Effective Keynote Presentations Tuesday, 20 March, 12
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How to kill a story
• “Little Red Riding Hood” as a PowerPoint presentation
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Takeaways Effectiveness Animations Templates Master Slides Light table Notes Masking Shapes Opacity Alpha Builds Sharing Hyperlinks Tuesday, 20 March, 12
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http://tinyurl.com/ARTCiWork
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This presentation and an Apple-produced tutorial.
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Document
Teleprompter
Presentation
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Document: Dense content in a presentation intended as a discussion document. Teleprompter: Text serves as a crutch for the presenter. Audience either reads the slides or listens to the presenter. Slides: effectively used as a visual aid to reinforce the presenter’s message. Audience will read or listen - which is more important?
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Read Listen 75+ words Verbal expression Circulate ahead of time Give time to read Discuss
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Visual expression Ideas Concepts The Big Picture
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Visual Story
Message
Delivery
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Message: know your audience; develop a theme, structure; outline, story; Visual Story: Storyboard, replace 1000 words with a pic; build a template; animations?; Delivery: eyes, hands, movement; multi-media?; handouts (paper, digital? when?). In all cases, rehearse and reflect; practice.
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God sent His only Son from Heaven to Earth. Jesus Christ came as a baby and lived a holy human life because He is God the Son. At age 33, Jesus let evil men beat Him; put a crown of thorns on His head; and nail Him to the cross at Calvary. The RED color reminds us of the blood of Jesus. The Bible says, “…without the shedding [giving] of blood there is no forgiveness.” (Hebrews 9:22) Jesus’ love for you is so great that He willingly shed His life’s blood and died on the cross to take the punishment for YOUR sins. But Jesus did not stay dead. The Bible says,“…Christ died for our sins according to the Scriptures; and that He was buried, and that He rose again [came alive] the third day, according to the Scriptures.” (1 Corinthians 15:3-4) Over 500 people saw Jesus alive! Jesus returned to Heaven 40 days later, but promises He will come back again someday. Because of what Jesus Christ did for you, you can have your sins forgiven and have a new life in God’s Forever Family. The Bible says this about Jesus, “Yet to all who received Him, to those who believed in His name, He gave the right [authority] to become children of God.” (John 1:12) The CLEAN color reminds us of something that has been washed. How can your sins be forgiven (heart washed clean) and you become a child of God? Admit – Tell God you are a sinner. Believe – Trust completely with all your heart that Jesus is God’s perfect Son who shed His blood and died for your sins and came alive again. Choose – Decide to turn away from sin and by faith receive Jesus into your life as your Savior from sin, so you can become a child of God. Have you ever done this before? If not, would you like to right now? Talk to God by praying to Him. He promises to hear you and change your life forever. Pray this prayer or one like it: “Dear God, I admit I am a sinner. I believe Jesus is Your perfect Son who shed His blood and died for my sins and came alive again. I choose to turn away from sin and receive Jesus into my life as my Savior from sin, so I can become Your child. Thank You for loving me, forgiving my sins, and for being my Heavenly Father. Amen.” IfTuesday, you 20prayed this prayer now or before, God promises you are His child and will live forever in Heaven13 March, 12 with Him someday. He also promises that His Holy Spirit lives inside you and will NEVER leave you and Here’s the Gospel. Wordy. will ALWAYS be your helper (Hebrews 13:5-6) through the good times and hard times of life. After you become a child of God, He wants you to get to know Him better and live your new life to please Him. The GREEN color reminds us of things that grow. You are like a newborn baby in God’s Family, and the Bible says in 2 Peter 3:18 that you need to grow. How? Go to church – Find a church that teaches from the Bible so you can learn more about God and make
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The colors of the gospel (gold , heaven; black, sin; red, blood; white, grace; green, growth)
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Placement of Elements Creates Meaning Contrast Flow Hierarchy Unity Proximity Whitespace
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Contrast
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The audience can identify the main point quickly.
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Flow
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The audience knows the order in which to process the information.
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Bad - what’s bad about it?
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Good
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Hierarchy
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The audience sees the relationship between the elements.
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Hierarchy
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The audience sees the relationship between the elements.
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Unity
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The audience senses that the information belongs together.
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Independent Reading Projects
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Independent Reading Projects
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Proximity
www.rachaelhetzel.com Tuesday, 20 March, 12
The audience perceives the meaning from the location of the elements.
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Whitespace
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The audience has visual breathing room. (Oh, and white space doesn’t have to be white)
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Skills • Templates • Master Slides • Light table • Notes • Masking
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• Shapes • Opacity • Alpha • Builds • Sharing
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Templates
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Existing templates can be customized. Roll over template to see variety of slide styles.
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Master Slides
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What you change in Master Slide changes in presentation slides. You can save these as your own template.
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Light Table
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See all presentation at once. Drag and drop to rearrange. Double click to edit a slide.
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Presenter Notes
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With Display Mirroring Off, you see notes, audience sees slides. Give your keynote to students so they can add their own notes in the presenter notes section.
Masking
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Masks come in different shapes. Remove parts of picture you don’t want. Under Format in Menu Bar.
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Shapes
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You can edit lines, size, colors, etc. Fill with image. Under Insert in Menu Bar.
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Opacity
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In the Inspector, bottom of the Graphic section. Lowers opacity, transparency, of image. Especially helpful when you want text in front of an image.
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Alpha
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Select an image and then select Instant Alpha under the Format Menu. Alpha allows you to remove any color from the image.
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Builds
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How do elements enter and exit the slide. Can enhance or distract.
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small size small file
Sharing
individual images
movie PowerPoint document
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Export options.
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http://www.apple.com/iwork/tutorials/#keynote Tuesday, 20 March, 12
Straight from the source.
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Credit where it is due: http://blog.duarte.com/
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Credit where it’s due: www.presentationzen.com
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Students use viewing skills and strategies to understand and interpret visual media 9.1 Understands a variety of messages conveyed by visual media 9.2 Uses a variety of criteria to evaluate and form viewpoints of visual media 9.3 Knows typical genre of dierent visual media 9.4 Understands the use of stereotypes and biases in visual media 9.5 Understands how language choice is used to enhance visual media 9.6 Understands how symbols, images, sound, and other conventions are used in visual media 9.7 Knows that people with special interests and expectations are the target audience for particular messages or products in visual media; and knows that design, language, and content reflect this 9.8 Understands techniques used in visual media to influence or appeal to a particular audience 9.9 Understands reasons for varied interpretations of visual media
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9.6 Understands how symbols, images, sound, and other conventions are used in visual media (e.g., time lapse in films; set elements that identify a particular time period or culture; short cuts used to construct meaning, such as the scream of brakes and a thud to imply a car crash; sound and image used together; the use of close-ups to convey drama or intimacy; the use of long camera shots to establish setting; sequences or groups of images that emphasize specific meaning)
Students understand the characteristics of the media • • • •
10.1 Knows characteristics of a wide range of media
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10.5 Understands how the type of media affects coverage of events or issues
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10.6 Understands the ways in which image-makers carefully construct meaning
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10.7 Understands influences on the construction of media passages and images
10.2 Understands the different purposes of various media 10.3 Understands various elements that recur across media 10.4 Understands aspects of media productions and distribution
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10.7 Understands influences on the construction of media passages and images (e.g., the historical period or place in which they were made; laws that govern mass media, such as truth in advertising; the socio-cultural background of the target audience; financial factors such as sponsorship; cause-and-effect relationships between mass media coverage and public opinion trends)
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NETS for Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
a. apply existing knowledge to generate new ideas, products, or processes.
informed decisions using appropriate digital tools and resources. Students:
b. create original works as a means of personal or group expression.
a. identify and define authentic problems and significant questions for investigation.
c. use models and simulations to explore complex systems and issues.
b. plan and manage activities to develop a solution or complete a project.
d. identify trends and forecast possibilities.
c. collect and analyze data to identify solutions and/or make informed decisions.
2. Communication and Collaboration
d. use multiple processes and diverse perspectives to explore alternative solutions.
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
5. Digital Citizenship
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas eectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students:
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts
a. plan strategies to guide inquiry.
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
a. understand and use technology systems.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.
b. select and use applications eectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.
4. Critical Thinking, Problem Solving, and Decision Making Tuesday, 20 March, 12
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NETS Tuesday, 20 March, 12
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=] Tuesday, 20 March, 12
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