rule 10: Design to mitigate the impact of technical disasters

The real presentation almost never goes as we planned in our heads or during our practice. Maybe the speaker before you went over time and now you need to adjust. Maybe the computer the organizer is having you use won’t show your video. Maybe your internet is poor on the day you are giving a virtual presentation at a conference. Technical problems are routinely part of the practice of sharing your work through presentations. Hence, you can design your slides to limit the impact certain kinds of technical disasters create and also prepare alternate approaches. Here are just a few examples of the preparation you can do that will take you a long way toward avoiding a complete fiasco:

• Save your presentation as a PDF—if the version of Keynote or PowerPoint on a host computer cause issues, you still have a functional copy that has a higher guarantee of compatibility.
• In using videos, create a backup slide with screen shots of key results. For example, if I have a video of cell migration, I’ll be sure to have a copy of the start and end of the video, in case the video doesn’t play. Even if the video worked, you can pause on this backup slide and take the time to highlight the key results in words if someone could not see or understand the video.
• Avoid animations, such as figures or text that flash/fly-in/etc. Surveys suggest that no one likes movement in presentations [ 3 , 4 ]. There is likely a cognitive underpinning to the almost universal distaste of pointless animations that relates to the idea proposed by Kosslyn and colleagues that animations are salient perceptual units that captures direct attention [ 4 ]. Although perceptual salience can be used to draw attention to and improve retention of specific points, if you use this approach for unnecessary/unimportant things (like animation of your bullet point text, fly-ins of figures, etc.), then you will distract your audience from the important content. Finally, animations cause additional processing burdens for people with visual impairments [ 10 ] and create opportunities for technical disasters if the software on the host system is not compatible with your planned animation.

Conclusions

These rules are just a start in creating more engaging presentations that increase audience retention of your material. However, there are wonderful resources on continuing on the journey of becoming an amazing public speaker, which includes understanding the psychology and neuroscience behind human perception and learning. For example, as highlighted in Rule 7, David JP Phillips has a wonderful TEDx talk on the subject [ 5 ], and “PowerPoint presentation flaws and failures: A psychological analysis,” by Kosslyn and colleagues is deeply detailed about a number of aspects of human cognition and presentation style [ 4 ]. There are many books on the topic, including the popular “Presentation Zen” by Garr Reynolds [ 11 ]. Finally, although briefly touched on here, the visualization of data is an entire topic of its own that is worth perfecting for both written and oral presentations of work, with fantastic resources like Edward Tufte’s “The Visual Display of Quantitative Information” [ 12 ] or the article “Visualization of Biomedical Data” by O’Donoghue and colleagues [ 13 ].

Acknowledgments

I would like to thank the countless presenters, colleagues, students, and mentors from which I have learned a great deal from on effective presentations. Also, a thank you to the wonderful resources published by organizations on how to increase inclusivity. A special thanks to Dr. Jason Papin and Dr. Michael Guertin on early feedback of this editorial.

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• 11. Reynolds G. Presentation Zen: Simple Ideas on Presentation Design and Delivery. 2nd ed. New Riders Pub; 2011.
• 12. Tufte ER. The Visual Display of Quantitative Information. 2nd ed. Graphics Press; 2001.

• Blogs @Oregon State University

Ecampus Course Development and Training

Providing inspiration for your online class.

Narrated Lecture Design: Five Guiding Multimedia Principles

The use of PowerPoint and other similar presentation software, as a visual foundation for recorded narrated lectures for use in online courses is pretty common. These slide-based presentations typically present a series of individual slides that contain titles, visuals, and descriptive text or lists of bullet points with an accompanying voice-over recording. Using this approach to online content presentation seems familiar as it is a technology enabled extension of the traditional slide-based presentations instructors have used in a live classroom lecture. But narrated lecture for online presentation has some structural differences.

Whether transitioning a classroom lecture, or creating a new narrated lecture for online use, instructors at Ecampus are also encouraged to rethink their slide-based presentations. The recommendation is to create highly focused content and keep the duration of an individual narrated lecture presentation to about 10 minutes. This means a typical 50 minute classroom lecture may transition to several online narrated slide presentations as it is distilled down to 2-3 highly focused segments.  

Including voice-over with a slide-based presentation builds instructor presence in an online course. Narrated lectures also incorporate best practices in accessibility, copyright, and visual formatting. In essence, this process takes a PowerPoint presentation, incorporates best practice elements, and adds narration. This new instructor narrated presentation becomes a multimedia learning element for their course that is delivered in video format.

Multimedia Learning Theory Redux

On the surface, all the previous work in creating a narrated lecture seems sufficient. However if we incorporate research on multimedia learning we may choose to do more with this staple of the online course; the narrated lecture.

In my previous article on the value of images in online learning I explained how online presentations that combine text, images, and titles are considered multimedia-based learning objects. Using written words with images on a PowerPoint slide with voiceover is also a form of multimedia learning. Given this it may be useful to revisit theory related to multimedia learning to see how it related to narrated lecture design. The model below illustrates how the Cognitive Theory of Multimedia Learning (Clark & Mayer , 2016) informs our understanding of multimedia-based learning.

The model indicates that people (i.e., learners) have two channels of cognitive processing: 1) for processing visual/pictorial material and 2) one for auditory/verbal material. Additionally, humans can only process a few bits, or pieces, of information in each channel at the same time. Learner engagement with pictorial and verbal information is linked to an individual’s ability to parse information from the multimedia and ultimately integrate it with prior knowledge…creating new learning. That parsing is linked to two things:  

• How we structure and deliver information during the design of multimedia and  
• The learner’s ability to engage the information in a way that compliments learning.

Let’s stop here for a moment.

Now think about what you just did in reading the text above and looking at the illustration provided. In this instance you called upon a single information channel, the visual channel of cognitive processing, to interpret the meaning of the text description of the visual model. Was that an easy process for you?

How hard would it be for students to process similar information acquisition through one channel….vision only? With the cognitive theory of multimedia learning in mind ask yourself this…How would adding audio narration impact cognitive processing? How would that impact learning? Let’s explore these ideas in the context of narrated lecture design.

Five Guiding Multimedia Principles

In an article titled Information Design with Teaching and Learning in Mind, Rune Petterson and Maria Avgerinou (2016) identify 12 important principles teachers should take into account when designing multimedia-based learning experiences. I have organized these multimedia-based learning principles into three sections in the table below. As you read through these 12 principles it becomes clear that not all of these apply to narrated lecture design.

Principles 1-4 address more general, or global, understandings about multimedia design and learning. Principles 5-7 address design factors directly related to combining text and images without narration in multimedia-base learning. The last five principles (i.e., 8-12) address how the spoken word is best integrated into multimedia design to be consistent with the cognitive theory of multimedia learning. Although all the principles are important to multimedia design for learning, the last five guiding multimedia principles are the most salient for narrated lecture design.

From Theory To Practice

Remember, the goal for instructors is to develop narrated lectures that enhance the multimedia-based learning experience. It is not simply to create a replication of the in-class lecture. Let’s look at the five guiding multimedia principles and how the ideas in the principles might shape how you can prepare your narrated lectures as online multimedia learning elements.

Temporal Contiguity Principle

This principle suggests that the most effective designs using narration and graphics place those two elements in temporal proximity . They are seen and heard at the same time. Seems obvious. But you must think through this principle and plan the sequencing and duration of   slides and narration accordingly. You must know what you want to say and when to say it in the context of the visual elements you have on your slides.

Modality Principle

This principle affirms that presenting words as audio narration is more impactful than written text in describing graphics on a slide. They are particularly impactful when paired with animations.

In essence this principle helps guide design that takes advantage of both channels of information processing. This also helps manage cognitive load by freeing learners from trying to interpret written text and images via the visual channel only. If you absolutely have to use text with graphics on your PowerPoint slides keep text in short phrase form to avoid extensive reading and any potential cognitive overload.

Redundancy Principle

This principle proposes addresses presenting narration and written text that says the same thing combined with images. The redundancy principles guides designers to select either narration or written text with the image on a slide for the best learning experience. Choose one method of delivering the word-based description of the image. Don’t use both.  

Once again this principle is about managing, through design, the cognitive load of the media element. There are some complex scenarios where text only is a best option…see the Control of Processing definition.

Coherence Principle

This principle simply states that adding interesting, but non-essential, visual or word content can hurt learning. Narrated lecture design should avoid placing funny phrases, decorative images, excess lines, colors and sound effects and music that does not directly relate to the learning at hand of any particular slide.  

Instructors should know what they want to say and design to maintain keep cognitive focus on that learning. We sometimes think these extra element keep attention but actually the opposite is true…they clutter and create distracting cognitive load.

Sometimes this principle is not fulfilled through good intentions. It often occurs when instructors wish to have multiple images of something on the same slide. Then they talk about each image individually in narration. It is much better design to put those extra images on a new slide and talk about it when it is the focus of the learning. This avoids visual overload and helps keep the pace of your presentation moving.

Personalization Principle

Creating a social conversation with learners softens the experience of learning via devices. It also helps build instructor presence in a lesson and the course. One of the best ways of achieving this via narration is to use a conversational tone.

Conversational tone in everyday life comes from an interaction that is authentic and casual. That is difficult to achieve in narration. Professional actors train to do this. Faculty at Ecampus are often provided with narration tips to help in this regard. Narrators are encouraged to have notes that guide their presentation but not encouraged to read a script verbatim. Not surprisingly, reading a narration is easily detected by the listener’s ear. You can personalize your narrated lectures by knowing what you want to say, practice it so you know when to say it, then just be yourself and let your personality come through.

Applying the personalization principle in design means thinking through and planning your conversation with the remote audience. Then practicing the delivery so it feels conversational. Learners will benefit from this narration design strategy.

Final Thoughts

Earlier in this article we posited that new learning is predicated upon the structure and delivery method of information to learners as well as the learner being able to engage with the provided information in a way that supports learning. In a very simple way we are saying that good design for learning presents content clearly and does not create barriers to information engagement by leaners.

Instructors are correct that it is good to focus initial narrated lecture design on the slide presentation preparation that reflect best practices in accessibility, visual formatting, copyright, and more. It is also valuable to think through the narrated lecture design in terms of cognitive load, potential barriers to learning, and how to positively impact the learner’s information processing.

The five guiding principles for narrated lectures help instructors identify ways in which they can design and intentionally use audio narration with text and images that compliments an understanding of cognitive learning theory. In doing so they create online narrated lectures that are more effective as multimedia-based learning experiences.

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction : Proven guidelines for consumers and designers of multimedia learning. Retrieved from http://ebookcentral.proquest.com

Rune Pettersson & Maria D. Avgerinou (2016) Information design with teaching and learning in mind, Journal of Visual Literacy, 35 :4, 253-267, DOI: 10.1080/1051144X.2016.1278341

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11 Designing Instructional Materials

Introduction.

Often, our lessons will be accompanied by instructional materials such as slide decks, videos, handouts, and worksheets. Used well, these materials are integral to the session, and to be effective, they need the same careful level of planning and design as the rest of our lesson. While creating high-quality materials takes time, the good news is you do not need to be a graphic-design expert to make materials that are clear, user friendly, and accessible to all audiences. This chapter outlines strategies for creating effective instructional materials. It begins with some background on the cognitive processes that impact use and understanding of instructional materials and then outlines general best practices. The chapter concludes with design suggestions for a variety of materials. Specific attention is given to universal design principles and accessibility of all materials.

Theoretical Background and Best Practices

Instructional materials typically provide a physical and/or visual supplement to a session in the form of slides, handouts, and images. Because these materials often combine both visual and textual elements and often supplement an audio delivery such as a lecture, learners are asked to interact with both aural and visual information; therefore, some background on the cognitive processes that this experience entails can inform the design of materials. Perhaps the most important thing to consider when delivering information in multiple formats simultaneously is cognitive load, or the strain on learners as they try to hold information in memory while also trying to process new information. Cognitive load “is a theory about learning built on the premise that since the brain can only do so many things at once, we should be intentional about what we ask it to do” (Heick, 2019). Clark and Mayer (2016, p. 35) identify three issues that impact cognitive load:

• Dual Channels: Different parts of the brain are used to process visual and auditory information. When video and audio reinforce each other, as when images or text on a slide reinforce a speaker’s point, learning is enhanced. However, if video and audio are misaligned, such as when slide text is different from the audio narration, the brain has to work harder, and learning can be negatively impacted. This is not to suggest that instruction should be delivered only in one format, but that we make informed decisions about how we structure and present the information in different formats, as explained in more detail below. While the theory of dual channels is primarily applied to audiovisual materials like voice-over videos and tutorials, the concept is relevant when we are using textual and visual materials to support a live lecture or demonstration as well.
• Limited Capacity: Individuals can process a limited amount of information in each channel at one time. As such, instructors must carefully select pieces of information to include and make intentional decisions about how to present that information.
• Active Processing: Learning happens when people can identify and access the important information in a lesson, process that information, and relate it to their prior knowledge. Good design can facilitate active processing.

The brain’s limited capacity impacts its ability to engage in active processing and, hence, to learn. We can avoid cognitive overload and facilitate active processing by reducing or eliminating extraneous information from our instructional materials. Clark and Mayer (2016) provide tips for lightening the cognitive load and maximizing active processing, organized around nine major principles. These principles are geared toward multimedia learning and are discussed in more depth in Chapter 16, but several principles apply to textual materials and visual aids:

• Coherence Principle: Omit unneeded words, sounds, and graphics.
• Contiguity Principle: Place printed words next to the corresponding part of a graphic (see Figure 11.1 and Figure 11.2 for examples).
• Redundancy Principle: Do not duplicate audio and on-screen text.

These principles emphasize the importance of minimizing extraneous content and streamlining presentation, which reduce cognitive load for learners. Managing the amount and presentation of information facilitates active processing and makes content more accessible. Cognitive load theory and the accompanying design principles draw on broader cognitive science learning theories introduced in Chapter 3, and some of the ideas probably sound familiar from other discussions in this textbook.

Figure 11.1: Example of Poor Contiguity in a Graphic

Figure 11.2: Example of Appropriate Contiguity in a Graphic

Written Materials

Librarians produce many types of written materials, including brochures, pamphlets, reading lists, flyers, fact sheets, and informational guides. Written materials can be shared in hard copy, such as handouts or worksheets to accompany a workshop, or they can be posted online to be read or printed out at the reader’s convenience. This section focuses primarily on written materials in hard copy but will also address considerations for online materials.

Since printed materials, unlike their online counterparts, cannot be manipulated by the reader or read aloud by a screen reader, we need to follow best practices to increase their accessibility and readability. Choosing an appropriate font is the first step, and the focus should be on a clean, clear font with adequate spacing between letters (Kitchel, 2011/2019). The main choices for font are between serif and sans serif. The characters in serif script have an extra line or decorative stroke on the edges. Popular examples include Times New Roman and Courier. Sans-serif characters are made up of straight lines. Examples of sans-serif fonts include Arial and Calibri.

Although there is little research to suggest that font style substantially impacts reading speed or comprehension for most readers, people tend to express a preference for serif fonts, which are often recommended for long blocks of text such as textbooks (dos Santos Lonsdale, 2014). However, sans-serif fonts are recommended for people with visual and other disabilities (Kitchel, 2011/2019), and research suggests these fonts might increase comprehension as well as readability for people with certain disabilities (Wilson & Read, 2016). As such, sans-serif fonts are best for the written materials we are likely to use in our instruction.

We should avoid the use of fonts with unusual features or ones that might distort when printed or copied. These include fonts with fine lines or a mix of thick and thin lines; those with small internal spaces, such as the openings in a lowercase “b” or “d,” as these might fill in when printed or photocopied; and condensed fonts, or those in which individual letters touch each other (dos Santos Lonsdale, 2014). In general, we should avoid any decorative font that is meant just to “dazzle” and which “calls attention to itself rather than to the text” (dos Santos Lonsdale, 2014, p. 33). Figure 11.3 summarizes the considerations for font choice and provides some examples of different types of font.

Figure 11.3: Font Examples and Use

In addition to choosing an appropriate font, the American Printing House for the Blind (Kitchel, 2011/2019) recommends several other best practices for accessible print materials for all readers:

The general recommendation is for 12-point font; 18-point font is considered large type and might be suitable for older adults and people with certain visual disabilities. Different fonts present differently, so we should experiment to find the appropriate size for our chosen font.

Adequate White Space

Substantial amounts of white space around text and graphics make printed materials easier to read. To avoid dense, crowded handouts, use at least one-inch margins and blocked paragraphs with space between each block, rather than continuous paragraphs with indents.

Minimal Text

Avoid dense blocks of text whenever possible. Keep language simple and straightforward and eliminate unnecessary information. Use lists and bullet points to break up text and increase white space. When appropriate, use graphics in place of text. For instance, rather than describing a display screen, include a screen shot.

Headings and Subheadings

Headings and subheadings help break up the text and increase white space. They also act as a navigational guide for the reader, providing an outline of the topic and its main points.

Highlighting Text

If we need to highlight or emphasize text within a block, we should use bold or underline, as italics are harder to read. Colored text is also problematic. Lighter colors do not provide enough contrast against the background, making the text harder to read. Also, some readers cannot distinguish color, so we should never use color to convey meaning. While bold and underlining are recommended, they should be used sparingly as they can distract the reader and interrupt the flow of the text.

Charts, Graphs, and Visual Elements

The best practices highlighted here apply to charts, graphs, figures, and other supplements, including the legends or captions that accompany them. These elements should be presented in the same size font as the main text, with adequate white space. The figure or chart itself should be of adequate size to be easily read and interpreted. It is better to move a chart or figure to a new page than to reduce the size to fit it on an existing page. Visual elements are addressed in more detail later in this chapter in the section on visual aids.

White Paper, Black Text

Materials should be printed on white paper with black text, as the high contrast makes for easier reading. If you must use colored paper, select a light color, such as pale yellow.

Accessibility of Written Materials Posted Online

We might post some of our instructional materials online to make them available after the session ends and to learners unable to attend sessions. In some ways, written materials are more accessible online than in print because learners can manipulate the document to increase text size and brightness or use screen readers. Best practices for printed materials generally apply equally well to written materials posted online. However, there are a few additional considerations for making online materials accessible.

Headings and subheadings are very important to online documents. Without these headings, a screen reader will read the page as one continuous narrative. However, with online materials, we cannot rely on using bold lettering and different size fonts to signal headings and subheadings, as we might with printed materials. Instead, we must use the headings function built into most word-processing programs. This technique will allow screen readers to recognize headers and subheaders, thus aiding in document navigation. In addition, these functions usually add some additional white space around the header, improving the overall appearance and readability of the document even when printed (Accessible U, 2019a). Similarly, we should use the word processor’s built-in functions for bullets and numbered lists.

If the document includes hyperlinks, the links should be embedded into the document, rather than giving the URL in the text (Accessible U, 2019b). Screen readers will read every character in the link, frustrating the listener and breaking up the flow of the text. Even in print, including the URL breaks up the text and interrupts the flow. Most word processors will have an option to embed a hyperlink into the text so when the document goes online, users can click the text to follow the link. Since users cannot follow the link in printed materials, you can include a list of URLs in a reference section at the end of the document. We should also avoid using phrases like “click here” as a link, but instead include some descriptive text with the link, so readers know what they will find if they decide to follow it. Following are examples of appropriate treatment of links in written materials.

Poor Practice:

• Why We Fall for Fake News ( https://www.cits.ucsb.edu/fake-news/why-we-fall ) explains cognitive bias.
• Fake news often preys on people’s cognitive biases. Click here to learn more.

Better Practice:

• Fake news often preys on people’s cognitive biases. The article Why We Fall for Fake News , from the Center for Information Technology at UC Santa Barbara, explains different types of cognitive biases and how they influence our thinking.

Visual Aids

Visual aids are instructional materials that include elements such as images and graphics. More than just a supplement to written learning materials, when used well, visual aids can lead to better learning. As Clark and Mayer (2016, p. 77) explain, “people learn more deeply from words and pictures than from words alone.” Meaningful graphics often can replace some text, further reducing cognitive overload. However, not all visual elements are equal, and when they are not used properly, they can detract from learning. We might think that adding some pictures or clip art to a handout or a slide will make the materials more engaging for the learner. But if the visuals are only included to make the materials “pretty,” the learner will waste cognitive energy processing the visual material without gaining new information or meaning. So, how do we use visual elements to increase learning?

Meaningful visual elements show relationships among concepts, depict processes, organize information, and interpret information (Clark & Mayer, 2016). For instance, a visual aid could label elements of a figure, such as search fields in a catalog or the parts of a citation. Graphs and charts can condense complex quantitative and relational information into clear visuals. Flowcharts can illustrate processes, and organizational charts can show relationships among different entities. In each case, the visuals are conveying information, often using minimal text. Figure 11.4 and Figure 11.5 show two examples of instructional materials. Both describe the peer review process, but they are not equally effective.

Figure 11.4: Example of a Poorly Designed Visual Aid

Figure 11.5 Example of a Properly Designed Visual Aid

High contrast between the background and the graphic are important (Association of Registered Graphic Designers of Ontario, 2010). Black-and-white graphics with bold lines are best, but if you use color, choose highly contrasting colors, such as dark lines against a light background. In general, avoid grayscale and light colors. Again, colors should not be used to convey meaning because that meaning would be lost to people who are using screen readers or who are unable to differentiate colors. In keeping with the contiguity principle mentioned earlier in this chapter, when visual aids combine text and graphics, the text should be placed next to the relevant part of the graphic to reduce the effort needed to connect the concepts.

Commonly available word-processing tools such as Microsoft’s Word or Google Docs usually are sufficient for creating basic handouts, and Word’s Illustrations function offers some options for creating simple graphics to depict workflows, hierarchies, and other relationships. However, both Word and Google Docs have limited capabilities for creating and integrating more complex visuals and offer minimal control over the formatting and placement of elements within a figure. Several free and low-cost options exist for more complex and visually appealing figures. For example, the flowchart depicted in Figure 11.5 was created in Draw.io , an open-source software for creating diagrams. Canva is a popular publishing and graphic-design tool that offers a free option and can be used to create slick handouts, brochures, and flyers. Other tools include Inkscape , TechSmith Capture (formerly Jing) , Stencil , and PicMonkey . See Activity 11.1 for a brief exercise related to creating written materials.

Activity 11.1: Creating Written Instructional Materials

Imagine you are developing an information packet to be shared with new patrons at your library. Choose one of the examples below and develop a brief guide to be included in the packet.  Consider using one of the free design tools mentioned in this chapter ( Canva , Draw.io , Inkscape , etc.).

• Submitting an interlibrary loan request
• Creating an email account in a free service like Gmail
• Downloading a book on Overdrive
• Searching the library catalog or a library database

If possible, exchange materials with a partner and critique each other’s work.

Questions for Reflection and Discussion:

• Do you see examples of the best practices from this chapter?
• Are visuals used to their best effect?
• Do the font type and size seem appropriate?
• Could you offer any suggestions for improvement?

Charts, Graphs, and Tables

Charts, graphs, and tables are excellent ways of organizing and presenting data. Charts and graphs, in particular, can make complex information more comprehensible than it would be in raw-data form, and can make relationships among variables more readily apparent. However, these visuals also require some special considerations. Charts and graphs often use color to convey meaning. We tend to use color-coded lines or bars on graphs to correspond to different variables, or shade regions of a map to represent information, such as population density. To make these materials accessible, we can use patterns—such as dots of varying size and stripes of varying density and direction—rather than colors to differentiate variables. Another option is to use one color and vary the shade, rather than using different colors. Often, different colors have similar levels of brightness and will appear almost identical when rendered in grayscale or viewed by color-blind readers. Using a single color but highly varied levels of brightness will make the figures readable even if the reader cannot distinguish the color. However we decide to render the figures, labeling relevant parts of the graphic reduces the need to rely on colors and a legend to understand the figure (IT Accessibility Group, 2019a). See Figure 11.6, Figure 11.7, and Figure 11.8 for examples of inaccessible and accessible figures, based on circulation rates of materials at a public library.

Figure 11.6: Chart Using Color to Convey Meaning

Figure 11.7: Chart Using Different Shades of the Same Color to Convey Meaning

Figure 11.8: Chart Using Patterns to Convey Meaning

Tables can also present some difficulty for users with disabilities and those using screen readers. Gridlines, meant to help organize table elements, can be distracting to the eye. Using a softer gray color for the gridlines and black for the table elements can help the data stand out while still providing a visual guide for the eye. Similarly, we can alternate table rows with gray background fill and no fill, but in this case, we need to choose a very soft shade of gray to ensure enough contrast for the text to be readable (Agency for Healthcare Research and Quality, 2019). We should also designate header columns and rows, so screen readers can distinguish between column and row labels and the data in the rest of the row or column (WebAIM, 2017).

Images and Photographs

Like other visual aids, images or photographs should be clear, bright, and of adequate size. If possible, crop large images to include only the relevant parts. Cropping reduces extraneous information, and you may be able to enlarge the cropped image for easier viewing. But be aware that resizing images can impact their quality and accessibility. If the image becomes too small, details might be lost; however, some images will pixelate and lose clarity when enlarged.

While written material is often more accessible online, where readers can enlarge fonts or use screen readers, visual materials can present challenges: images might not load; screen readers cannot always interpret the content of visuals, especially images; and some viewers who can see well otherwise might not tolerate certain visuals, such as animations (Accessibility at Yale, 2019). To ensure accessibility, images and photographs posted online should be accompanied by brief, explanatory notes known as alt text. Alt text should describe the image and the content it is meant to convey within the context of the instruction, with a focus on salient points. Alt text is meant to be brief, and, ideally, should be no more than 125 words. In keeping with the coherence principle, we should avoid images and graphics that are purely decorative, but if such images are used, then the alt text tag can be entered as “null.” If a visual is complex and requires a lengthy description, experts suggest embedding that description in the text and using the alt text tag to direct the reader to that description (IT Accessibility Group, 2019b). Chapter 16 covers alt text in more depth.

Slide Decks

Slide presentations, such as those created in PowerPoint and Google Slides , remain popular in both face to face and online instruction. In addition to slides helping instructors stay organized and on topic, some research suggests that access to lecture slides before a lesson can improve learning (Marsh & Sink, 2010; Motagi & Dharwadkar, 2018). Learners also express a preference for handouts accompanying lectures (Stacy & Cain, 2015). By providing some of the main content, these handouts might reduce the need to take as many notes, thus freeing students to listen more closely to the lecture. In fact, Marsh and Sink (2010) found that learners who had access to lecture slides took fewer, but higher quality, notes. Several best practices apply to slide decks:

• Use highly contrasting colors for the background, text, or graphics, and keep the background design plain.
• Use the predefined slide layouts, as these are usually designed to work with screen readers (Accessible U, 2019c).
• Use clean, easy-to-read fonts, and make sure the font size is large enough to be seen by people in the back of the room.
• Use clear graphics and images, and make sure graphics are large enough to be seen by people in the back of the room. As noted above, be sure to include alt text for images and graphics.
• When possible, crop images to show only relevant areas. As necessary, use arrows or boxes to draw attention to relevant parts of the graphic.
• Keep animations and slide transitions to a minimum (TED Staff, 2014).
• In keeping with the coherence principle mentioned earlier, do not include any unnecessary words or images on the slides (Clark & Mayer, 2016).
• A few key words to reinforce concepts and ideas
• When terms are technical, unfamiliar, lengthy, and/or needed for future reference, such as a mathematical formula, or steps in a procedure
• If you include labels for graphics, place the words next to the relevant part of the graphic.

See Activity 11. 2 for a brief activity on slide decks.

Activity 11.2: Creating Effective Slide Decks

The presentation Quite Possibly the World’s Worst PowerPoint Presentation Ever consists of a series of paired slides. The first slide in a pair illustrates at least one example of bad design, while the second slide identifies the design issue and how to fix it. As you look at each pair of slides:

• See if you can identify what is wrong with each “problem” slide before advancing to the answer.
• Suggest ways you could fix each slide to reflect better design principles.
• Do you notice any issues not addressed in the answer slide?

Videos are a popular instructional tool and are discussed at length in Chapter 16. As such, this section will provide only a brief overview.

Videos should be clear, accessible, and engaging, but they do not need to be fancy and full of complicated or high-tech add-ons. In fact, as with most instructional materials, less is usually more. We do not necessarily need expensive equipment to create effective instructional videos. Just a computer, webcam, and headset with a microphone will suffice. If necessary, we can use a computer’s built-in audio system to record, but a separate microphone usually provides clearer audio, while a headset helps to reduce background noise.

Following the coherence principle, eliminate any extraneous spoken or written words or images. Focus on audio narration with images for support, rather than on-screen text. When text and graphics are used together, the text should align with the relevant portions of the graphic (Clark & Mayer, 2016).

Closed captioning is crucial to make videos accessible to learners with hearing disabilities and, as with all universal design techniques, can improve accessibility for all learners. Some students might not have access to devices with audio equipment or might need to view the videos in noisy areas, like on a train. These learners will also appreciate closed captioning. The captions should appear on screen and in sync with the video. Some video software packages offer auto-captioning, but the accuracy of the automatically generated text rarely meets requirements for accessibility, so we should be prepared to edit.

Finding Existing Instructional Materials

Most of this chapter assumes that we will be creating our own instructional materials, and homegrown materials have the advantage of being completely customizable. However, creating materials from scratch is not always necessary and, at times, may not be feasible. Complex images and sophisticated multimedia tutorials can be engaging, but they also require time, knowledge, and equipment to create. Rather than developing these materials on our own, we might search online repositories for existing materials. The ACRL Framework for Information Literacy Sandbox provides access to a wide variety of materials on information-literacy topics, including slide decks, worksheets, and multimedia tutorials. Many libraries post freely accessible tutorials on their websites. YouTube provides access to videos on an immense range of topics, including TED Talks on a number of relevant education topics. We can also search repositories like Flickr , Google Images , and Pixabay for photographs and images. Some information settings will also have access to subscription sources of videos and tutorials. For instance, LinkedIn Learning offers tutorials on a wide range of technology and business topics.

Whenever we use instructional materials created by someone else, we must be sure we are following all relevant copyright guidelines. Copyright protection means that, in general, we cannot use other people’s work without their permission. Currently in the United States, creative works are subject to 96 years of copyright protection; thus, as of 2020, works created after 1925 are covered by copyright. After 96 years, works enter the public domain, and they are free to use without restriction. While reuse of copyrighted materials for noncommercial, educational purposes is often protected by fair use, such protection is not guaranteed, and there are limits to fair use. Four factors are usually used to determine whether fair use exceptions apply to a specific circumstance (Copyright.gov, 2019):

• Purpose and character of the use.  Generally, nonprofit, educational use of copyrighted materials is covered by fair use while commercial use or use of the material that will result in a profit for the user, is not. The government warns that not all educational or nonprofit use will be covered by fair use, nor will all commercial use necessarily be exempt from fair use, but instead, “courts will balance the purpose and character of the use against the other factors” (Copyright.gov, 2019). Transformative use, or use that adds something new to the work for a different purpose, is more likely to be considered fair use than use that is not transformative.
• Nature of the copyrighted work.  Technical and factual materials are more likely to fall under fair use than creative materials such as poems, songs, and artwork.
• Amount and substantiality of the portion used in relation to the copyrighted work as a whole.  In determining fair use, courts consider the quantity and quality of the material used. Larger excerpts or excerpts that represent the “heart” of the work are less likely to be covered by fair use.
• Effect of the use upon the potential market for or value of the copyrighted work.  Part of the purpose of copyright is to protect the creator’s right to profit from their work. If reuse of the material will hurt the market for the original work, it is less likely to fall under fair use.

If we decide to reuse existing materials, we must apply all four factors to determine if we are protected by fair use. When in doubt, it is always best to request permission.

We should also be sure to check the licensing agreement for any material we use. Some creators choose to share their copyrighted materials by using less restrictive forms of licensing, which allow for more opportunity and flexibility for reuse by others. Creative Commons enables creators to choose from several different licenses. The least restrictive requires only that the user attribute the material to the creator. Other licenses allow reuse for noncommercial purposes, limit derivative works, require users to share any derivative work they create through a similar open license agreement, or some combination of these options. If the work we wish to use has a Creative Commons license, we can generally reuse it without permission, provided we follow the licensing restrictions and requirements. If we do not see a Creative Commons license, we should assume the material is protected by traditional copyright restrictions.

Instructional materials, both written and visual, are an integral part of teaching and, when used appropriately, can engage learners and deepen learning. Creating effective instructional materials takes time and perhaps some practice, but it does not require expensive equipment nor expertise in graphic design or multimedia tools. The major best practices and takeaways from this chapter are as follows:

• Our brains process visual and auditory materials through two different channels. Integrating visual materials so that they support, rather than compete with, our lectures and demonstrations reduces cognitive load and can increase learning.
• In general, the best materials are simple, clean, and straightforward. We should reduce any extraneous words and images from our instructional materials.
• We should always ensure our instructional materials are accessible to all learners, including providing alt text for images and closed captions for videos.
• When reusing existing materials, we must be sure to adhere to appropriate copyright restrictions.

See Activity 11.3 for a brief exercise on instructional materials.

Activity 11.3: Critiquing Instructional Materials

Search online to find examples of instructional materials from the type of information setting in which you would like to work and take a moment to review them.

• Can you find examples of the principles and best practices discussed in this chapter?
• Can you find any room for improvement related to those principles and best practices?

Canva . https://www.canva.com/

Draw.io. https://www.draw.io/

Flickr. https://www.flickr.com/

Google Docs. https://drive.google.com/

Google Images. https://www.google.com/imghp?hl=en

Google Slides . https://www.google.com/slides/about/

Inkscape . https://inkscape.org/

LinkedIn Learning . https://www.linkedin.com/learning

PicMonkey. https://www.picmonkey.com/

Pixabay. https://pixabay.com/

PowerPoint . https://www.microsoft.com/en-us/microsoft-365/powerpoint

Stencil. https://getstencil.com/

TechSmith Capture . https://www.techsmith.com/jing-tool.html

Word. https://www.microsoft.com/en-us/microsoft-365/word

YouTube . https://www.youtube.com/

Suggested Readings

Accessible U. (2019). Start small, start now . University of Minnesota Office of Disability Resources. https://accessibility.umn.edu/start-small-start-now

The Office of Disability Resources at the University of Minnesota offers a number of guides on creating accessible materials. Each guide is brief, clear, and easy to understand. Whenever possible, the office includes step-by-step instructions for specific software packages, such as YouTube or Google Slides . Some guides are supplemented by videos and multimedia tutorials.

Association of Graphic Designers of Ontario. (2010). Access ability: A practical handbook on accessible graphic design . https://www.rgd.ca/database/files/library/RGD_AccessAbility_Handbook2010_.pdf

This concise handbook offers practical advice for creating accessible print and web materials. A third section focuses on accessibility of physical spaces. Each section is supplemented by an interesting case study.

Clark, R. C., & Mayer, R. E. (2016). e-Learning and the science of instruction (4th ed.). John Wiley & Sons.

Experts in the area of elearning, the authors provide an overview of how people learn through audio and visual channels, lay out the nine principles of best practice for instructional design, and devote a chapter to applying each principle. Additional chapters explore collaborative learning and gaming. Each chapter is grounded in research but also offers plenty of practical advice and examples.

Inman, J., & Myers, S. (2018). Now streaming: Strategies that improve video lectures. IDEA Paper #68 . Idea Center, Inc.(ED588350). ERIC. https://eric.ed.gov/?id=ED588350

This brief report offers clear and straightforward advice for creating effective and accessible videos.

Stony Brook University Libraries. (2019, September 18). Copyright, Fair Use, & the Creative Commons: Home [LibGuide]. https://guides.library.stonybrook.edu/copyright/home

This LibGuide gives a thorough yet concise overview of copyright concerns, including an introduction to fair use guidelines and Creative Commons licenses. The guide includes tools for helping to determine fair use, a list of tutorials on copyright, and additional information on related topics such as the TEACH Act, open access, and orphan works.

Accessibility at Yale. (2019). Images . Usability & Web Accessibility. https://usability.yale.edu/web-accessibility/articles/images

Accessible U. (2019a). Headings . University of Minnesota Office of Disability Resources. https://accessibility.umn.edu/core-skills/headings

Accessible U. (2019b). Hyperlinks . University of Minnesota Office of Disability Resources. https://accessibility.umn.edu/core-skills/hyperlinks

Accessible U. (2019c). Google slides . http://accessibility.dl.umn.edu/presentations/google-slides

Agency for Healthcare Research and Quality. (2019). Six tips for making a quality report appealing and easy to skim . https://www.ahrq.gov/talkingquality/resources/design/general-tips/index.html

Association of Registered Graphic Designers of Ontario. (2010). Access ability: A practical handbook on accessible graphic design . https://www.rgd.ca/database/files/library/RGD_AccessAbility_Handbook2010_.pdf

Clark, R. C., & Mayer, R. E. (2016). e -Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). John Wiley & Sons.

Copyright.gov. (2019). More information on fair use . https://www.copyright.gov/fair-use/more-info.html

dos Santos Lonsdale, M. (2014). Typographic features of text: Outcomes from research and practice. Visible Language, 48 (3), 29-67.

Heick, T. (2019, November 7). What is cognitive load theory? A definition for teachers. Teach Thought . https://www.teachthought.com/learning/cognitive-load-theory-definition-teachers/

Kitchel, J. E. (2019, September 11). APH guidelines for print document design. American Printing House for the Blind . (Original work published August 2011) https://www.aph.org/aph-guidelines-for-print-document-design/

Marsh, E. J., & Sink, H. E. (2010). Access to handouts of presentation slides during lecture: Consequences for learning. Applied Cognitive Psychology, 24 (5), 691-706. https://doi.org/10.1002/acp.1579

Motagi, M. V., & Dharwadkar, K. (2018). Evaluation of the effectiveness of providing PowerPoint slide handouts before the class. International Journal of Medical Science and Public Health, 7 (9), 739-741. https://doi.org/10.5455/ijmsph.2018.0205413062018

IT Accessibility Group. (2019a). Charts & accessibility . Accessibility and Usability at Penn State. https://accessibility.psu.edu/images/charts/

IT Accessibility Group. (2019b). Image alt text . Accessibility and Usability at Penn State. https://accessibility.psu.edu/images/alttext/#caption

Stacy, E. M., & Cain, J. (2015). Note-taking and handouts in the digital age. American Journal of Pharmaceutical Education, 79 (7), 107. https://doi.org/10.5688/ajpe797107

TED Staff. (2014, July 15). 10 tips on how to make slides that communicate your ideas, from TED’s in-house expert. TED Blog. https://blog.ted.com/10-tips-for-better-slide-decks/

WebAIM. (2017, September 18). Creating accessible tables . https://webaim.org/techniques/tables/data

Wilson, L., & Read, J. (2016). Do particular design features assist people with aphasia to comprehend text? An exploratory study. International Journal of Language & Communication Disorders, 51 (3), 346-354. http://doi.org/10.1111/1460-6984.12206

Instruction in Libraries and Information Centers Copyright © 2020 by Laura Saunders and Melissa A. Wong is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License , except where otherwise noted.

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Evidence-Based Guidelines for Recording Slide-Based Lectures

Dina kurzweil.

1 Graduate Programs in Health Professions Education & Education & Technology Innovation Support Office, Uniformed Services University of the Health Sciences, Bethesda, MD USA

Karen Marcellas

2 Education & Technology Innovation Support Office, Uniformed Services University of the Health Sciences, Bethesda, MD USA

Brandon Henry

3 Department of Psychiatry, Uniformed Services University of the Health Sciences, Bethesda, MD USA

Associated Data

Not applicable

Pre-recorded lectures can be an efficient way to convey instructional content to students in distributed environments, but videos that are not of high quality can potentially reduce student engagement. These guidelines are designed to help faculty and staff prepare and develop effective recorded lectures using presentation software such as PowerPoint and Google Slides. The guidelines are evidence-based and represent best practices for the use of media in education. Effective creation of pre-recorded lectures with presentation software is not an easy process, but the time and effort invested will generate a valuable resource.

Introduction

In the face of the challenges confronting faculty who want to extend their teaching into distributed environments, incorporating digital technologies by methods such as pre-recording lectures provides alternative instructional methods that can enable the thoughtful creation of more engaging content.

Video lectures are becoming more common in medical education [ 8 ] and are found in many distributed learning environments, for which enrollments are growing faster than in any other educational sector [ 1 ]. While the use of video lectures was already increasing, the COVID-19 pandemic that shut down classrooms throughout the world has resulted in even more faculty members turning to this method [ 18 ]. Although recording a lecture is not a new idea, many schools focus on recording face-to-face lectures so that students can review them later. Such live recorded lectures can suffer from poor audio or video quality, and from the fact that these lectures are designed for ephemeral classroom delivery to an audience that is present rather than more enduring use in an online environment with a more distant audience. As well, given the limitations on face-to-face class gatherings due to the COVID-19 pandemic, it might not be possible for faculty members to offer live lectures to students in the near future. Crafting a pre-recorded lecture for repeated use requires planning and preparation. Such care saves time in the long run because it enables the video to be reused over a number of terms.

Many different tools allow faculty and staff to create a video recording of a lecture that will engage students and contribute significantly to their learning. Creating effective video recordings requires mastery of two skill sets: the development of effective educational slide-based lectures and the effective recording and distribution of video content. While some faculty and staff members may have knowledge of or training in one of these skill sets, many do not. Even those who do have training may not have learned how to integrate the two skill sets to provide an engaging and educationally grounded experience for students via a pre-recorded slide-based video lecture. The following guidelines are evidence-based and are organized into three distinct phases of video creation: planning the content, creating the slides, and recording the lecture. These guidelines provide faculty and staff with guidelines drawn from best practices in both skills that they can use to increase the power of their educational videos.

Research shows that some of the primary barriers to developing online courses are constraints on faculty time and limits to technical knowledge [ 1 , 22 ]. Thus, finding ways to help support the development of videos using presentation slides is a step towards making more online products available. However, quantity should not be the primary goal; quality should be. Such videos are most effective when they are interesting and engaging to students [ 5 ], so preparing faculty to create such videos should include letting them know how to make videos more engaging, not just how to create them. Making engaging videos will, however, take more time than simply recording a classroom lecture when it is delivered. For that reason, it is important that academic institutions are prepared for the upfront investment of time and energy necessary to create effective slide-based video lectures with presentation software [ 21 ].

The guidance offered here is intended to help institutions as they navigate this process. While the authors have reviewed the literature and found no guidance specific to pre-recording slide-based lectures, they have found literature on effective face-to-face lecturing [ 24 ], lecture slide development [ 25 ], and efficient production techniques and video integration as well as research on teaching, learning, and multimedia design [ 5 , 6 , 12 ]. In developing the guidelines, the authors drew upon these sources as well as extensive experience in instructional design, instructional technology, and video production in order to identify practices that are both technologically and instructionally sound.

• Start with a good foundation—ensure you are using sound instructional practices

If the lecture you are pre-recording does not have objectives, or the teaching modality is not matched appropriately to the goals (e.g., a lecture, live or recorded, is unlikely to successfully teach application of concepts), any recorded lecture will have pedagogical difficulties [ 2 ]. Ensure that a video lecture is the best instructional strategy for your objectives [ 8 ]. A video lecture may not be the best way to teach skills or attitudes. Video lectures are an appropriate strategy for conveying facts and foundational knowledge but may not be an appropriate strategy for teaching students how to evaluate or create content. Consider other modalities for such objectives (e.g., videos of skill performance, white-board style videos, interactive online content, online discussion groups).

• Before recording ensure your objectives are achievable, focused, and, if applicable, mapped to the course blueprint.
• Be sure to incorporate your learning objectives into your video. In addition to explicitly stating your objectives within the first minute of the video, it is important to ensure you have mechanisms for assessing your objectives (see guideline 1.d).
• Faculty should consider tracking click rates and/or website metadata, which can provide a means for monitoring student use of the video lecture.
• Without the natural checks for understanding that occur in a live lecture, faculty should consider providing pauses during their video lecture for students to answer a question or, if available, provide built-in quizzes. If case examples or vignettes are used as part of built-in quizzes, application of content can also be assessed. Alignment of objectives and assessments is critical to ensure successful learning takes place [ 2 ]. Tracking student quiz completion and performance is another important means for confirming that videos are appropriately aligned with learning objectives and that students are engaging with the material (see guideline 1.c).
• The natural student interaction found in a classroom/lecture hall can also be a critical part of the learning process. As such faculty should consider integrating discussion boards/forums or other tools for two-way communication with their video(s).
• The timing of live lectures often provides a scaffold and sets a pace for students. Providing all of the lectures at one time can be overwhelming. Faculty should carefully consider when content will be released (e.g., all at once, weekly, daily, or only upon completion of other content) and incorporate this information into the course syllabus to ensure appropriate curricular pacing.
• Faculty should carefully consider how recorded videos will be integrated with the rest of the curriculum. Specifically, will the video links be located in a sequential format, with similar content (e.g., small groups, lab assignments), and/or near associated content (e.g., note sets, additional reading).
• 2. Keep video lectures short, about 15 min maximum

Many recent studies support the recommendation to make video lectures short, preferably 6–12 min, with 15 min as an absolute maximum [ 4 , 5 , 12 ]. While live lectures are often forced into consistent blocks of time (e.g., 60 min, 90 min) recorded video lectures can be any length. Given that shorter videos are more likely to be watched all the way through and have higher retention, it is a good idea to split previously longer lectures into smaller sections of 6–12 min.

• When breaking up longer presentations, organize content into specific and narrow topics. For example, instead of creating a 30-min video lecture on motivation, consider two separate video lectures—one on intrinsic motivation and one on extrinsic motivation.
• Complicated material may require students to watch video lectures in a specified order in order to make connections and understand relationships to see where content fits into a larger blueprint (e.g., they might need to watch anatomy, then physiology, then pathology). Specifically labeling these video lectures as sequential chapters can let students know that the video lectures are related and build upon each other. As mentioned in guideline 1.f, faculty should provide a table of contents or outline of these sections in their syllabus and/or learning management system to help students understand how the curriculum is scaffolded (and which videos to watch first).
• 3. Prepare a script

Write a script or use the “notes section” of the slide to remind you of what you need to say. This will help you organize and edit your thoughts before you begin recording.

• To get started with your script, you can practice giving your lecture and use Google voice to text, or the voice to text options on your phone, to record a transcript. While your final recording might not align completely with this script, going through this process can still improve the end product. Practicing before you make your final recording will allow you to determine what you want to say on camera and also help you to feel more comfortable when you are saying it.
• Creating a script can also make it easier to anticipate visuals (e.g., animations, graphics, and photos) and plan how to interact with content on the screen. For example adding the word “CLICK” in brackets in your notes reminds you that you need to click the mouse to make something happen on the screen.
• Treat your slide notes as the foundation of the material for your students. Once the recording has been produced, the script or notes in slides can be used to create transcripts, closed captioning, and/or note-taking handouts.
• When developing your script, remember to build in time to incorporate checks for understanding. Consider posing a question and asking the students to pause the video to think about the answer before moving on, or using multiple choice questions, either built into the video if available or built in an external tool and provided alongside the video.
• Practice your presentation often and go through it at least once with an audience who will provide feedback.
• Remember to check copyright and other intellectual property laws and regulations when you include images or any materials created by others in your slides. If you want to use copyrighted materials seek permission early, as this can be a lengthy process. Also consider seeking copyright-free content, such as that provided by Creative Commons ( https://creativecommons.org/ ).
• Consider using web search ts filters to ensure your images are all labeled for reuse and are copyright free then double check the actual site they sit within.
• Review and follow applicable accessibility laws and regulations.

Creating Content and Slides

• 5. Draw people in from the moment the video starts

Create an engaging introduction that will draw people in and make them want to continue with the lesson [ 9 , 16 , 17 , 20 ]. You do not need to mention introductory information if it is already on your title slide (e.g., your name and the course title), enabling you to jump right to your introduction. If you do not grab your audience’s attention in the first 30 s, they may not continue watching your presentation and/or engage with your content [ 14 ].

• Providing an image or video of the faculty member is a great way to personalize a video lecture and make it more engaging. Previous work has shown that the use of a faculty video is rarely distracting (in one study [ 7 ], only 10% of the students found it distracting) and typically increases learner engagement. It does not, however, appear to improve retention [ 3 , 7 ]. Thus, faculty should determine which approach they will take based on their available resources and carefully consider other means to increase engagement if a video feed of the faculty is not utilized.
• Another method for increasing engagement is the use of narrative. Your lecture should take your audience on a mental journey, integrating with previous experiences and knowledge, and providing examples of real-world application of the topics you will be discussing. One way to do this is to think of it less as lecturing and more as telling a story, which can engage students and make them more likely to remember your content [ 10 , 23 ]. Or you can also try to fit the topic itself into a narrative structure with a clear beginning, rising action (middle), and resolution (end), such as framing it as the search for an answer to a question, or an “origin story.”
• 6. Keep text in slides to a minimum

Your slides should contain mostly visuals; text on the screen should be limited to a few words per screen at most. More detailed information can be provided in handouts. Avoid the mistake of outlining your presentation on the slides—keep your outline in your notes and copy only the key points to the slides. You should not be reading the slides to your students as part of your presentation!

• If using text, use bullet points rather than complete sentences or paragraphs. Studies show that students will try to read whatever text appears on the screen—which means they are missing whatever the narrator happens to be saying at the same time [ 6 ]. Using bullet points highlights the key concepts and helps the students focus their attention appropriately while your narration provides details.
• The on-screen text should highlight important points or contain the “takeaways” or critical notes you would expect students to take, not simply explanations or nice-to-have information. Think of your slides as billboards on a highway; your audience should get the main idea of your slide within 3 s.
• When providing data on your slides, avoid doing a “data dump” and clumping all of your statistics on one slide. Tables can display a great deal of information, but unless you need to visually compare the items contained in them, tables do not make compelling slides. Split up your tables and limit your data to one statistic per slide. If you can include an image that relates to your data, that will help your audience interpret the significance and meaning of the statistic [ 15 ].
• Another way to reduce on-screen text while ensuring students have access to the text later is to provide downloadable handouts. Providing expanded information in written format allows students to use those materials to focus on the topics that are relevant to them and to engage with the material at their own pace. As mentioned above (guideline 3.c) the notes you write for your slide can serve as the foundation for a handout. You might also consider providing a digital copy of the objectives, a detailed outline, a glossary of key terms, practice questions, and/or case examples/vignettes to accompany your video lecture.
• One caveat to guideline 6 is that if your audience contains a large number of people who are not native speakers of the language in which you are giving the presentation, you may want to include more words on a slide to aid in their comprehension. Having your handouts—especially note sets—translated can also be helpful.
• 7. Make sure graphics in slides complement and do not compete with narration

Select graphics for your slides that complement the words you use in the video rather than compete for the students’ attention. This follows Clark and Mayer’s [ 6 ] Coherence Principle, which highlights the need to avoid unnecessary text, sounds, and images in multimedia teaching so that you focus only on the presentation of the necessary information.

Adding interesting but unnecessary material can hurt the learning process since it increases the cognitive load [ 19 ].

• Use quality graphics that are easily seen by the students and are not disproportionately stretched, pixelated, or blurry.
• Graphics should not be word heavy. You do not want to show a busy flow chart with lots of words on the screen. Offer that as a handout (as discussed in guidelines 3.c and 6.d, above) or break up the flow chart into different steps or phases and show them on different screens. For a slide with a large number of labels (such as anatomy or component labels), consider limiting the amount of labels per slide to specific sections, functions, or other blocks of content that can be discussed over multiple slides.
• 8. Use animations and “build” slides sparingly and appropriately

If you plan to incorporate animations or automated builds into your slides, keep in mind that these are most effective when they are conveying a process; they are not necessarily the best choice for conveying textual information [ 6 ]. Slides with many labels are good candidates for an animated text build, especially when planned in conjunction with the narration. This can be especially useful if you introduce each label in a quiz fashion: “Which structure is X? (wait a moment, animate the label) “Here it is.” As mentioned previously, the use of animated text builds will be more successful if content on each slide is thoughtfully limited as described in guideline 7. Avoid using complicated animations (e.g., fly in text) or transitions (e.g., rotating windows) unless they themselves add meaning to the content. Otherwise effects like this just add to the cognitive load and distract from your content [ 16 ].

• 9. Pace graphics with narration

While you should use graphics that complement rather than compete with on-screen text, as noted above (7.b), you should also be sure that any graphics you use that are supporting the text are timed appropriately. Time any text or images that appear on your slides to display at the same time that you, the narrator, speak the text or discuss the graphic. Think about how news or opinion programs present images to accompany the dialog. This is another way to reduce cognitive load to help students focus on your content [ 19 ].

• Consider pacing your narration by having specific content show up at specific times (as mentioned in guideline 8), so students cannot read ahead.
• Multimedia learning theory suggests that displaying graphics and talking about them later are not as effective as introducing the images at the very time you begin speaking about them [ 6 ].
• 10. Maximize the shelf life of your presentation

While it is important to critically review content regularly to ensure that content is current, avoid including material that will unnecessarily date your content.

• For example, eliminate phrases like “last week’s assignment” or “this week’s football game” and remove references to class dates or the year.
• Also consider that students may view lectures out of order, and referring to “the previous lecture” may be confusing. When referencing another lecture, be sure to refer to the specific lecture by topic or name.
• Finally, if you wish to refer to websites as part of your presentation, be aware that websites, apps, and other online content may become out of date. Consider what you are showing and why. Also note that most current technology does not allow you to incorporate active hyperlinks in videos without extensive work in post-production. If you want the students to click on links, it is best to provide the links in a document that is separate from the video, with explanations of what they are and when (and why) students should click on them.

Recording the Lecture

• 11. Leverage your verbal communication

Your voice will be the students’ primary connection to the content, so think about how you sound to them.

• Your speaking style should be professional, but still relatable and personable. You can begin to incorporate such a style by thinking about how you would describe the content to someone at a social event [ 6 , 11 ]. Use conversational language and frequent stories or real-world examples, and incorporate elements of your personality into your lecture.
• Do not read content directly from your slides. It is difficult for students to read the same content they are hearing [ 13 ]. A script (guideline 3) that is separate from the slides can help prevent this.
• Be prepared to speak to a camera with no audience in front of you. Presenting to a camera is quite different than presenting face-to-face as there are no non-verbal cues from the audience to help guide you.
• Before you begin, make sure you know how to set the audio levels of your microphone appropriately. Having audio that is too loud or too soft will distract from your message. Audio levels will vary depending on the type of microphone you are using whether it be the built-in microphone on your laptop, external microphone, or earbud-style microphone included with many cell phones. While the built-in microphone on your laptop will get the job done quickly, an external microphone will improve the quality of your audio recording and is recommended for consistent results if you will be doing a large amount of recording.
• 12. Eliminate any remaining distractions to the students

When giving a video presentation, you want to eliminate all possible distractions for the students. Guidelines 1–3 above will help eliminate content that may distract your students and thus undermine their attainment of your objectives. If you are going to appear on camera, it is also important to consider subtle visual distractions that you might not think about in a live lecture setting.

• Avoid clothing that is highly reflective, has tight patterns (e.g., stripes, plaids, checks), or has high contrast patterns as these patterns often result in a shifting pixelation that can be distracting to the audience.
• Wear neutral, solid colors and stay aware of the placement of the microphones, if appropriate, as jewelry and fabric folds can affect the audio quality.
• Consider your background and/or environment when recording. Make sure your location is aesthetically pleasing. If you are using the camera on your laptop, keep the background as simple as possible. Excessive plants, photos, or other attention-grabbing elements in your environment could be a distraction if you have not properly set up the scene. Setting up your scene includes such considerations as background separation (not sitting too close to a wall), using an external camera with adjustable settings to create depth of field to defocus items further away from the main area, and using lamps or other light sources, to create pools of light to help separate the foreground (you) from the background. These considerations can improve the look of your final product.

Camera placement, regardless of your equipment, should be just below eye level. If using a built-in laptop camera to record your lecture, consider elevating your laptop with books or a stand of some sort to give you a more professional recording angle. When recording with an external camera (cell phone or dedicated DSLR or video camera) be sure to use a tripod to reduce motion.

Creating effective pre-recorded slide-based video lectures requires careful consideration of best practices for both presentation development and video creation. These guidelines will help faculty look critically at each part of the processes—enabling them to create high-quality recordings that will better engage and instruct students.

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Presentation design guide: tips, examples, and templates

Get your team on prezi – watch this on demand video.

Anete Ezera January 09, 2023

Presentation design defines how your content will be received and remembered. It’s responsible for that crucial first impression and sets the tone for your presentation before you’ve even introduced the topic. It’s also what holds your presentation together and guides the viewer through it. That’s why visually appealing, easily understandable, and memorable presentation design is what you should be striving for. But how can you create a visually striking presentation without an eye for design? Creating a visually appealing presentation can be challenging without prior knowledge of design or helpful tools. 

With this presentation design guide accompanied by Prezi presentation examples and templates, you’ll have no problem creating stunning and impactful presentations that will wow your audience.

In this guide, we’ll start by looking at the basics of presentation design. We’ll provide a simple guide on creating a presentation from scratch, as well as offer helpful tips for different presentation types. In addition, you’ll discover how to organize information into a logical order and present it in a way that resonates with listeners. Finally, we’ll share tips and tricks to create an eye-catching presentation, and showcase some great presentation examples and templates you can get inspired by!

With our comprehensive introduction to designing presentations, you will be able to develop an engaging and professional presentation that gets results!

What is presentation design?

Presentation design encompasses a variety of elements that make up the overall feel and look of the presentation. It’s a combination of certain elements, like text, font, color, background, imagery, and animations. 

Presentation design focuses on finding ways to make the presentation more visually appealing and easy to process, as it is often an important tool for communicating a message. It involves using design principles like color, hierarchy, white space, contrast, and visual flow to create an effective communication piece.

Creating an effective presentation design is important for delivering your message efficiently and leaving a memorable impact on your audience. Most of all, you want your presentation design to support your topic and make it easier to understand and digest. A great presentation design guides the viewer through your presentation and highlights the most essential aspects of it. 

If you’re interested in learning more about presentation design and its best practices , watch the following video and get practical insights on designing your next presentation:

Types of presentations

When creating a presentation design, you have to keep in mind several types of presentations that shape the initial design you want to have. Depending on the type of presentation you have, you’ll want to match it with a fitting presentation design.

1. Informative

An informative presentation provides the audience with facts and data in order to educate them on a certain subject matter. This could be done through visual aids such as graphs, diagrams, and charts. In an informative presentation, you want to highlight data visualizations and make them more engaging with interactive features or animations. On Prezi Design, you can create different engaging data visualizations from line charts to interactive maps to showcase your data.

2. Instructive

Instructive presentations teach the audience something new. Whether it’s about science, business strategies, or culture, this type of presentation is meant to help people gain knowledge and understand a topic better. 

With a focus on transmitting knowledge, your presentation design should incorporate a variety of visuals and easy-to-understand data visualizations. Most people are visual learners, so you’ll benefit from swapping text-based slides for more visually rich content.

3. Motivational

Motivational presentations try to inspire the audience by giving examples of successful projects, stories, or experiences. This type of presentation is often used in marketing or promotional events because it seeks to get the audience inspired and engaged with a product or service. That’s why the presentation design needs to capture and hold the attention of your audience using a variety of animations and visuals. Go beyond plain images – include videos for a more immersive experience.

4. Persuasive

Persuasive presentations are designed to sway an audience with arguments that lead to an actionable decision (i.e., buy the product). Audiences learn facts and figures relevant to the point being made and explore possible solutions based on evidence provided during the speech or presentation.

In a persuasive presentation design, you need to capture your audience’s attention right away with compelling statistics wrapped up in interactive and engaging data visualizations. Also, the design needs to look and feel dynamic with smooth transitions and fitting visuals, like images, stickers, and GIFs.

How to design a presentation

When you first open a blank presentation page, you might need some inspiration to start creating your design. For this reason, we created a simple guide that’ll help you make your own presentation from scratch without headaches.

1. Opt for a motion-based presentation

You can make an outstanding presentation using Prezi Present, a software program that lets you create interactive presentations that capture your viewer’s attention. Prezi’s zooming feature allows you to add movement to your presentation and create smooth transitions. Prezi’s non-linear format allows you to jump between topics instead of flipping through slides, so your presentation feels more like a conversation than a speech. A motion-based presentation will elevate your content and ideas, and make it a much more engaging viewing experience for your audience.

Watch this video to learn how to make a Prezi presentation:

2. Create a structure & start writing content

Confidence is key in presenting. You can feel more confident going into your presentation if you structure your thoughts and plan what you will say. To do that, first, choose the purpose of your presentation before you structure it. There are four main types of presentations: informative, instructive, motivational, and persuasive. Think about the end goal of your presentation – what do you want your audience to do when you finish your presentation – and structure it accordingly.

Next, start writing the content of your presentation (script). We recommend using a storytelling framework, which will enable you to present a conflict and show what could be possible. In addition to creating compelling narratives for persuasive presentations, this framework is also effective for other types of presentations.

Tip: Keep your audience in mind. If you’re presenting a data-driven report to someone new to the field or from a different department, don’t use a lot of technical jargon if you don’t know their knowledge base and/or point of view.

3. Research & analyze 

Knowing your topic inside and out will make you feel more confident going into your presentation. That’s why it’s important to take the time to understand your topic fully. In return, you’ll be able to answer questions on the fly and get yourself back on track even if you forget what you were going to say when presenting. In case you have extra time at the end of your presentation, you can also provide more information for your audience and really showcase your expertise. For comprehensive research, turn to the internet, and library, and reach out to experts if possible.

4. Get to design

Keeping your audience engaged and interested in your topic depends on the design of your presentation.

Now that you’ve done your research and have a proper presentation structure in place, it’s time to visualize it.

4.1. Presentation design layout

What you want to do is use your presentation structure as a presentation design layout. Apply the structure to how you want to tell your story, and think about how each point will lead to the next one. Now you can either choose to use one of Prezi’s pre-designed templates that resemble your presentation structure the most or start to add topics on your canvas as you go. 

Tip: When adding content, visualize the relation between topics by using visual hierarchy – hide smaller topics within larger themes or use the zooming feature to zoom in and out of supplementary topics or details that connect to the larger story you’re telling.

4.2. Color scheme

Now it’s time to choose your color scheme to give a certain look and feel to your presentation. Make sure to use contrasting colors to clearly separate text from the background, and use a maximum of 2 to 3 dominating colors to avoid an overwhelming design.

4.2. Content (visuals + text)

Add content that you want to highlight in your presentation. Select from a wide range of images, stickers, GIFs, videos, data visualizations, and more from the content library, or upload your own. To provide more context, add short-format text, like bullet points or headlines that spotlight the major themes, topics, and ideas in your presentation. 

Also, here you’ll want to have a final decision on your font choice. Select a font that’s easy to read and goes well with your brand and topic.

Tip: Be careful not to turn your presentation into a script. Only display text that holds significant value – expand on the ideas when presenting. 

4.3. Transitions

Last but not least, bring your presentation design to life by adding smooth, attractive, and engaging transitions that take the viewer from one topic to another without disrupting the narrative. 

On Prezi, you can choose from a range of transitions that take you into the story world and provide an immersive presentation experience for your audience. 

For more practical tips read our article on how to make a presentation . 

Presentation design tips

When it comes to presentations, design is key. A well-designed presentation can communicate your ideas clearly and engage your audience, while a poorly designed one can do the opposite.

To ensure your presentation is designed for success, note the following presentation design tips that’ll help you design better presentations that wow your audience.

1. Keep it simple

Too many elements on a slide can be overwhelming and distract from your message. While you want your content to be visually compelling, don’t let the design of the presentation get in the way of communicating your ideas. Design elements need to elevate your message instead of overshadowing it. 

2. Use contrasting text colors

Draw attention to important points with contrasted text colors. Instead of using bold or italics, use a contrasting color in your chosen palette to emphasize the text.

3. Be clear and concise. 

Avoid writing long paragraphs that are difficult to read. Limit paragraphs and sections of text for optimum readability.

4. Make sure your slide deck is visually appealing

Use high-quality images and graphics, and limit the use of text to only the most important information. For engaging and diverse visuals, go to Prezi’s content library and discover a wide range of stock images, GIFs, stickers, and more.

5. Pay attention to detail

Small details like font choice and alignments can make a big difference in how professional and polished your presentation looks. Make sure to pay attention to image and text size, image alignment with text, font choice, background color, and more details that create the overall look of your presentation.

6. Use templates sparingly

While templates can be helpful in creating a consistent look for your slides, overusing them can make your presentation look generic and boring. Use them for inspiration but don’t be afraid to mix things up with some custom designs as well. 

7. Design for clarity

Create a presentation layout that is easy to use and navigate, with clear labels and instructions. This is important for ensuring people can find the information they need quickly and easily if you end up sharing your presentation with others.

8. Opt for a conversational presentation design

Conversational presenting allows you to adjust your presentation on the fly to make it more relevant and engaging. Create a map-like arrangement that’ll encourage you to move through your presentation at your own pace. With a map-like design, each presentation will be customized to match different audiences’ needs. This can be helpful for people who have different levels of expertise or knowledge about the subject matter.

9. Be consistent 

Design consistency holds your presentation together and makes it easy to read and navigate. Create consistency by repeating colors, fonts, and design elements that clearly distinguish your presentation from others.

10. Have context in mind

A great presentation design is always dependent on the context. Your audience and objective influence everything from color scheme to fonts and use of imagery. Make sure to always have your audience in mind when designing your presentations.

For more presentation tips, read the Q&A with presentation design experts and get valuable insights on visual storytelling.

Presentation templates

Creating a presentation from scratch isn’t easy. Sometimes, it’s better to start with a template and dedicate your time to the presentation’s content. To make your life easier, here are 10 useful and stunning presentation templates that score in design and engagement. If you want to start creating with any of the following templates, simply go to our Prezi presentation template gallery , select your template, and start creating! Also, you can get inspired by the top Prezi presentations , curated by our editors. There you can discover presentation examples for a wide range of topics, and get motivated to create your own. 

Business meeting presentation

The work desk presentation templates have a simple and clean design, perfectly made for a team or business meeting. With all the topics visible from start, everyone will be on the same page about what you’re going to cover in the presentation. If you want, you can add or remove topics as well as edit the visuals and color scheme to match your needs.

Small business presentation

This template is great for an introductory meeting or pitch, where you have to summarize what you or your business does in a few, highly engaging slides. The interactive layout allows you to choose what topic bubble you’re going to select next, so instead of a one-way interaction, you can have a conversation and ask your audience what exactly they’re interested in knowing about your company.

Mindfulness at work presentation

How can you capture employees’ attention to explain important company values or practices? This engaging presentation template will help you do just that. With a wide range of impactful visuals, this presentation design helps you communicate your ideas more effectively. 

Business review template

Make your next quarterly business review memorable with this vibrant business presentation template. With eye-capturing visuals and an engaging layout, you’ll communicate important stats and hold everyone’s attention until the end.

History timeline template

With black-and-white sketches of the Colosseum in the background, this timeline template makes history come alive. The displayed time periods provide an overview that’ll help your audience to grasp the bigger picture. After, you can go into detail about each time frame and event.

Storytelling presentation template

Share stories about your business that make a lasting impact with this stunning, customizable presentation template. To showcase each story, use the zooming feature and choose to tell your stories in whatever order you want.

Design concept exploration template

Not all meetings happen in person nowadays. To keep that face-to-face interaction even when presenting online, choose from a variety of Prezi Video templates or simply import your already-existing Prezi template into Prezi Video for remote meetings. This professional-looking Prezi Video template helps you set the tone for your meeting, making your designs stand out. 

Employee perks and benefits video template

You can use the employee benefits video template to pitch potential job candidates the perks of working in your company. The Prezi Video template allows you to keep a face-to-face connection with potential job candidates while interviewing them remotely.

Sales plan presentation template

Using a clear metaphor that everyone can relate to, this football-inspired sales plan presentation template communicates a sense of team unity and strategy. You can customize this Prezi business presentation template with your brand colors and content.

Flashcard template

How can you engage students in an online classroom? This and many other Prezi Video templates will help you create interactive and highly engaging lessons. Using the flashcard template, you can quiz your students, review vocabulary, and gamify learning.

Great presentation design examples

If you’re still looking for more inspiration, check out the following Prezi presentations made by our creative users.

Social media presentation

This presentation is a great example of visual storytelling. The use of visual hierarchy and spatial relationships creates a unique viewing experience and makes it easier to understand how one topic or point is related to another. Also, images provide an engaging and visually appealing experience.

Leadership books presentation

Do you want to share your learnings? This interactive presentation offers great insights in an entertaining and visually compelling way. Instead of compiling leadership books in a slide-based presentation, the creator has illustrated each book and added a zooming feature that allows you to peek inside of each book’s content.

Remote workforce presentation

This is a visually rich and engaging presentation example that offers an interactive experience for the viewer. A noteworthy aspect of this presentation design is its color consistency and matching visual elements.

A presentation about the teenage brain 

Another great presentation design example that stands out with an engaging viewing experience. The zooming feature allows the user to dive into each topic and choose what subject to view first. It’s a great example of an educational presentation that holds the students’ attention with impactful visuals and compelling transitions.

Remote work policy presentation

This presentation design stands out with its visually rich content. It depicts exactly what the presentation is about and uses the illustrated window frames in the background image as topic placements. This type of presentation design simplifies complex concepts and makes it easier for the viewer to understand and digest the information.

Everyone can create visually-appealing presentations with the right tools and knowledge. With the presentation design tips, templates, and examples, you’re equipped to make your next presentation a success. If you’re new to Prezi, we encourage you to discover everything it has to offer. With this presentation design guide and Prezi, we hope you’ll get inspired to create meaningful, engaging, and memorable content for your audience!  

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