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Deciding the Presentation Method

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There is much to consider in deciding on an appropriate presentation method.

This page assumes that you have already prepared your presentation , or at least decided on the key messages that you wish to get across to your audience, and given at least some thought to how to organise your material .

On this page, then, we focus on the mechanics of your presentation method: how you will present.

This includes using sound systems, how to manage visual aids, how you stand, and how much interaction you want with your audience.

What Helps you to Decide your Presentation Method?

In making a decision about your presentation method, you have to take into account several key aspects. These include:

The facilities available to you by way of visual aids, sound systems, and lights. Obviously you cannot use facilities that are not available. If you are told that you will need to present without a projector, you’re going to need to decide on a method that works without slides.

The occasion. A formal conference of 200 people will require a very different approach from a presentation to your six-person team. And a speech at a wedding is totally different again. Consider the norms of the occasion. For example, at a wedding, you are not expected to use slides or other visual aids.

The audience, in terms of both size and familiarity with you, and the topic. If it’s a small, informal event, you will be able to use a less formal method. You might, for example, choose to give your audience a one-page handout, perhaps an infographic that summarises your key points, and talk them through it. A more formal event is likely to need slides.

Your experience in giving presentations. More experienced presenters will be more familiar with their own weak points, and able to tailor their preparation and style to suit. However, few people are able to give a presentation without notes. Even the most experienced speakers will usually have at least some form of notes to jog their memory and aid their presentation.

Your familiarity with the topic. As a general rule, the more you know about it, the less you will need to prepare in detail, and the more you can simply have an outline of what you want to say, with some brief reminders.

Your personal preferences. Some people prefer to ‘busk it’ (or ‘wing it’) and make up their presentation on the day, while others prefer detailed notes and outlines. You will need to know your own abilities and decide how best to make the presentation.  When you first start giving presentations you may feel more confident with more detailed notes. As you become more experienced you may find that you can deliver effectively with less.

Some Different Methods of Presentation

Presentation methods vary from the very formal to the very informal.

What method you choose is largely dictated by the occasion and its formality: very formal tends to go with a larger audience, whose members you do not know well. Your role is likely to be much more providing information, and much less about having a discussion about the information.

Form Follows Function

It’s not going to be possible, for instance, to present to 200 people from a chair as part of the group, because most of your audience will not see or hear you. You need to apply common sense to your choice of presentation method.

Audience Participation

While much of your presentation method will be dictated by the event, there is one area where you have pretty much free rein: audience interaction with you and with each other.

It is perfectly feasible, even in a large conference, to get your audience talking to each other, and then feeding back to you.

In fact, this can work very well, especially in a low-energy session such as the one immediately after lunch, because it gets everyone chatting and wakes them up. It works particularly well in a room set out ‘café-style’, with round tables, but it can also work in a conference hall.

The key is to decide on one or two key questions on which you’d welcome audience views, or on which audience views could improve your session. These questions will depend on your session, but it’s always more helpful to invite views on:

• Something that you haven’t yet decided; or
• Something that the audience is going to do themselves.

For example, you might ask people to talk to their neighbour and identify one thing that they could do to put your speech into action when they return to work and/or home. You can then ask four or five people to tell you about their action points.

Handling your Notes

You also have a choice over how you manage your text, in terms of notes. For more about this, see our page on Managing Your Notes in a Presentation .

The Importance of Iteration

You will probably find that deciding on the presentation method means that you need to change or amend your presentation.

For example, if you want to include some audience participation, you will need to include that in your slides, otherwise, you might well forget in the heat of the moment.

Fortunately, revisiting your presentation in light of decisions about how you will present is probably a good idea anyway. It will enable you to be confident that it will work in practice.

Continue to: Managing your Presentation Notes Working with Visual Aids

See also: Preparing for a Presentation Organising the Presentation Material Dealing with Questions

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What Are Effective Presentation Skills (and How to Improve Them)

Presentation skills are essential for your personal and professional life. Learn about effective presentations and how to boost your presenting techniques.

At least seven out of 10 Americans agree that presentation skills are essential for a successful career [ 1 ]. Although it might be tempting to think that these are skills reserved for people interested in public speaking roles, they're critical in a diverse range of jobs. For example, you might need to brief your supervisor on research results.

Presentation skills are also essential in other scenarios, including working with a team and explaining your thought process, walking clients through project ideas and timelines, and highlighting your strengths and achievements to your manager during performance reviews.

Whatever the scenario, you have very little time to capture your audience’s attention and get your point across when presenting information—about three seconds, according to research [ 2 ]. Effective presentation skills help you get your point across and connect with the people you’re communicating with, which is why nearly every employer requires them.

Understanding what presentation skills are is only half the battle. Honing your presenting techniques is essential for mastering presentations of all kinds and in all settings.

What are presentation skills?

Presentation skills are the abilities and qualities necessary for creating and delivering a compelling presentation that effectively communicates information and ideas. They encompass what you say, how you structure it, and the materials you include to support what you say, such as slides, videos, or images.

You'll make presentations at various times in your life. Examples include:

Making speeches at a wedding, conference, or another event

Making a toast at a dinner or event

Explaining projects to a team 

Delivering results and findings to management teams

Teaching people specific methods or information

Proposing a vote at community group meetings

Pitching a new idea or business to potential partners or investors

Why are presentation skills important? 

Delivering effective presentations is critical in your professional and personal life. You’ll need to hone your presentation skills in various areas, such as when giving a speech, convincing your partner to make a substantial purchase, and talking to friends and family about an important situation.

No matter if you’re using them in a personal or professional setting, these are the skills that make it easier and more effective to convey your ideas, convince or persuade others, and experience success. A few of the benefits that often accompany improving your presentation skills include:

Enriched written and verbal communication skills

Enhanced confidence and self-image

Boosted critical thinking and problem-solving capabilities

Better motivational techniques

Increased leadership skills

Expanded time management, negotiation, and creativity

The better your presenting techniques, the more engaging your presentations will be. You could also have greater opportunities to make positive impacts in business and other areas of your life.

Effective presentation skills

Imagine yourself in the audience at a TED Talk or sitting with your coworkers at a big meeting held by your employer. What would you be looking for in how they deliver their message? What would make you feel engaged?

These are a few questions to ask yourself as you review this list of some of the most effective presentation skills.

Verbal communication

How you use language and deliver messages play essential roles in how your audience will receive your presentation. Speak clearly and confidently, projecting your voice enough to ensure everyone can hear. Think before you speak, pausing when necessary and tailoring the way you talk to resonate with your particular audience.

Body language

Body language combines various critical elements, including posture, gestures, eye contact, expressions, and position in front of the audience. Body language is one of the elements that can instantly transform a presentation that would otherwise be dull into one that's dynamic and interesting.

Voice projection

The ability to project your voice improves your presentation by allowing your audience to hear what you're saying. It also increases your confidence to help settle any lingering nerves while also making your message more engaging. To project your voice, stand comfortably with your shoulders back. Take deep breaths to power your speaking voice and ensure you enunciate every syllable you speak.

How you present yourself plays a role in your body language and ability to project your voice. It also sets the tone for the presentation. Avoid slouching or looking overly tense. Instead, remain open, upright, and adaptable while taking the formality of the occasion into account.

Storytelling

Incorporating storytelling into a presentation is an effective strategy used by many powerful public speakers. It has the power to bring your subject to life and pique the audience’s curiosity. Don’t be afraid to tell a personal story, slowly building up suspense or adding a dramatic moment. And, of course, be sure to end with a positive takeaway to drive your point home.

Active listening

Active listening is a valuable skill all on its own. When you understand and thoughtfully respond to what you hear—whether it's in a conversation or during a presentation—you’ll likely deepen your personal relationships and actively engage audiences during a presentation. As part of your presentation skill set, it helps catch and maintain the audience’s attention, helping them remain focused while minimizing passive response, ensuring the message is delivered correctly, and encouraging a call to action.

Stage presence

During a presentation, projecting confidence can help keep your audience engaged. Stage presence can help you connect with your audience and encourage them to want to watch you. To improve your presence, try amping up your normal demeanor by infusing it with a bit of enthusiasm. Project confidence and keep your information interesting.

Watch your audience as you’re presenting. If you’re holding their attention, it likely means you’re connecting well with them.

Self-awareness

Monitoring your own emotions and reactions will allow you to react well in various situations. It helps you remain personable throughout your presentation and handle feedback well. Self-awareness can help soothe nervousness during presentations, allowing you to perform more effectively.

Writing skills

Writing is a form of presentation. Sharp writing skills can help you master your presentation’s outline to ensure you stay on message and remain clear about your objectives from the beginning until the end. It’s also helpful to have strong writing abilities for creating compelling slides and other visual aids.

Understanding an audience

When you understand your audience's needs and interests, you can design your presentation around them. In turn, you'll deliver maximum value to them and enhance your ability to make your message easy to understand.

Learn more about presentation skills from industry experts at SAP:

How to improve presentation skills

There’s an art to public speaking. Just like any other type of art, this is one that requires practice. Improving your presentation skills will help reduce miscommunications, enhance your time management capabilities, and boost your leadership skills. Here are some ways you can improve these skills:

Work on self-confidence.

When you’re confident, you naturally speak more clearly and with more authority. Taking the time to prepare your presentation with a strong opening and compelling visual aids can help you feel more confident. Other ways to improve your self-confidence include practicing positive self-talk, surrounding yourself with positive people, and avoiding comparing yourself (or your presentation) to others.

Develop strategies for overcoming fear.

Many people are nervous or fearful before giving a presentation. A bad memory of a past performance or insufficient self-confidence can contribute to fear and anxiety. Having a few go-to strategies like deep breathing, practicing your presentation, and grounding can help you transform that fear into extra energy to put into your stage presence.

Learn grounding techniques.

Grounding is any type of technique that helps you steer your focus away from distressing thoughts and keeps you connected with your present self. To ground yourself, stand with your feet shoulder-width apart and imagine you’re a large, mature tree with roots extending deep into the earth—like the tree, you can become unshakable.

Learn how to use presentation tools.

Visual aids and other technical support can transform an otherwise good presentation into a wow-worthy one. A few popular presentation tools include:

Canva: Provides easy-to-design templates you can customize

Powtoon: Animation software that makes video creation fast and easy

PowerPoint: Microsoft's iconic program popular for dynamic marketing and sales presentations

Practice breathing techniques.

Breathing techniques can help quell anxiety, making it easier to shake off pre-presentation jitters and nerves. It also helps relax your muscles and get more oxygen to your brain.  For some pre-presentation calmness, you can take deep breaths, slowly inhaling through your nose and exhaling through your mouth.

While presenting, breathe in through your mouth with the back of your tongue relaxed so your audience doesn't hear a gasping sound. Speak on your exhalation, maintaining a smooth voice.

Gain experience.

The more you practice, the better you’ll become. The more you doanything, the more comfortable you’ll feel engaging in that activity. Presentations are no different. Repeatedly practicing your own presentation also offers the opportunity to get feedback from other people and tweak your style and content as needed.

Tips to help you ace your presentation

Your presentation isn’t about you; it’s about the material you’re presenting. Sometimes, reminding yourself of this ahead of taking center stage can help take you out of your head, allowing you to connect effectively with your audience. The following are some of the many actions you can take on the day of your presentation.

Arrive early.

Since you may have a bit of presentation-related anxiety, it’s important to avoid adding travel stress. Give yourself an abundance of time to arrive at your destination, and take into account heavy traffic and other unforeseen events. By arriving early, you also give yourself time to meet with any on-site technicians, test your equipment, and connect with people ahead of the presentation.

Become familiar with the layout of the room.

Arriving early also gives you time to assess the room and figure out where you want to stand. Experiment with the acoustics to determine how loudly you need to project your voice, and test your equipment to make sure everything connects and appears properly with the available setup. This is an excellent opportunity to work out any last-minute concerns and move around to familiarize yourself with the setting for improved stage presence.

Listen to presenters ahead of you.

When you watch others present, you'll get a feel for the room's acoustics and lighting. You can also listen for any data that’s relevant to your presentation and revisit it during your presentation—this can make the presentation more interactive and engaging.

Use note cards.

Writing yourself a script could provide you with more comfort. To prevent sounding too robotic or disengaged, only include talking points in your note cards in case you get off track. Using note cards can help keep your presentation organized while sounding more authentic to your audience.

Learn to deliver clear and confident presentations with Dynamic Public Speaking from the University of Washington. Build confidence, develop new delivery techniques, and practice strategies for crafting compelling presentations for different purposes, occasions, and audiences.

Article sources

Forbes. “ New Survey: 70% Say Presentation Skills are Critical for Career Success , https://www.forbes.com/sites/carminegallo/2014/09/25/new-survey-70-percent-say-presentation-skills-critical-for-career-success/?sh=619f3ff78890.” Accessed December 7, 2022.

Beautiful.ai. “ 15 Presentation and Public Speaking Stats You Need to Know , https://www.beautiful.ai/blog/15-presentation-and-public-speaking-stats-you-need-to-know. Accessed December 7, 2022.

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Presenting information on computers Different ways to present information

There are many different types of software and you have to decide which software is the best for you and your project. It's important to think about your audience who will see your final project.

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Different ways to present information

Information needs to be presented clearly and in the most appropriate way possible. The layout, design and format must suit the purpose and audience. The following are all possible formats:

• presentation (slideshow)

In each of the above you could include one or all of these:

• image and photo
• graph or chart

The final three cannot be used in print but the use of digital leaflets, newsletters and posters is common practice.

Before you start work on your information, ask yourself the following questions:

• What is its purpose?
• Who is going to read or look at it, ie who is the audience?

These questions will help you to decide the best way to present the information.

More guides on this topic

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• Software applications
• Spreadsheets

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• Presenting techniques

Presenting is a craft that requires a thoughtful approach. There’s a lot of stuff to include in the good presentation. From quality visuals to a compelling speech, everything matters. Doing a presentation on your own may be quite a challenge especially if it’s your first time experience with the presentations. What can really help though, are the effective presentation techniques. In essence, they are the blueprint for your presentation, that helps you to hit all the right spots. Let’s look into some of those techniques.

Presentation Methods

Before you start thinking of a technique, let’s first understand the presentation methods and how they relate to the audience and the content of your presentation. Among the different presentation methods, the main ones are formal and formal. Their difference is mainly in the style of your delivery and the data presentation methods. The formal presentation is best suited for the business meetings or college level, scientific presentations. The informal methods of presentation can best be used during the smaller meetings with your team to discuss business subjects or, for example, at a Ted-like speech event.

Method 1: Keeping Everything Simple

This is a rather basic technique. Just strip your presentation of all the unnecessary information, leaving only the core statements that you want to address. Simplicity not only helps your audience to understand your points better but even more, this data presentation method lowers the risk of making a mistake, forgetting — and saves you and your audience quite a lot of time! There are different definitions of simplicity — sometimes just a few words are enough, while in other cases several bullet points on the slide may be sufficient. Choose what suits your topic best.

Method 2: Good Start 

This method of presentation is all about attention-grabbing. Starting your presentation with a powerful statement, unusual fact or an interesting question will make the audience engage in your presentation instantly. Another great way to start is a joke, though humor can be quite a landmine, especially when you’re presenting in front of strangers, and you are not sure whether your joke would be fun or actually offensive.  So, try to think of something neutral, yet funny.

Method 3: Use  Visuals in your Presentation

Visuals are a must for any presentation and are able not only to support your speech but also to tell and contribute to the stuff you’re telling about. The pictures, graphs, infographics, and even short videos especially when done by presentation design services are what truly make the presentation, and help you to connect with your audience. A carefully selected visual connects both with your speech and the slide content, making your presentation methods work in complete harmony. What is more, visuals can serve as a great way to help you recall your speech in case you suddenly forgot some of it during the presentation.

Method 4:   Rehearse

Don’t rush to tell your presentation just once you’ve made it. Instead, try to first rehearse your presentation in front of a mirror. This presentation technique allows you to spot the mistakes and downfalls in your speech and visual part and improve powerpoint presentation . What is more, it can also make you more confident, as with each time you rehearse you’ll memorize your stuff better and better. Bonus points for starting rehearsing from the random spots in your presentation — using this presentation technique will allow you to become completely familiar with your information.

Method 5:   10/20/30 Presentation Rule

While it may not be applied to all of the presentations, the ones that you are usually dealing with can really benefit from it. 10 20 30 rule is about the time and size of your presentation: 

• Your presentation should have no more than 10 slides
• The time needed for the presentation should be no more than 20 minutes
• The font you are using for presentation text (if there is any on slides) is no less than 30 point

Method 6:  Storytelling

Telling a story is a powerful presentation technique for keeping the audience interested. In general, people get bored from being fed just straight-up facts and numbers for a long time. However, an interesting story, connected to the subject of your presentation gives that personal touch to it, engaging the audience into what you are talking about. What is more, a good story in the context of the presentation will actually resonate with the audience, causing more approval to you as an expert.

• Tell a personal  story .
• Create suspense.
• Bring characters to life.
• Build up to S.T.A.R moment.

Method 7:   Presentate with your Voice

Speech is the most common method of presentation . When you are presenting, it’s important not only WHAT you say, but also HOW do you say it. Creating a proper voice for presentations is actually one of the things you need rehearsal for. Your goal is to sound confident and interested in the subject you are telling about. What is more, it is important to not make unnecessary pauses and avoid the “ummm”, “oh” and other similar stuff that slows down your presentation and may put off the audience.

Method 8:   Know your Audience

Make sure that the data presentation methods you are using make your data  relevant to your audience. The research of your audience is needed to craft a relatable story, as well as to understand what approach in presenting you may want to take. After you’ve done the research, you can just tell the audience what it wants and expects to hear. Such an approach would result in the satisfied and interested audience enjoying your presentation. And in this case your presentation would surely and up being a huge success!

Method 9:   Back up plan

Even though you may plan everything in advance, something can always go wrong. The strange ability of the hardware to malfunction right in the middle of your presentation is probably one of the most known presentation-related memes. So, plan at least some of the bad scenarios. For example, have a printed set of slides with you during your presentation. Check everything right before you’ll start presenting. A good idea also is to have your script written out so that in case you have completely forgotten some of its parts, you can easily and quickly look into it and goon with the presentation.

Method 10:   Relax

This one is not only a presentation technique , but a great life technique as well. Actually, the most common reason for the mistakes during presentations are the nerves and fear a lot of people feel while presenting. It’s absolutely normal to be a little worried about the presentation, but you have to instill confidence in your knowledge and expertise with the subject among the audience, and it’s hard to do if you feel fear. Try to reason with yourself — you have rehearsed, prepared great visuals, learned about the audience and even have a plan B in case the situation gets worse. There’s nothing to worry about — you have all the right presentation techniques !

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Home Blog Education Presentation Skills 101: A Guide to Presentation Success

Presentation Skills 101: A Guide to Presentation Success

Getting the perfect presentation design is just a step toward a successful presentation. For the experienced user, building presentation skills is the answer to elevating the power of your message and showing expertise on any subject. Still, one can ask: is it the same set of skills, or are they dependable on the type of presentation?

In this article, we will introduce the different types of presentations accompanied by the skillset required to master them. The purpose, as always, is to retain the audience’s interest for a long-lasting and convincing message.

Table of Contents

The Importance of Presentation Skills

Persuasive presentations, instructional presentations, informative presentations, inspirational presentations, basic presentation skills, what are the main difficulties when giving a presentation, recommendations to improve your presentation skills, closing statement.

Effective communication is the answer to reaching business and academic goals. The scenarios in which we can be required to deliver a presentation are as diverse as one can imagine. Still, some core concepts apply to all presentations.

 We define presentation skills as a compendium of soft skills that directly affect your presentation performance and contribute to creating a great presentation. These are not qualities acquired by birth but skills you ought to train and master to delve into professional environments.

You may ask: is it really that evident when a presenter is not prepared? Here are some common signs people can experience during presentations:

• Evasive body language: Not making eye contact with the audience, arms closed tightly to the body, hands in pockets all the time.
• Lack of interest in the presenter’s voice: dull tone, not putting an effort to articulate the topics.
• Doubting when asked to answer a question
• Irksome mood

The list can go on about common presenter mistakes , and most certainly, it will affect the performance of any presented data if the lack of interest by the presenter is blatantly obvious.  Another element to consider is anxiety, and according to research by the National Institute of Mental Health, 73% of the population in the USA is affected by glossophobia , which is the fear of public speaking, judgment, or negative evaluation by other people.

Therefore, presentation skills training is essential for any business professional who wants to achieve effective communication . It will remove the anxiety from presentation performance and help users effectively deliver their message and connect with the audience.

Archetypes of presentations

Persuasive presentations aim to convince the audience – often in short periods – to acquire a product or service, adhere to a cause, or invest in a company. For business entrepreneurs or politicians, persuasive presentations are their tool for the trade.

Unless you aim to be perceived as an imposter, a proper persuasive presentation has the elements of facts, empathy, and logic, balanced under a well-crafted narrative. The central pillar of these presentations is to identify the single factor that gathered your audience: it could be a market need, a social cause, or a revolutionary concept for today’s society. It has to be something with enough power to gather critiques – both good and bad.

That single factor has to be backed up by facts. Research that builds your hypothesis on how to solve that problem. A deep understanding of the target audience’s needs , concerns, and social position regarding the solution your means can offer. When those elements are in place, building a pitch becomes an easy task. 

Graphics can help you introduce information in a compelling format, lowering the need for lengthy presentations. Good presentation skills for persuasive presentations go by the hand of filtering relevant data and creating the visual cues that resonate with what your audience demands.

One powerful example of a persuasive presentation is the technique known as the elevator pitch . You must introduce your idea or product convincingly to the audience in a timeframe between 30 seconds and less than 2 minutes. You have to expose:

• What do you do 
• What’s the problem to solve
• Why is your solution different from others 
• Why should the audience care about your expertise

For that very purpose, using engaging graphics with contrasting colors elevates the potential power of your message. It speaks professionalism, care for details, and out-of-the-box thinking. Knowing how to end a presentation is also critical, as your CTAs should be placed with care.

Therefore, let’s resume the requirements of persuasive presentations in terms of good presentation skills:

• Identifying problems and needs
• Elaborating “the hook” (the element that grabs the audience’s attention)
• Knowing how to “tie” your audience (introducing a piece of information related to the hook that causes an emotional impact)
• Broad knowledge of body language and hand gestures to quickly convey your message
• Being prepared to argue a defense of your point of view
• Handling rejection
• Having a proactive attitude to convert opportunities into new projects
• Using humor, surprise, or personal anecdotes as elements to sympathize with the audience
• Having confidence
• Be able to summarize facts and information in visually appealing ways

You can learn more about persuasive presentation techniques by clicking here .

In the case of instructional presentations, we ought to differentiate two distinctive types:

• Lecture Presentations : Presentations being held at universities or any other educative institution. Those presentations cover, topic by topic, and the contents of a syllabus and are created by the team of teachers in charge of the course.
• Training Presentations : These presentations take place during in-company training sessions and usually comprise a good amount of content that is resumed into easy-to-take solutions. They are aimed to coach employees over certain topics relevant to their work performance. The 70-20-10 Model is frequently used to address these training situations.

Lecture presentations appeal to the gradual introduction of complex concepts, following a structure set in the course’s syllabus. These presentations often have a similar aesthetic as a group of professors or researchers created to share their knowledge about a topic. Personal experience does tell that course presentations often rely on factual data, adequately documented, and on the theoretical side.

An example of a presentation that lies under this concept is a Syllabus Presentation, used by the teaching team to introduce the subject to new students, evaluation methods, concepts to be learned, and expectations to pass the course.

On the other hand, training presentations are slide decks designed to meet an organization’s specific needs in the formal education of their personnel. Commonly known as “continuous education,” plenty of companies invest resources in coaching their employees to achieve higher performance results. These presentations have the trademark of being concise since their idea is to introduce the concepts that shall be applied in practice sessions. 

Ideally, the training presentations are introduced with little text and easy-to-recognize visual cues. Since the idea is to summarize as much as possible, these are visually appealing for the audience. They must be dynamic enough to allow the presenter to convey the message.

Those key takeaways remind employees when they revisit their learning resources and allow them to ruminate on questions that fellow workers raise. 

To sum up this point, building presentation skills for instructional presentations requires:

• Ability to put complex concepts into simpler words
• Patience and a constant learning mindset
• Voice training to deliver lengthy speeches without being too dense
• Ability to summarize points and note the key takeaways
• Empathizing with the audience to understand their challenges in the learning process

The informative presentations take place in business situations, such as when to present project reports from different departments to the management. Another potential usage of these presentations is in SCRUM or other Agile methodologies, when a sprint is completed, to discuss the advance of the project with the Product Owner.

As they are presentations heavily dependent on data insights, it’s common to see the usage of infographics and charts to express usually dense data in simpler terms and easy to remember. 

Informative presentations don’t just fall into the business category. Ph.D. Dissertation and Thesis presentations are topics that belong to the informative presentations category as they condense countless research hours into manageable reports for the academic jury. 

Since these informational presentations can be perceived as lengthy and data-filled, it is important to learn the following professional presentation skills:

• Attention to detail
• Be able to explain complex information in simpler terms
• Creative thinking
• Powerful diction
• Working on pauses and transitions
• Pacing the presentation, so not too much information is divulged per slide

The leading inspirational platform, TEDx, comes to mind when talking about inspirational presentations. This presentation format has the peculiarity of maximizing the engagement with the audience to divulge a message, and due to that, it has specific requirements any presenter must meet.

This presentation format usually involves a speaker on a stage, either sitting or better standing, in which the presenter engages with the audience with a storytelling format about a life experience, a job done that provided a remarkable improvement for society, etc.

Empathizing with the audience is the key ingredient for these inspirational presentations. Still, creativity is what shapes the outcome of your performance as people are constantly looking for different experiences – not the same recipe rephrased with personal touches. The human factor is what matters here, way above data and research. What has your experience to offer to others? How can it motivate another human being to pursue a similar path or discover their true calling?

To achieve success in terms of communication skills presentation, these inspirational presentations have the following requirements:

• Focus on the audience (engage, consider their interests, and make them a part of your story)
• Putting ego aside
• Creative communication skills
• Storytelling skills
• Body language knowledge to apply the correct gestures to accompany your story
• Voice training
• Using powerful words

After discussing the different kinds of presentations we can come across at any stage of our lives, a group of presentation skills is standard in any type of presentation. See below what makes a good presentation and which skills you must count on to succeed as a presenter.

Punctuality

Punctuality is a crucial aspect of giving an effective presentation. Nothing says more about respect for your audience and the organization you represent than delivering the presentation on time . Arriving last minute puts pressure on the tech team behind audiovisuals, as they don’t have enough preparation to test microphones, stage lights, and projector settings, which can lead to a less powerful presentation Even when discussing presentations hosted in small rooms for a reduced audience, testing the equipment becomes essential for an effective presentation.

A solution for this is to arrive at least 30 minutes early. Ideally, one hour is a sweet spot since the AV crew has time to check the gear and requirements for your presentation. Another benefit of this, for example, in inspirational presentations, is measuring the previous presenter’s impact on the audience. This gives insights about how to resonate with the public, and their interest, and how to accommodate your presentation for maximum impact.

Body Language

Our bodies can make emotions transparent for others, even when we are unaware of such a fact. Proper training for body language skills reduces performance anxiety, giving the audience a sense of expertise about the presented topic. 

Give your presentation and the audience the respect they deserve by watching over these potential mistakes:

• Turning your back to the audience for extended periods : It’s okay to do so when introducing an important piece of information or explaining a graph, but it is considered rude to give your back to the audience constantly.
• Fidgeting : We are all nervous in the presence of strangers, even more, if we are the center of attention for that moment. Instead of playing with your hair or making weird hand gestures, take a deep breath to center yourself before the presentation and remember that everything you could do to prepare is already done. Trust your instincts and give your best.
• Intense eye contact : Have you watched a video where the presenter stared at the camera the entire time? That’s the feeling you transmit to spectators through intense eye contact. It’s a practice often used by politicians to persuade.
• Swearing : This is a no-brainer. Even when you see influencers swearing on camera or in podcasts or live presentations, it is considered an informal and lousy practice for business and academic situations. If you have a habit to break when it comes to this point, find the humor in these situations and replace your swear words with funny alternatives (if the presentation allows for it). 

Voice Tone plays a crucial role in delivering effective presentations and knowing how to give a good presentation. Your voice is a powerful tool for exposing your ideas and feelings . Your voice can articulate the message you are telling, briefing the audience if you feel excited about what you are sharing or, in contrast, if you feel the presentation is a burden you ought to complete.

Remember, passion is a primary ingredient in convincing people. Therefore, transmitting such passion with a vibrant voice may help gather potential business partners’ interest.  

But what if you feel sick prior to the presentation? If, by chance, your throat is sore minutes before setting foot on the stage, try this: when introducing yourself, mention that you are feeling a bit under the weather. This resonates with the audience to pay more attention to your efforts. In case you don’t feel comfortable about that, ask the organizers for a cup of tea, as it will settle your throat and relax your nerves.

Tech Skills

Believe it or not, people still feel challenged by technology these days. Maybe that’s the reason why presentation giants like Tony Robbins opt not to use PowerPoint presentations . The reality is that there are plenty of elements involved in a presentation that can go wrong from the tech side:

• A PDF not opening
• Saving your presentation in a too-recent PowerPoint version
• A computer not booting up
• Mac laptops and their never-ending compatibility nightmare
• Not knowing how to change between slides
• Not knowing how to use a laser pointer
• Internet not working
• Audio not working

We can come up with a pretty long list of potential tech pitfalls, and yet more than half of them fall in presenters not being knowledgeable about technology.

If computers aren’t your thing, let the organization know about this beforehand. There is always a crew member available to help presenters switch between slides or configure the presentation for streaming. This takes the pressure off your shoulders, allowing you to concentrate on the content to present. Remember, even Bill Gates can get a BSOD during a presentation .

Presentations, while valuable for conveying information and ideas, can be daunting for many individuals. Here are some common difficulties people encounter when giving presentations:

Public Speaking Anxiety

Glossophobia, the fear of public speaking, affects a significant portion of the population. This anxiety can lead to nervousness, trembling, and forgetfulness during a presentation.

Lack of Confidence

Many presenters struggle with self-doubt, fearing that they may not be knowledgeable or skilled enough to engage their audience effectively.

Content Organization

Organizing information in a coherent and engaging manner can be challenging. Presenters often grapple with how to structure their content to make it easily digestible for the audience. Artificial Intelligence can help us significantly reduce the content arrangement time when you work with tools like our AI Presentation Maker (made for presenters by experts in presentation design). 

Audience Engagement

Keeping the audience’s attention and interest throughout the presentation can be difficult. Distractions, disengaged attendees, or lack of interaction can pose challenges.

Technical Issues

Technology glitches, such as malfunctioning equipment, incompatible file formats, or poor internet connectivity, can disrupt presentations and increase stress.

Time Management

Striking the right balance between providing enough information and staying within time limits is a common challenge. Going over or under the allotted time can affect the effectiveness of the presentation.

Handling Questions and Challenges

Responding to unexpected questions, criticism, or challenges from the audience can be difficult, especially when presenters are unprepared or lack confidence in their subject matter.

Visual Aids and Technology

Creating and effectively using visual aids like slides or multimedia can be a struggle for some presenters. Technical competence is essential in this aspect.

Language and Articulation

Poor language skills or unclear articulation can hinder effective communication. Presenters may worry about stumbling over words or failing to convey their message clearly.

Maintaining appropriate and confident body language can be challenging. Avoiding nervous habits, maintaining eye contact, and using gestures effectively requires practice.

Overcoming Impersonal Delivery

In virtual presentations, maintaining a personal connection with the audience can be difficult. The absence of face-to-face interaction can make it challenging to engage and read the audience.

Cultural and Diversity Awareness

Presenting to diverse audiences requires sensitivity to cultural differences and varying levels of familiarity with the topic.

In this section, we gathered some tips on how to improve presentation skills that can certainly make an impact if applied to your presentation skills. We believe these skills can be cultivated to transform into habits for your work routine.

Tip #1: Build a narrative

One memorable way to guarantee presentation success is by writing a story of all the points you desire to cover. This statement is based on the logic behind storytelling and its power to connect with people .

Don’t waste time memorizing slides or reading your presentation to the audience. It feels unnatural, and any question that diverts from the topic in discussion certainly puts you in jeopardy or, worse, exposes you as a fraud in the eyes of the audience. And before you ask, it is really evident when a presenter has a memorized speech. 

Build and rehearse the presentation as if telling a story to a group of interested people. Lower the language barrier by avoiding complex terms that maybe even you aren’t fully aware of their meaning. Consider the ramifications of that story, what it could lead to, and which are the opportunities to explore. Then, visualize yourself giving the presentation in a natural way.

Applying this technique makes the presentation feel like second nature to you. It broadens the spectrum in which you can show expertise over a topic or even build the basis for new interesting points of view about the project.

Tip #2: Don’t talk for more than 3 minutes per slide

It is a common practice of presenters to bombard the audience with facts and information whilst retaining the same slide on the screen. Why can this happen? It could be because the presenter condensed the talk into very few slides and preferred to talk. The reality is that your spectators won’t retain the information you are giving unless you give visual cues to help that process. 

Opt to prepare more slides and pace your speech to match the topics shown on each slide. Don’t spend more than 3 minutes per slide unless you have to introduce a complex piece of data. Use visual cues to direct the spectators about what you talk about, and summarize the principal concepts discussed at the end of each section.

Tip #3: Practice meditation daily

Anxiety is the number one enemy of professional presenters. It slowly builds without you being aware of your doubts and can hinder your performance in multiple ways: making you feel paralyzed, fidgeting, making you forget language skills or concepts, affecting your health, etc.

Meditation is an ancient practice taken from Buddhist teachings that train your mind to be here in the present. We often see the concepts of meditation and mindfulness as synonyms, whereas you should be aware that meditation is a practice that sets the blocks to reach a state of mindfulness. For presenters, being in the here and now is essential to retain focus, but meditation techniques also teach us to control our breathing and be in touch with our body signals when stress builds up. 

The customary practice of meditation has an impact on imagination and creativity but also helps to build patience – a skill much needed for connecting with your audience in instructional presentations.

Having the proper set of presentation skills can be quite subjective. It goes beyond presentation tips and deepens into how flexible we can be in our ability to communicate ideas.

Different presentations and different audiences shape the outcome of our efforts. Therefore, having a basic understanding of how to connect, raise awareness, and empathize with people can be key ingredients for your career as a presenter. A word of advice: success doesn’t happen overnight. It takes dedication and patience to build communication skills . Don’t condition your work to believe you will be ready “someday”; it’s best to practice and experience failure as part of the learning process.

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Business Presentations, Presentation Approaches, Presentation Skills Filed under Education

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Ideas and insights from Harvard Business Publishing Corporate Learning

Powerful and Effective Presentation Skills: More in Demand Now Than Ever

When we talk with our L&D colleagues from around the globe, we often hear that presentation skills training is one of the top opportunities they’re looking to provide their learners. And this holds true whether their learners are individual contributors, people managers, or senior leaders. This is not surprising.

Effective communications skills are a powerful career activator, and most of us are called upon to communicate in some type of formal presentation mode at some point along the way.

For instance, you might be asked to brief management on market research results, walk your team through a new process, lay out the new budget, or explain a new product to a client or prospect. Or you may want to build support for a new idea, bring a new employee into the fold, or even just present your achievements to your manager during your performance review.

And now, with so many employees working from home or in hybrid mode, and business travel in decline, there’s a growing need to find new ways to make effective presentations when the audience may be fully virtual or a combination of in person and remote attendees.

Whether you’re making a standup presentation to a large live audience, or a sit-down one-on-one, whether you’re delivering your presentation face to face or virtually, solid presentation skills matter.

Even the most seasoned and accomplished presenters may need to fine-tune or update their skills. Expectations have changed over the last decade or so. Yesterday’s PowerPoint which primarily relied on bulleted points, broken up by the occasional clip-art image, won’t cut it with today’s audience.

The digital revolution has revolutionized the way people want to receive information. People expect presentations that are more visually interesting. They expect to see data, metrics that support assertions. And now, with so many previously in-person meetings occurring virtually, there’s an entirely new level of technical preparedness required.

The leadership development tools and the individual learning opportunities you’re providing should include presentation skills training that covers both the evergreen fundamentals and the up-to-date capabilities that can make or break a presentation.

So, just what should be included in solid presentation skills training? Here’s what I think.

The fundamentals will always apply When it comes to making a powerful and effective presentation, the fundamentals will always apply. You need to understand your objective. Is it strictly to convey information, so that your audience’s knowledge is increased? Is it to persuade your audience to take some action? Is it to convince people to support your idea? Once you understand what your objective is, you need to define your central message. There may be a lot of things you want to share with your audience during your presentation, but find – and stick with – the core, the most important point you want them to walk away with. And make sure that your message is clear and compelling.

You also need to tailor your presentation to your audience. Who are they and what might they be expecting? Say you’re giving a product pitch to a client. A technical team may be interested in a lot of nitty-gritty product detail. The business side will no doubt be more interested in what returns they can expect on their investment.

Another consideration is the setting: is this a formal presentation to a large audience with questions reserved for the end, or a presentation in a smaller setting where there’s the possibility for conversation throughout? Is your presentation virtual or in-person? To be delivered individually or as a group? What time of the day will you be speaking? Will there be others speaking before you and might that impact how your message will be received?

Once these fundamentals are established, you’re in building mode. What are the specific points you want to share that will help you best meet your objective and get across your core message? Now figure out how to convey those points in the clearest, most straightforward, and succinct way. This doesn’t mean that your presentation has to be a series of clipped bullet points. No one wants to sit through a presentation in which the presenter reads through what’s on the slide. You can get your points across using stories, fact, diagrams, videos, props, and other types of media.

Visual design matters While you don’t want to clutter up your presentation with too many visual elements that don’t serve your objective and can be distracting, using a variety of visual formats to convey your core message will make your presentation more memorable than slides filled with text. A couple of tips: avoid images that are cliched and overdone. Be careful not to mix up too many different types of images. If you’re using photos, stick with photos. If you’re using drawn images, keep the style consistent. When data are presented, stay consistent with colors and fonts from one type of chart to the next. Keep things clear and simple, using data to support key points without overwhelming your audience with too much information. And don’t assume that your audience is composed of statisticians (unless, of course, it is).

When presenting qualitative data, brief videos provide a way to engage your audience and create emotional connection and impact. Word clouds are another way to get qualitative data across.

Practice makes perfect You’ve pulled together a perfect presentation. But it likely won’t be perfect unless it’s well delivered. So don’t forget to practice your presentation ahead of time. Pro tip: record yourself as you practice out loud. This will force you to think through what you’re going to say for each element of your presentation. And watching your recording will help you identify your mistakes—such as fidgeting, using too many fillers (such as “umm,” or “like”), or speaking too fast.

A key element of your preparation should involve anticipating any technical difficulties. If you’ve embedded videos, make sure they work. If you’re presenting virtually, make sure that the lighting is good, and that your speaker and camera are working. Whether presenting in person or virtually, get there early enough to work out any technical glitches before your presentation is scheduled to begin. Few things are a bigger audience turn-off than sitting there watching the presenter struggle with the delivery mechanisms!

Finally, be kind to yourself. Despite thorough preparation and practice, sometimes, things go wrong, and you need to recover in the moment, adapt, and carry on. It’s unlikely that you’ll have caused any lasting damage and the important thing is to learn from your experience, so your next presentation is stronger.

How are you providing presentation skills training for your learners?

Manika Gandhi is Senior Learning Design Manager at Harvard Business Publishing Corporate Learning. Email her at [email protected] .

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Effective Presentation Techniques

• Ousman Faal on March 2, 2018
• Share on Facebook

Whether you’re an experienced presenter, or just starting out, there are techniques that could help you improve on your presentation skills. While it might seem quite easy to create a presentation with  Microsoft PowerPoint  or  Apple Keynote  or other presentation softwares, but creating an  effective presentation  requires some skills and techniques.

In this post I’ll share with you ways you could improve your presentation skills to get ready for future presentations. 

How To Get Prepared

Here  are few things you may need to know to get ready… 

• What is the purpose of the presentation? Is it to sell, inform, support, inspire or instruct?
• To whom are you presenting? Know your audience.
• What form will the presentation take? Knowing your audience will determine the form your presentation should take.
• How much time do you have? Always plan to end early.
• Where is the presentation taking place? Is it in a hall, office, conference room or online?
• Do Your Research Do a thorough research on the topic you’re about to present on.

Tips To Be Covered

• Planning Your Presentation
• Slide Structure
• Working with Fonts
• Working with Colours
• Slide Background
• Using Visual Aids
• Using Charts
• Spelling and Grammar
• Conclusions
• Citation & Reference 

1. Outlining

Creating an outline for your presentation gives your audience an overview of what to expect.

• Make your 1st or 2nd slide an outline of your presentation The outline should  contain a l ist of sub  topics to cover .
• Follow the order of your outline till the end of the presentation.
• Only place main points on the outline slide. E.g. Use the titles of each slide as main points.

2. Planning

• Gather your information before putting them into your presentation software. E.g. You can use a Word Processor like Microsoft Word.
• Create a unique design for your presentation. Presentation softwares usually have pre-built template designs, but always try to create your own design or modify an existing one to suit your brand or needs.

3. “Good” Slide Structure 

• Will prevent audience from reading ahead.
• Will help you keep your presentation focused.

“Bad” Slide Structure

• Do not go overboard with the animation.
• Be consistent with the animation you use.

4. “Good” Fonts

• Always be consistent with the background you use.

7. “Good” Visual Aids

• Only use visual aids if necessary.
• Use charts and not just words to make it more meaningful.
• Data in charts is easier to comprehend & retain than raw data.
• Always title your Charts.

“Good” Chart

Proof read your slides for:

• spelling mistakes
• the use of repeated words
• grammatical errors you might have made
• You can also find someone else check your presentation for errors.

10. Conclusion

• Use an effective and strong closing.
• Your audience are likely to remember your last words.
• Use a conclusion slide to:  Summarize the main points of your presentation.
•  Suggest future avenues of research.

11. Q&A?

End your presentation with a simple question slide to:

• Invite your audience to ask questions to test their understanding.
• Avoid ending a presentation unexpectedly.

12. Citation & Reference

Cite any information from other sources you mentioned within your points and place a reference slide at end of the presentation.

• Practice! Practice! But don’t memorize.
• Speak loud and clear.
• Keep it short – make your presentation short and precise. 
• Be confident.
• Look into the eyes of your audience – one technique I use when presenting is by moving my eyes from audience to another to keep them focus.
• Tell stories or experiences – it helps illustrate points and makes your presentation more effective and memorable.
• Avoid being verbose or wordy.
• Give out handouts after the presentation if necessary.
• Inspire your audience.
• Reading directly from your slides decreases credibility.
• If possible, ask someone to take a video of you – looking at yourself in a video could help you examine your body language and the way you speak.
• Always know what’s on the next slide to smoothly transition into it with power. 
• Have a backup – get a copy of your presentation on different formats, on a USB drive or CD or even a printed copy just in case something goes wrong.

Always remember that you’re the presentation not the software, the software is just a tool to help you present. I hope these tips and techniques were helpful, try to adapt them to improve on your presentation skills and get ready for future presentations.

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Ousman Faal [Digital Vigilante] is a Tech Entrepreneur & Digital Skills Trainer who teaches both in the classroom and online. He has experience in various technologies and likes sharing it with others. Ousman has published 149 articles on this blog. He is the CEO of Faalen Technologies and Skills.gm .

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Information and communication technology (ICT) in education

Information and communications technology (ict) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum..

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.(18)

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.(16)

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

• One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42) Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.(41)
• Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning.(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.(18)
• Interactive White Boards or Smart Boards : Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38) Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)
• E-readers : E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.(19) Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.(22) Additionally, many classic book titles are available for free in e-book form.
• Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.(5) Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers’ general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.(32) To sup­port teachers as they change their teaching, it is also essential for education managers, supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. (21) Successful imple­mentation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local languages and reflect local culture. (40) Ongoing technical, human, and organizational supports on all of these issues are needed to ensure access and effective use of ICT. (21)

Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others. (42) When bringing ICT into classrooms, policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT. (16) Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop, tablet, or smartphone) into class rather than providing such tools to all students—an approach called Bring Your Own Device. (1)(27)(34) However, not all families can afford devices or service plans for their children. (30) Schools must ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.(23)(26)(31) The digital divide both creates and reinforces socio-economic inequalities of the world’s poorest people. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority. There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. (39) Yet ICT tools can also help improve the skills of minority language students—especially in learning the official language of instruction—through features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions. (2)(17)

Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile modalities, and ICT can help these students ‘experience’ the information instead of just reading and hearing it. (20)(37) Mobile devices can also offer programmes (“apps”) that provide extra support to students with special needs, with features such as simplified screens and instructions, consistent placement of menus and control features, graphics combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction. (24)(29)

Plans and policies

• India [ PDF ]
• Detroit, USA [ PDF ]
• Finland [ PDF ]
• Alberta Education. 2012. Bring your own device: A guide for schools . Retrieved from http://education.alberta.ca/admin/technology/research.aspx
• Alsied, S.M. and Pathan, M.M. 2015. ‘The use of computer technology in EFL classroom: Advantages and implications.’ International Journal of English Language and Translation Studies . 1 (1).
• BBC. N.D. ‘What is an interactive whiteboard?’ Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx
• Beilefeldt, T. 2012. ‘Guidance for technology decisions from classroom observation.’ Journal of Research on Technology in Education . 44 (3).
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• Bryant, B.R., Ok, M., Kang, E.Y., Kim, M.K., Lang, R., Bryant, D.P. and Pfannestiel, K. 2015. ‘Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education. 24.
• Buckingham, D. 2005. Educación en medios. Alfabetización, aprendizaje y cultura contemporánea, Barcelona, Paidós.
• Buckingham, D., Sefton-Green, J., and Scanlon, M. 2001. 'Selling the Digital Dream: Marketing Education Technologies to Teachers and Parents.'  ICT, Pedagogy, and the Curriculum: Subject to Change . London: Routledge.
• "Burk, R. 2001. 'E-book devices and the marketplace: In search of customers.' Library Hi Tech 19 (4)."
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Related information

• Information and communication technologies (ICT)

• BEGINNER TRAINING
• ADVANCED PRESENTATION TRAINING
• CORPORATE PRESENTATION TRAINING
• PRESENTATION BASICS
• PRESENTATION SKILLS COACHING
• TRAINING OUTLINE
• PRESENTATION REFRESHER
• REFER A COLLEAGUE
• PRESENTATION REHEARSAL
• PRESENTATION REVIEW
• PRESENTATION SEMINAR
• ADVANCED TRAINING
• CORPORATE TRAINING
• PUBLIC SPEAKING BASICS
• PUBLIC SPEAKING COACHING
• PUBLIC SPEAKING REFRESHER
• SPEECH REHEARSAL
• EFFECTIVE PRESENTATION TIPS
• CONFIDENT PRESENTATION TIPS
• SUCCESSFUL PRESENTATION TIPS
• PRESENTATION DESIGN TIPS
• PUBLIC SPEAKING TIPS
• TIPS FOR SPEAKERS
• PRESENTATION VIDEOS
• Presentation Methods For Your Success
• Presentation Tips You Should Know

Your choice of presentation methods says something about you. And if that sounds just a little bit scary, then it's not intended to be! Because everything you do as a presenter says something to the audience. That's really what a presentation is all about. It's a means for communication between you and your audience. Your job is to make sure that you convey the right set of messages….the messages you really want to transfer.

Your Presentation Methods Are Really Important

Thus your choice of presentation method might suggest the following:

• How well-practised are you?
• Do you know your material?
• What do you know about your audience?

Your audience will notice and will respond accordingly. But, that's not a problem, because your choice of presentation method is influenced by all three.

Presentation Methods: It's Your Choice

Do you know your audience really well? So take inspiration. Try to break the bounds of PowerPoint or Keynote. It might possibly encourage you to try out newer presentation manager alternatives such as  Prezi presentation software . There are some good  alternatives to PowerPoint  out there. So this  list  shows off the presentation features of more than 20 of them.

Therefore, your choice of presentation methods reflects your earlier preparation and your research.

Because when you know your material and your audience, you will have more options for an effective presentation.

As a result, and more importantly, you will have more control over the  presentation methods you use.

A Less-Practised Presenter

A less-practised presenter might use presentation software as a crutch. That’s because they don’t have a good knowledge of their material. So, they use the software to help them get by with their presentation. They might not know their material too well. Or, possibly they haven’t had much time to prepare, practise and rehearse. PowerPoint might help to give them security as it hides the gaps in their work. That’s the theory. However, most audiences can see through this.

A Well-Practised Presenter

A well-practised presenter might choose to use  PowerPoint  or  Keynote for their presentation. So they emphasise key points with some multimedia in their presentation’s slides. Their PowerPoint presentation is visually emphatic. And their slides are clear and consistent. Additionally, their organisation is ordered. And, because of this, their presentation is more effective.

What Presentation Methods Can You Use?

You have a range of presentation methods to choose from. You might use some as a crutch, but others will definitely boost your presentation performance.

• Use  PowerPoint .
• Take advantage of Keynote or PowerPoint For Mac.
• Try one of the many PowerPoint alternatives. We've listed some alternatives to PowerPoint  in this article.
• Use props , a flip-chart or whiteboard. Here are some tips for using a prop when giving a presentation .

You can learn more presentation skills and techniques on a public  presentation training course . Because we organise our courses to a regular schedule, there’s something for everyone. Or, when you want a more intensive approach, then you can always try individual presentation coaching . Whatever your approach, please don’t hesitate to get in touch when the time is right.

“PowerPoint is popular only because it helps disorganized presenters feel more organized.”

Edward Tufte

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• Boost your presentation confidence
• Develop all the essential presentation skills you need
• Become more successful as a presenter at work, conferences or job interviews
• Work at your own pace

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Using technology to deliver a presentation: what tools do you need.

PowerPoint is a neat little program, part of the Microsoft ( News - Alert ) Office suite of tools, which lets you create professional electronic presentations. It has been around for a long, long time, mostly being used for school presentations. However, the program can be used for important projects. So, if you have to deliver a memorable presentation, this is the program you need. This software is like no other. You can create slides that contain graphics, audio, hyperlinks, photos, video, and animation. The more you use PPT presentations, the more you will understand their values.

When it comes to PowerPoint presentation, you are in charge. This means that you can control the course of the presentation and know what way the conversation will go. Most importantly, you can organize the content in a structure that is easier to remember and understand. Steve Jobs ( News - Alert ), who is a pioneer in the microcomputing revolution, always had a slide. Even if you know what you are talking about, you need a PPT presentation.

Types of PowerPoint presentations you need to use:

• Pitch decks – This is a special type of presentation that you can use to win support from investors. Basically, you offer the audience an overview of your business plan. or your vision, for that matter. Take an example from companies like Airbnb and Facebook .
• Slideshows – A presentation of this type comprises several projected images or photographic slides. You can sue many types of content for the big presentation.  The great thing about slideshows is that they allow users to present information comprehensively.

Video capture and audio

If you are like everyone else, you put a great deal of effort into your presentations. This is because you wish to demonstrate professionalism. No matter if you want to present your brilliant ideas or simply teach a course, resort to video capture. A video capture represents a digitized version of an external video feed. The analog video signals are transformed into a digital format. With the help of good software, you can embed a video directly into the presentation. You are sure to grab your audience’s attention. Video is the best way to convey emotion, as it caters to the brain’s visual system.

Unfortunately , only 4 percent of professionals actually use videos in presentations, preferring static images. Do not make the same mistake. Breathe life into your presentation by including video captures. If you have antiquated video cassettes, do not hesitate to use them. When it comes down to creating a presentation, you will want to follow these rules:

• Prepare your PPT slides.
• Choose your video source.
• Insert video into your PowerPoint.

Now, let us talk a little bit about audio. Should you embed audio files too? Why, yes. Audio files have the power to increase the impact of the message you are transmitting. Music reinforces the message, clarifies points, and creates excitement. You can maximize the opportunity by focusing on what benefits the audience the most. You cannot use music in a program such as PowerPoint if you do not have a .wav file.

When choosing music for presentation , you need to ask yourself the following questions:

• Will it help me illustrate the main points?
• Will it stop me from communicating with the audience?
• Will this feature be too distracting?

It is important to keep things simple. You are using audio in your presentation, which says a lot about you. It is not necessary to push the envelope in terms of innovation. Simple background music can produce incredible effects and make your pitch come to life. So, make sure you do not overdo it. if you record the audio segment yourself, the same rules apply.

Google ( News - Alert ) Slides

If you do not have PowerPoint and are not willing to pay to purchase Microsoft Office to get it, use Google Slides . This is a presentation editor that makes it possible to show off what you have been working on visually. Google Slides is somewhat better than PowerPoint. Why? Because it encourages collaboration. You can give others access to your online presentation, which can come in handy if you are working on a team project.

What is interesting about Google Slides is that you can make changes offline. You can edit, leave comments, and even present. You do not need an Internet connection. All you have to do is download the app onto your computer and you are good to go. Attention should be paid to the fact that Google Slides does not offer the same features as PowerPoint. To be more precise, you do not enjoy the same selection of design elements. Templates are pretty basic and you cannot show off your creativity. It is up to you to decide what features matter the most .

Smartphone app

Use technology to your advantage. There are plenty of applications out there to help transform your mobile phone into a computer. It does not matter where you are in the room because you can deliver your presentation. Sure, it takes some time to get used to a presentation app, but you will manage to make the best of the situation. and you will win over the audience. Keep in mind that the easiest way to share your presentation is with your smartphone.

No matter what tool you settle for, you will need to deliver the presentation yourself. Chances are that you would not have it any other way. Best of luck!

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The 10 Best Presentation Tools for Students in 2023

Presentation tools for students have come a long way.

Students have access to all sorts of digital presentation tools, from legacy slide-based tools like PowerPoint to truly inventive and experimental new formats that incorporate live and prerecorded video and audio. The rise in virtual, hybrid, and flipped classrooms has made the need for education-focused online presentation tools for students all the greater.

Wondering which tools will help your students create the best presentations? We’ve shown you tools before, like 20 classroom technology tools you may not know , but many of those were teacher-focused. Here are 10 of the best student presentation tools your kiddos can use in 2023. And listen to this episode of EdTech Heroes with Sultan Rana to see how you can revolutionize presentations for students this year!

Importance of students learning to use a range of presentation tech tools 🎬

Before we get into this list, it’s fair to ask: Is it really all that important for students to get comfortable using technology-based presentation tools? 🤔

We believe the answer is an emphatic “Yes!”

The modern world we live in already depends on all sorts of tech and that dependence will only increase. Today’s students are tomorrow’s adults, and it’s vital they develop media literacy skills now. This is behind the push for digital citizenship , or teaching children to use tech safely and responsibly so they can effectively participate in society in the future.  

Many students are already comfortable navigating smartphone apps, video games, smart TVs, and social media. But throw a PowerPoint or other business tool in front of them, and it’s another story. They aren’t technology averse. But neither are they automatically comfortable with all the different software and user interfaces that they’ll encounter in the professional and business world.

As the world grows more technologically complex 🤖, the professionals of tomorrow need exposure today to the language of technology. 

By engaging with a range of presentation tools — along with edtech tools like Google Classroom and other LMS platforms — students gain a more well-rounded understanding of how to interact with productivity-oriented tech. They learn how to communicate their ideas and collaborate across physical and virtual spaces with ease. 

With that question answered, let’s jump into the top 10 student presentation tools that will support your students’ tech skills and overall growth. 

1. Screencastify Submit

Screencastify Submit does many things. It allows teachers to create presentation assignments for students. It also allows students to easily record and submit these short video assignments on any device. It’s a great way to practice giving live presentations without the pressure of an audience, plus it helps students gain skills with talking and presenting on camera. 🎥

Another advantage for students: Students can practice their presentation skills and wait to submit until they’ve recorded their favorite take. 

Screencastify Submit is simple because it’s designed to be a secure, closed system between teachers and students. However, the broader Screencastify suite — one of the top Google Chrome extensions for educators and students — has plenty of integrations with popular LMSes and edtech platforms. 

2. PowerPoint and Google Slides

Two of the classic slide-building apps, PowerPoint and Google Slides feel very traditional compared to many of the other tools listed here. Still, both apps are easy introductions to the concept of creating basic 2D designs and visually appealing presentations. PowerPoint Presentations and Google Slides allow students to create slideshow content with transitions, animations, multiple slide layouts, and more.

These presentation software solutions help students prioritize the information that’s most useful to their audience and hone the ability to present that material in a visually engaging way. They can also be used in conjunction with screencasting or screen sharing to present in a more live or interactive manner.

These apps are both widespread and integrate seamlessly with a variety of tools. For Apple users, Keynote is another option in this same style, but it’s limited to only macOS and iOS, making it less widely adopted.

Note that Google Slides is free for everyone with a Gmail account, but PowerPoint requires an individual subscription or a school-wide license.

3. Prezi Next

The original Prezi was like a cooler, snappier version of PowerPoint. It did away with the feeling that every slide was a static rectangular image and let users create presentations that felt more like unique little worlds 🌍  than like conference room snooze-fests 😴 .

Unfortunately, it was built on Adobe Flash, which is dead and gone .

Prezi Next is the new generation of Prezi, built fresh in HTML5. It keeps the feel of the original and enables students to produce creative, imaginative presentations full of both whimsy and functionality. Templates in Prezi Next allow students to be creative, detailed, and look great in the process.

Prezi also integrates with major video conferencing apps like Google Meet and Zoom, allowing students to present their Prezi live. 

4. Haiku Deck

Haiku Deck is another slide-based presentation app. It’s entirely cloud-based, meaning you can access Haiku Deck from the web. The big differentiator with Haiku Deck is its automated image search. The app intelligently analyzes the text that your students add to their slides, then it suggests photos and slide designs that make sense for that text.

Haiku Deck gives users access to over 40 million royalty-free images (meaning no more watermarks or pixelated backgrounds) and includes dozens of themes designed by pros, complete with complementary fonts picked out for each one.

Haiku Deck is mostly a standalone tool. So, while you don’t get deep integrations with other tools, you might not really need them.

Related: Learn about the best tools for student engagement in this episode of EdTech Heroes !

5. Pear Deck

Before they ever explain what Pear Deck is, the team behind Pear Deck points to research showing that learning has both social, emotional and academic components and goes into great detail about the research-backed instructional strategies that the platform supports.

So, this tool comes from a team that’s dedicated to improving educational outcomes for all kinds of learners. But what does it do, exactly?

Essentially, Pear Deck operates as an add-on to Google Slides or PowerPoint and allows you to turn those static presentation tools into dynamic, interactive educational experiences. You can embed quizzes, tutorials, and other interactive content and see student responses in real time.

Although it’s aimed at teachers, it can be used by students to enhance their own presentations with engaging content like Q&A or audio and video, and gives them more creative freedom. 

Sutori is a tool that’s purpose built to help students create timelines and roadmaps and tell stories. It’s simple and streamlined, making it easy for students of all ages to use. Students can even embed media on their Sutori timelines, and Sutori is easy to use online and via remote learning.

Sutori’s timeline focus makes it perfect for social studies or history and any other linear, time-based lessons. The company also lists use cases for English, Language, Arts, and STEM teachers. It’s a great tool for fostering multimedia collaboration, critical thinking (via both primary and secondary sources), and research skills.

They say a picture is worth a thousand words 📸, and if that’s true, how much more is an infographic worth? A lot, when it comes to the classroom. Infographics are great storytelling tools, not to mention visual aids. The trouble is that making great infographics from scratch have required graphic design skills🧑‍💻  — until tools like Easelly.

Easelly lets anyone make quality infographics in a wide range of styles. Students can better visualize data and content, which is great both for their own critical thinking and logic skills as well as their public presentation skills.

Easelly includes numerous templates that make it easy to transform content from dry text and statistics into beautiful infographics.

Easelly doesn’t directly integrate with other tools, but infographics created in Easelly can easily (hence the name) be exported to other tools to be shared or presented.

8. Glogster

Glogster is a tool for creating multimedia posters that can include 3D elements. Students can embed a wide range of media into a Glogster, including screencast videos, graphics, images, audio, and even 3D and VR objects.

Glogster is somewhat like an oversized poster board to make a class project or report, but also interactive and zoomable. It’s a digital canvas that makes just about anything visual possible, all within one space.

Students can practice their visual storytelling skills and get comfortable navigating and embedding multiple media types with Glogster.

9. VoiceThread

VoiceThread is a unique tool that lets users collaborate and discuss just about anything: videos, images, documents and more using features like annotations, highlights, pausing, zooming. It’s essentially a media-focused video chat tool.

In the K-12 landscape, VoiceThread is great for students who want to share a specific media file with others and collaborate either in discussion or in a Q&A after a presentation. Viewers can add video comments and questions directly to a presentation, giving a more personal level of engagement especially for fully remote classrooms. Students can develop great conversational and presentation skills using VoiceThread, too.

Miro is a visual collaboration tool designed primarily for teams to get work done. In other words, it’s a business-focused digital whiteboard tool that has a lot of value for classrooms too. 

Students (and teachers) can use it for idea mapping 🗺, brainstorming, creating workflows or diagrams, and all sorts of other visual collaboration and presentation needs. 

It’s great for group projects where students might want to get a bunch of ideas mapped out prior to creating their polished presentation in another tool. Miro also has some effective templates that can help students work quickly.

Because it’s a business tool, Miro has all kinds of integrations with all the top business apps. Some of these are useful in education, such as Zoom, Google drive, and Microsoft Teams integrations.

Find out why students and teachers love Screencastify 🍎 

Screencastify is fantastic for any teacher who needs to create screencast videos quickly and easily. But it’s great for students, too! 

Students can use Screencastify Submit to easily create video responses to their teachers’ assignments, using the desktop, laptop, or mobile device they have at home. Older students can even use Screencastify themselves to create their own screencast presentations for virtual reports, class presentations, and more.

Click to learn more about what Screencastify can do for educators and students alike.

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Strengthening English language undergraduates’ presentation skills: A blackboard-mediated intervention program

Sami algouzi.

1 Associate Professor of Linguistics, Department of English, College of Languages and Translation, Najran University, Najran, Saudi Arabia

Ali Abbas Falah Alzubi

2 Assistant Professor of Applied Linguistics, Department of English, College of Languages and Translation, Najran University, Najran, Saudi Arabia

3 Associate Professor, English Department, College of Languages and Translation, Najran University, Najran, Saudi Arabia

Associated Data

The dataset of the paper has been deposited, here is the link 10.6084/m9.figshare.23821977 .

Studies and reports indicate that some graduates struggle to find jobs, in part because they lack the key presentation skills and competencies the labor market needs. Thus, this research investigated the effectiveness of a Blackboard-mediated intervention program in strengthening English as a foreign language (EFL) students’ presentation skills. The research followed a quasi-experimental (time series) design, delivering workshops on presentation skills and collecting data from the students (N = 30) using a set of instruments: a pre-and post-assessment checklist and semi-structured interviews. The results showed that the students’ presentation skills improved significantly post intervention. Also, the participants reported positive attitudes concerning the intervention. Drawing on these findings, recommendations and suggestions are presented.

Introduction

Presentation skills refer to the communicative abilities a person must possess to deliver engaging, informative, educational, enlightening, and attractive content, such as enthusiasm, a focus on the audience, keeping things simple, and excellent body language. Tursunoy describes oral presentations as a significant component of the English as a foreign language (EFL) classroom today in various parts of the world [ 1 ]. As Evans and Morrison point out, presentations are now frequently used as assessment tools or as class exercises in all academic fields, especially in English as a second language (ESL) and EFL settings [ 2 ]. Moreover, Yang notes that the EFL context has emerged as essential for fostering oral competence in environments that are less favorable in terms of oral socialization [ 3 ].

In studies of communication, presentation skills have attracted the attention of researchers. For example, Kim [ 4 ] and Evans [ 5 ] argue that presentation skills are considered successful communicative goals. Presentation skills are widely required in today’s professional world and are essential for graduates, who need to acquire these skills to present on diverse occasions and at various events. Graduates understand the importance of presentation skills such as those highlighted by Dung, who states that the presenter needs a professional appearance, proper pronunciation, and fluency to engage the audience, and they also understand that practice can boost the oral and communicative aspects of the presentation [ 6 ]. However, they find acquiring and using these skills challenging for various reasons. In this regard, drawing on the views of learners, Osterman suggests that the development of oral skills should begin with practicing communication [ 7 ].

In this research, we argue that presentation skills are a necessary consideration with reference to the Saudi Vision 2030 and labor market needs, and competence in oral presentation should be a subject of prominence. Competence in oral presentation comprises the knowledge, skills, and attitudes required to speak in public, where the goals may include informing or persuading the audience, or self-expression [ 8 ]. Oral presentation skills are considered key for employability [ 9 ], and communication, especially in the oral mode, has been identified as one of the essential skills for the 21st century. Presentation skills bring students benefits, such as lifelong learning skills. Moreover, the learning experience can help them develop appropriate skills if they are trained professionally. Presentation skills give learners an effective means of bridging the gap between language study and language use. Making presentations requires students to use all four skills in a natural, integrative way [ 10 ]. These days, university students and graduates are typically required to have the ability to make presentations in English to a public audience [ 11 ]. Oral presentation is not only part of 21st-century skills but is also required when students enter the workplace [ 12 ]. Therefore, higher education courses commonly integrate oral presentations as part of the course activities and/or learning objectives [ 13 ].

Presentation-related studies have been widely researched. Previous research has focused on the impact of oral presentation on language proficiency, speaking ability, oral communication abilities, self-confidence, attitudes, challenges, and factors of influence in learning presentation skills [ 8 , 14 – 18 ]. However, to the best of our knowledge, no research thus far has been conducted on the use of online instructional interventions to train students in how to present themselves in English. This study, undertaken at Najran University, addressed many aspects of oral presentations, such as organization, content, language, style, and delivery, as well as students’ lack of enthusiasm.

It was expected that this study would lead to a significant improvement in undergraduates’ presentation abilities, which are vital in today’s professional world and to meet labor market expectations. The rising need for graduates with effective presentation skills requires more effective, innovative, and result-oriented instruction. Better teaching and learning methodologies are needed to enhance students’ presentation skills and teachers must pay special attention to this aspect of learning. The intervention in this study highlighted crucial areas in presentation abilities that many researchers may not have consider. Therefore, this study aimed to promote undergraduates’ presentation skills, consistent with the goals of Saudi Vision 2030 and labor market needs, via a Blackboard-mediated intervention program. The findings provide crucial suggestions about making presentations and advance proposals concerning the essential elements for an effective presentation.

Theoretical framework

Bandura’s social cognitive theory contends that human actions are influenced by personal, behavioral, and environmental factors [ 19 ]. According to this theory, seeing others in social interactions, one’s experiences, and outside media influences might contribute to an individual’s knowledge acquisition and behavior [ 20 ], as people acquire behaviors and cognitive techniques through watching how others behave [ 21 ]. When individuals observe activity being modelled and the consequences of that conduct, they remember the sequence of events and use this knowledge to influence future behavior [ 22 ]. In this process, the environment, behavior, and cognition all play important roles in shaping growth in reciprocal triadic interactions [ 19 , 20 ].

Thus, the foundation of social cognitive theory is a process of information acquisition or learning directly related to model observation. According to Zhou and Brown [ 20 ], three factors contribute to model observation: model characteristics, such as high status, competence, and power; observer attributes, such as talent and courage, confidence, self-esteem, and independence; and model action consequences, such as self-efficacy and self-regulation. Effective modeling provides broad norms and techniques for coping with various circumstances. This can be provided through interpersonal imitation or media sources [ 19 ].

Review of the literature

The available literature suggests an increasing focus among researchers on the importance of presentation skills and studying the challenges learners face in presenting. Some of the main challenges learners face in making presentations are background knowledge, anxiety, motivation, language, grammar, vocabulary, and pronunciation [ 23 – 29 ]. This is perhaps not surprising as many studies have found that presenting is a multi-layered and challenging task. Morreale points out that presenting requires considerable preparation, for example organizing content, incorporating relevant information and ideas, and selecting the appropriate attire [ 30 ]. It is necessary for students to combat these challenges since mastering slide shows, demonstrations, lectures, or speeches can assist presenters communicate with audiences by utilizing words and images [ 31 ].

Examining the presentations of a group of TESOL graduates, Zareva showed that the students acted in a variety of identity roles: guiding the audience through the information, recounting their research and decision-making processes, drawing attention to how the information was organized, and clarifying the purpose of their presentation and the structure of their argument [ 32 ]. Finding that students had difficulties providing presentation content for audiences, Melvina and Dona Alicia argued that teachers should spend more time introducing them to the broad skills they need when giving presentations [ 33 ].

Numerous factors influence presentation skills, including the ability to speak in English, which is something students are often afraid of doing [ 34 ]. Rumiyati and Seftika observe that speaking in front of a crowd is one of the most difficult tasks for EFL students [ 35 ]. Tsang identified a significant correlation between students’ perceived competence regarding the delivery of oral presentations and their level of anxiety concerning public speaking [ 36 ]. Similarly, Waluyo and Rofiah found that students’ performance in presentations is predicted by situational and potential confidence and communication confidence [ 16 ].

Background knowledge, psychology, language and style, preparation, and the instructor are some of the key factors that influence learners’ delivery of presentations [ 37 – 41 ]. Indriani found that qualities such as eye contact, body posture, and voice were further characteristics that aided pre-service teachers’ English-speaking abilities [ 42 ]. Among these, Worawong et al. identified hand gestures were the strategy most used by students in their oral presentations [ 43 ]. Okada et al. [ 44 ] and Yano [ 45 ] showed that self-monitoring, peer evaluation, and model observation have positive effects on improving learners’ oral presentation skills.

Technology can significantly enhance the general standard of one’s presentation in various ways. However, students’ readiness to embrace such technology and focus during presentations is critical. As a basis, Donohoe observed that presenters commonly utilize PowerPoint in the modern era to transmit information or media via slides as the medium offers adaptable presentation styles [ 46 ]. However, it is important to note that the development of information technologies has paved the way for new means of making presentations. Many technologies are available, such as Prezi, Keynote, and PowerPoint, as well as a range of venues, such as blogs, Facebook, and YouTube [ 47 – 49 ]. Thus, students should be encouraged to deliver their presentations by exploring different technologies, which can lead to better oral communication skills compared to traditional presentation tools [ 50 ].

Alshobramy found that applying social learning theory increased the speaking ability of secondary school EFL students naturally by providing innovative and adaptable learning experiences [ 51 ]. Fauzi showed that a multimedia-based presentation approach assisted students in developing their speaking and presentation skills, as well as their confidence [ 52 ]. Mahdi also reported that multimedia devices had a positive impact on the development of presentation and speaking skills among students [ 8 ]. Salem reported that TED lectures enhanced business students’ oral presentation abilities and vocabulary uptake/retention levels [ 53 ]. Also, the students were more enthusiastic, motivated, and eager to produce outstanding presentations as they grew more self-assured and relaxed. Sirisrimangkorn revealed that project-based learning using presentations had significant effects on students’ speaking skills [ 54 ]. Burhanuddin claimed that the individual presentation method was effective in enhancing students’ confidence and providing them with the experience of speaking in front of a crowd [ 14 ]. The results also indicated that the task gave them more awareness and self-evaluation on how to perform good public speaking. Hida examined the effectiveness of collaborative learning in co-constructing knowledge and skills in giving oral presentations in English classrooms in Japan and found that the learners primarily acquired five benefits: noticing the gap, knowledge co-construction, overcoming weakness, behavior modeling, and psychological improvement [ 55 ]. Pham et al. conducted a study aiming at measuring English-majored students’ views of their speaking skills, especially presentation skills. The results showed that most students were not confident about their presentation skills because of fears of making mistakes in vocabulary usage and grammar, lack of fluency, and so on [ 17 ].

There are very few studies on employing ICT-mediated programs to improve the presentation skills of EFL learners. However, some studies have suggested that learners experience difficulties in terms of anxiety, learning issues, and media access and use. For example, Solmaz employed Pecha Kucha to develop EFL learners’ speaking and oral presentation skills. Thematic analysis not only highlighted the advantages of the program, such as developing speaking and presentation skills, enhancing self-confidence, and improving time management, but also drawbacks, such as increased anxiety, a steep learning curve, and format constraints [ 56 ]. Among other studies examining the integration of technology in oral presentations [ 57 – 60 ], some found that this can pose difficulties in terms of the students’ language competence. Some students believed that the time given to them was insufficient, while others considered that their poor speaking abilities were to blame for their difficulties in presenting. Students also experienced fear of speaking since they understood that virtual audiences would view recordings of their oral presentations later.

To summarize, previous studies, both with and without the integration of technology, have investigated presentations with a focus on numerous different aspects. A review of the literature suggests that existing research on strengthening EFL learners’ presentation skills is very fragmented, lacks theoretical grounding and has received little empirical attention with particular reference to implementing an intervention. This research was premised on the belief that implementing an intervention program could enhance EFL learners’ presentation skills, making them better qualified for the labor market. The study investigated how a multilayered intervention program delivered through a series of workshops on Blackboard might help EFL students become successful presenters.

The study entailed designing and implementing a Blackboard-mediated interventional program aimed at improving undergraduates’ presentation skills in terms of organization, content, communication, delivery, and enthusiasm. The study utilized Blackboard as a platform to present the intervention as many presentations, and indeed job interviews, take place online, particularly since COVID-19. Other reasons for choosing Blackboard as a platform concerned convenience for the students in terms of time, place, effort, reference, and cost. The study sought to address the following research questions:

• What impact does a Blackboard-mediated intervention program have on EFL undergraduates’ presentation skills?
• What are the participants’ views of the experience of the Blackboard-mediated intervention program and its effect on their presentation skills?

Methodology

Research design and context.

The research adopted a quasi-experimental design to achieve the study objectives. This study aimed to investigate how effectively a Blackboard-mediated intervention program would be in strengthening EFL students’ presentation skills. An assessment checklist and semi-structured interviews were used to collect the data from undergraduates at the College of Languages and Translation at Najran University in the Kingdom of the Saudi Arabia in the second semester of the academic year 2023.

Population and sample

The study population comprised undergraduates majoring in the English language and translation programs at Najran University in 2023. The study sample was based on purposive sampling and students’ voluntary participation. Those students who agreed to participate in the study completed two copies of the written informed consent form; they kept one copy and returned the other to the researchers. The Ethical Approval Committee at the Deanship of Scientific Research, Najran University granted approval to conduct the study [009773-021280-DS]. It should be noted that the researchers had no access to personal information that could identify individual participants at any time during or after data collection.

The study sample comprised two groups, 30 students in total, recruited to the study in the second semester of 2023. All the participants were Saudi, aged 22–23 years, and enrolled in the 9th and 10th levels of two courses: Contrastive Linguistics and Drama. They had been exposed to English language instruction for 11 years at school and university and all spoke Arabic as their mother tongue. They were studying EFL in a formal context and their English level should be considered upper-intermediate. Thus, they should have been able to initiate presentations, raise inquiries, and express their opinions about what they were studying in relation to the instructional material.

Study instruments

The study applied two instruments for data collection: a pre-and post-assessment checklist and semi-structured interview. The researchers designed the assessment checklist with reference to presentation assessment rubrics available online, such as one developed by Owen Williamson at the University of Texas ( https://utminers.utep.edu/omwilliamson/engl1311/Presrubric.doc ) and another developed by the Justice Institute of British Columbia ( https://www.jibc.ca/sites/default/files/library/files/Group_Presentation_Marking_Rubric.doc ). The assessment checklist included presentation skills (25 items) distributed across five main domains: organization, content, communication, delivery, and enthusiasm. Each dimension contained five items.

Organization included aspects such as defining the background and importance of the topic, stating objectives that can identify relevant questions, presenting information in a logical sequence, summarizing the major points of the presentation, and providing attendees with a “take-home” message. Content included gaining the attention of the audience, defining technical terms, including relevant material, preparedness of the content, and presenting an obvious conclusion. Communication included good language skills and pronunciation, demonstrating good grammar and choice of words, using rhythm, intonation, accent, and tone variation, effective pace of delivery, being fluent and articulate, and using no fillers (umm, like), or long pauses. Delivery included items about maintaining good eye contact with the audience, using gestures in addition to a clear and audible voice, using well-prepared informative handouts, notes, and visual aids, presenting within the assigned time limits, and answering questions professionally. Finally, enthusiasm contained items about demonstrating strong enthusiasm throughout the presentation, increasing audience understanding and knowledge of the topic, convincing the audience to recognize the validity and importance of the subject drawing on evidence, being relaxed and confident with no/minimal hesitation throughout the talk, and being in professional attire.

Before the treatment program, the participants were asked to present topics related to two subjects they were studying (Contrastive Linguistics and Drama), and their performance was assessed using the checklist. Then, they were trained in presentation skills by one of the teachers with experience in this area. After that, they were again asked to present the topics related to their subjects and assessed using the same checklist.

Semi-structured interviews were employed in which the participants were asked about their experience of learning presentation skills, their attitudes, and suggestions for further improvements. The participants were interviewed immediately after the post-assessment by another teacher who had not conducted the intervention. The interviews were estimated to last 8–10 minutes. They were conducted in an office in the Department of English and audio-recorded. The semi-structured interview questions were as follows:

• How would describe your experience of the presentation skills workshops?
• What new presentation skills did you learn in the workshops?
• How did you feel after taking the presentation skills workshops?
• What things did you like/ dislike about the presentation skills workshops?
• Do you have any suggestions for making the presentation skills workshops more fruitful? Please elaborate.

Validity and reliability

A jury of five experts checked both instruments, the assessment checklist and the interview questions, to establish content validity. The experts were specialized in English language teaching and technology-based learning and teaching and had more than 10 years of experience in teaching and assessment. The experts had the study tools and objectives to verify that the tools could produce valid data to answer the research questions. They also checked the applicability of the items in the Saudi context. Finally, they suggested working on language issues.

To establish the internal consistency of the assessment checklist, the researchers applied Pearson’s correlation coefficient (r) to check the relationship between items and the checklist as a whole. The checklist was applied to assess the performance of a sample of 20 students who did not participate in the study. Table 1 shows the results of the correlation.

** Significant at p = 0.01

* Significant at p = 0.05.

As shown in Table 1 , the values of the Pearson correlation coefficients for the relation between each item and the whole scale ranged between 0.505 and 0.769 and were all significant at p = 0.01 or p = 0.05, demonstrating the validity of the checklist.

To verify the reliability of the assessment checklist, two assessors evaluated the performance of the exploratory sample (N = 20). The two assessors were faculty members in the Department of English, specializing in English language teaching and assessment. They had been teaching English for more than 15 years. The authors oriented them on the study topic, objectives, and evaluation checklist (dimensions and items). Any points they did not understand were clarified. The assessors were instructed to use a separate checklist for each student and to conduct the evaluation while the student was presenting. The reliability of the assessment checklist was calculated based on the level of agreement between the assessors (inter-rater reliability): Level of agreement/(no. of agreements + no. of disagreements) [ 13 ]. Table 2 presents the results.

Table 2 shows that the assessment checklist was reliable (87.6%). The reliability coefficient values of domains ranged between 86% and 90%.

Instructional intervention

The study drew on social cognitive theory as a theoretical foundation to create and implement a Blackboard-mediated intervention aimed at improving undergraduates’ oral presentation skills. A variety of factors influenced the selection of this theoretical framework. First and foremost, the researchers aimed to draw as much as possible from the existing literature on the procedures used in the current study to improve EFL students’ oral presentation skills. This research is aligned with Solmaz [ 56 ] in considering “the long-term character of the development process of oral presentation skills, described as central professional skills” (p.16). Moreover, the purpose of the study corresponds to Bandura’s view that social cognitive theory is particularly well adapted to explaining the evolution of complex behavior, such as oral presentation skills [ 19 ]. Based on this theory, the researchers considered three main factors that contribute to changing behavior—personal, behavioral, and environmental—in that people learn new knowledge by watching others and use it in the future to change their behaviors. In addition, the study utilized previous research, such as the work of Zareva [ 32 ], who referred to the roles TESOL graduates played when examining presentations, such as guiding the audience through the information, recounting their research and decision-making processes, drawing attention to how the information was organized, and clarifying the purpose of their presentation and the structure of their argument.

The study provided a training program on presentation skills through workshops in which the participants watched how others presented, learned from the process, and applied it in the future to change their behavior. Interventions in the educational sphere provide students with the required or desired assistance they need in the form of capabilities, competencies, skills, etc., which could not be obtained or developed during an educational program and the lack of which may adversely impact graduates’ future or career opportunities. De Grez observed that “to design an instructional intervention, we have to be clear about its objectives. We have to determine the outcomes of the intervention focusing on the acquisition and development of oral presentation skills” [ 61 , p.57]. This study aimed to design and carry out a Blackboard-mediated intervention program, conducting workshops to strengthen EFL undergraduates’ presentation skills in line with the goals of Saudi Vision 2030 and labor market needs.

The program focused on enhancing the 30 participants’ knowledge of how to make their presentations effective and improving their performance. The content was divided into five workshops, which introduced the principles of presentation to EFL students and trained them how to present themselves well. The participants were told that presentations are synonymous with demonstrations, lectures, or speeches. They were also made aware that presentations are tailored to persuade, inspire, motivate, or present a new idea/concept to people termed “the audience” who are at the core of any presentation. After the orientation session on the concept, the researchers introduced themselves and the study.

The participants delivered a presentation before the intervention. Both the participants and the researchers were able to identify weaknesses in the organization, content, language, style, and delivery, as well as a lack of enthusiasm on the part of the presenters. Following the initial presentation, the participants were asked to participate in the Blackboard-mediated workshops. Each session lasted one hour, with the last 10 minutes devoted to questions and answers. The researchers also wanted the participants to learn through observation, so they shared relevant videos about the five specific areas crucial in presentations with a focus on the “do’s and don’ts.”

The research procedure consisted of three phases. In the first phase, the participants were required to give presentations and their performance was evaluated using the assessment checklist elaborated by the researchers. This identified issues with organization, content, language, communication style, delivery, and enthusiasm. The second phase comprised the series of five workshops, conducted on Blackboard by an experienced trainer, to instruct the students in how to present effectively and professionally.

The first workshop concerned the organization of presentations, highlighting the need for a clear beginning, middle, and end. The trainer pointed out that the presenter needs to organize ideas logically throughout the presentation and follow the order in a very organized fashion, striving for clear transitions between individual points, slides, and topics. Moreover, the presentation needs to be structured based on the audience and purpose. In addition, the trainer highlighted other key points, such as defining the background and importance of the topic, stating objectives that can identify relevant questions, presenting information in a logical sequence, summarizing the main points of the presentation, and providing attendees with a “take-home” message. The trainer shared videos ( https://www.youtube.com/watch?v=4bwDr7WVBwo ) on presentation organization. After watching the video clips, the participants were invited to have a discussion, followed by a question-and-answer session.

The second workshop concerned the substance of presentations in terms of the content. The trainer emphasized the need for unique and important ideas and information. The presenter must use reputable and pertinent sources and cite those sources when necessary. Information must be concise and pertinent to the audience. Again, the trainer addressed several crucial aspects related to content, including gaining the attention of the audience, defining technical terms, incorporating relevant material, preparing the content well, and presenting an obvious conclusion. The trainer shared videos related to content ( https://www.youtube.com/watch?v=Yl_FJAOcFgQ ) and instructed the participants to pay close attention to considerations of significance and originality.

The third workshop sought to underscore that word choice can make aspects of the presentation clear and memorable if selected well. The trainer highlighted that language, style, and communication are significantly impacted by word choice. The session addressed denotative and connotative concepts, referring to presenting the message clearly, expressing ideas effectively, and choosing respectful and unbiased language. The trainer highlighted several key points, such as the language of presentations typically being somewhat less formal than academic writing, the need to present the main points one by one and pause at the end of each main point to give the audience time to absorb the information and take notes and using phrases to indicate moving on to a new point. In addition, one should consider several aspects under the theme of language, style, and communication, for example, using good language skills and pronunciation, demonstrating good grammar and choice of words, using rhythm, intonation, accent, tone variation, and an effective pace of delivery, being fluent and articulate, and using no fillers (umm, like), or long pauses, etc. The trainer then shared clips on communication, style, and language ( https://www.youtube.com/watch?v=ewVCnfMGnFY ), demonstrating that word choice and language use are crucial for communication.

The fourth workshop concerned delivery and addressed a range of factors, from body language and word choice to vocal variety. The trainer highlighted that a good presenter has a passion for the subject and can convey—and perhaps elicit—that emotion in the audience. The workshop stressed the need to make a connection with the audience through eye contact, facial expressions, gestures, and/or vocal tone, as well as to avoid fillers (e.g., umm) and hesitations. These all contribute to communicating the presenter’s professionalism and confidence, inviting audience engagement. In addition, the session covered providing well-prepared, informative handouts, notes, and visual aids, presenting within the assigned time limits, and answering questions professionally. The trainer then shared videos on delivery ( https://www.youtube.com/watch?v=S5c1susCPAE&t=8s ).

The last workshop concerned the need for the presenter to show enthusiasm and covered aspects such as using a wide range of gestures (especially when presenting to a large audience on stage), making eye contact with attendees, and speaking with a smile and energy. Thus, the session emphasized the role of body language and facial expressions, as well as highlighting that the presenter’s clothing should not draw attention. Linking back to previous sessions, the workshop noted the relevance of enthusiasm in conveying knowledge of the topic and convincing the audience of the validity and importance of the subject by being relaxed and confident. Again, the trainer shared videos on this aspect of presenting ( https://www.youtube.com/watch?v=5naThX63pF0 ).

In the third phase, students were required to give a presentation and their performance was again assessed using the same checklist as previously. After the presentation, a researcher interviewed the students, asking questions related to their experience of engaging in the presentation skills workshops, their attitudes and feelings about the intervention, and their suggestions for improvement.

Data analysis

The Statistical Package for the Social Sciences (SPSS) v. 25 was used to analyze the data collected from the pre-and post-assessment checklist. To establish the effectiveness of the training program in enhancing the participants’ presentation skills, the study employed paired sample t-tests. The researchers conducted content analysis of the qualitative data from the semi-structured interviews, based on repeated occurrences and grouped under main themes.

The effect of the training program on students’ presentation skills

Table 3 presents the results of the impact of the intervention program on students’ presentation skills, drawing on the pre- and post-assessment for the individual domains and whole scale.

Table 3 shows significant differences at the level of 0.05 before and after the training program in favor of the post-performance (t(29) = 19.863, p > .05). This result indicates that the training program was highly effective in improving the students’ presentation skills.

Students’ reflections on the presentation skills program

Several key themes emerged from the semi-structured interviews with the students concerning their experience of the presentation skills workshops. For most of the interviewees, it was their first time presenting. They reported that the training program was a helpful, interesting, and exciting experience, and they benefited a great deal from it. It helped rid them of anxiety and fear, and they started to feel more confident. In addition, they learned that they should be well-prepared and not appear confused. Furthermore, the training program assisted them in improving their presentation skills in terms of facing the audience and delivering the topic as required. The students also reported that they benefited from the feedback from peers. The following are some of the interviewees’ responses to the first question in the interview concerning their experience of the presentation skills workshops:

• S1. “It is very interesting and helpful. It is the first time I’ve done a presentation.”
• S20. “It was a very good experience.”
• S12. “A wonderful experience that developed my speaking skills and improved my way of meeting the audience and conveying the idea to them in the required form.”
• S13. “A beautiful experience to enhance self-confidence and break the barrier of public fear.”
• S10. “I learned not to get confused during the presentation and come prepared.”

Presentation skills learned

The interviewees’ responses concerning the presentation skills they acquired through the workshops revealed that they learned to speak in front of the public with confidence, to interact with the listeners and ask questions, to raise their voices to attract attention, to pay attention to their body language and tone of voice, to talk without reference to the book, and to give and take examples from other students. Also, they learned how to explain and present without becoming stressed, to present without inappropriate interruption, and to be fluent and accurate. They broke the barrier of fear and stress and improved their self-confidence. The following are some excerpts from the interviewees’ answers:

• S3. “Speaking skills, looking around the listeners, asking questions for them to interact with, and raising the voice to attract attention.”
• S11. “The eye contact and the hand signals, and the importance of preparing for the presentation.”
• S13. “Fluency and accuracy in speaking and interacting with the public.”
• S16. “Facing the audience, increasing self-confidence, and exploring skills about communicating information in its simplest form.”
• S19. “Speaking skills without confusion, the skill of explaining and communicating information.”

Feelings about the experience of engaging in the workshops

The students also described their feelings after taking the presentation skills workshops. They were excited and felt positive about the experience. They were very happy to be trained in presentation skills and to achieve something significant. They broke the barrier and the tension and were proud of what they had achieved. They gained a high level of confidence and morale. These aspects are evidenced in the following excerpts:

• S2. “Awesome and broke the stress barrier.”
• S3. “I feel a sense of accomplishment after I took this step for the first time. Great feeling and development of diction skills and help later.”
• S6. “Nice and I felt the sense of teaching.”
• S7. “It’s a nice feeling and I see myself developing in speaking.”
• S13. “Feeling excited and happy to gain the skill of recitation.”
• S18. “I feel that I have gained a high level of confidence and morale.”

Likes and dislikes

Students reflected on the things they liked or disliked about the presentation skills workshops. They liked the interaction with their peers, strengthening and refining their speaking skills, the seriousness of the sessions, meeting with others, skills development, reviewing errors, the organization of the workshop, enthusiasm, fun, facing the public, and peer support. They also liked the idea of using technology, such as laptops and data presentations. On the negative side, two students were rather tense and confused, which they reported led to some errors during their presentations. The following excerpts provide evidential support for the emergent themes:

• S3. “The things that I liked is that strengthening and refining diction skills. The things I didn’t like were the tension just before the presentation.”
• S7. “Everything I liked and most specially, it increased my self-confidence by speaking.”
• S11. “The things I like is the experience and some confidence make me would like to do it again and thing I do not like is during the presentation I got confused and I said something wrong.”
• S18. “I liked during my presentation the interaction of my student friends.”
• S19. “I liked that it was enthusiastic and fun, and the interaction between classmates.”

Suggestions for improving the presentation skills workshops

The students were asked for suggestions to make the presentation skills workshops more fruitful. They recommended repeating the workshops because of the benefits they provided. Also, some students suggested including presentations as part of their assessment in various subjects. These points are illustrated in the following excerpts:

• S5. “More of these shows to develop students’ skills.”
• S12. “More of these workshops because it is of great benefit to the student.”
• S15. “We hope that the distinguished doctors include this participation in all subjects and integrate it into monthly grades.”
• S17. “I hope this beautiful event continues.”
• S19. “I suggest that this offer be weekly in order to benefit more.”

This research investigated the impact of a training program mediated by the Blackboard platform on improving EFL students’ presentation skills. Based on the results, the students who engaged in the intervention attained significant improvements in their scores for their presentation skills post-treatment compared to pre-treatment in all five domains: organization, content, communication, delivery, and enthusiasm. This indicates the effectiveness of the intervention.

Several factors may have contributed to this result, such as the integration of the Blackboard platform, enhanced motivation, reduced anxiety, stress, and tension, and the students’ recognition of the need to improve their speaking and presentation skills. The integration of Blackboard contributed to the effectiveness of the program as it is user-friendly, free, and accessible to users, regardless of place and time. Moreover, the training sessions were recorded and the students could refer to them at any time. In addition, the students were motivated to participate and engage due to their need to improve their presentation skills, as evidenced in the interviews. The analysis of the interviewees’ responses revealed that they found the intervention program a very good means of refining their presentation skills. They enjoyed the experience and reported it assisted them in facing their fear of speaking in front of the public and improving their body language, speaking skills, and self-confidence. In addition, they learned to interact with the audience and attract attention.

The results of this research are consistent with previous studies. Similar to this intervention, research has found that presentation qualities like eye contact, body posture, and voice aid English-speaking abilities [ 42 ], and project-based learning using presentation can significantly affect students’ speaking skills [ 55 ], with students’ oral presentation skills improving significantly after instruction due to enhanced confidence and the experience of speaking in front of a crowd [ 14 ]. As in this study, previous research has reported participants favoring a multimedia design [ 15 ], which improves students’ confidence [ 52 ], and also collaborative learning, as it enables the co-construction of knowledge and skills [ 56 ]. Such courses can enhance students’ oral presentation abilities and vocabulary uptake/retention levels [ 54 ], as well as making them more enthusiastic, motivated, and eager to produce outstanding presentations as they grow more self-assured and relaxed. In addition, these results are consistent with Brooks [ 61 ], who showed that oral presentation allows learners to use their second language to communicate with others naturally. De Grez [ 62 ] also suggested that students are highly motivated to learn how to present. In terms of the use of technology, this study employed Blackboard to facilitate deliver of the intervention program, which may have helped improve students’ performance [ 15 ]. This result accords with previous studies that used technology to improve students’ speaking and presentation skills, employing a multimedia approach [ 51 – 57 ].

The results of this study also support the claim of social cognitive theory that learners require exposure and practice to enhance their acquisition of skills that will help them in their future careers. In this research, the participants observed how others (trainer and peers) behaved, stored this knowledge, and used it to change their behavior when presenting post-intervention. Thus, learners can refine their behavior based on observation and experience. The training program allowed the participants room for exposure and practice in presenting themselves properly. They learned how to organize their presentations, engage the audience, and deliver content effectively, as well as to present with enthusiasm.

According to Bandura [ 63 ], “man’s capacity to learn by observation enables him to acquire large, integrated units of behavior by example without having to build up the pattern gradually by tedious trial and error” (p. 2). Alshobramy argues that the application of social learning theory can naturally increase speaking ability by providing innovative and adaptable learning experiences [ 52 ]. Hence, consistent with theory, this study supports the goals of the Saudi Vision 2030 and the labor market needs of skilled graduates in enabling them to design and deliver effective presentations.

This research focused on enhancing undergraduates’ (life-long) presentation skills through a Blackboard-mediated intervention program. In contrast to prior research that employed ICT-mediated programs to develop presentation skills and found EFL learners experienced difficulties in terms of anxiety, learning issues, language competence, and media access [ 55 , 57 – 60 ], the results of this study showed that the learners’ levels of fear, learning problems, and access issues decreased during the intervention. Also, the program proved highly effective in improving the EFL participants’ presentation skills, and their attitudes and feedback were positive. Therefore, the study contributes to the existing body of knowledge by presenting evidence of the value of utilizing technology, specifically Blackboard, in a planned program to improve students’ presentation skills, which are in great demand in the labor market.

Students who master English will have an added advantage if they possess presentation skills and their job opportunities will be greater. Accordingly, this study argues the need to include presentation skills as part of students’ course assessment. In addition, technology can play a role in enhancing students’ presentation skills; they can utilize technology to record themselves and to review their mistakes, and thus improve their performance.

This research has certain limitations, most notably the participants’ gender; all the participants were male due to the gender-based segregation in Saudi higher education. Moreover, the relatively small number of participants means the findings are not generalizable. In this regard, similar studies could be undertaken in different contexts employing the same interventional program and tools—or similar—and enable the comparison of results. In Saudi Arabia, given the effectiveness of the intervention in this study, it is recommended that stakeholders conduct more workshops on presentation skills, as they support the goals of the Saudi Vision 2030 and address the needs of the labor market. Further research and pedagogical practice could consider a range of methods, such as peer and self-assessment, to measure students’ acquisition of presentation skills. Finally, more research is needed to focus on comparing students’ competence and performance in presentation skills.

Funding Statement

Yes, this work was financed by the Deputy for Research and Innovation- Ministry of Education, Kingdom of Saudi Arabia through a grant (NU/IFC/02/002). The funder had no role in the study design, data collection and analysis, the decision to publish, or the preparation of the manuscript.

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ICT Presentation

ICT is used in primary schools in various ways: - As a teaching tool through interactive whiteboards, computers, and the internet to engage students. - Websites are used for subjects like literacy, numeracy, and across the curriculum to supplement learning. - The school portal is a website that teachers, students, parents and administrators can access with resources, student information, and communication tools. - Websites like My School provide school profiles and statistics to help parents choose schools and hold schools accountable. - The Premier's Reading Challenge website allows students to track reading progress towards yearly goals. Read less

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• 1. What is ICT used for in Primary School Education?ACM1010- Assignment 1: BlogTaryn Richardson, Lisa Scotti & Melanie Fletcherhttp://www.metali2010.wordpress.com/
• 2. ICT can be used as aTeaching tool !
• 3. Method of Delivery:Interactive whiteboards, the internet and personal computers.http://www.youtube.com/watch?v=1JdG5U8Uwhg&feature=relatedClassroom - Interactive Lesson Plans and Teaching Resources on Promethean Planet HQ (2009)
• 4. The Electronic WhiteboardIs a very useful tool that is used by teachers and students in the classroom.
• 5. Websites used in schoolshttp://www.copacabana-p.schools.nsw.edu.au/Get_Smart_Pages/Get_Smart.htmhttp://www.mathcats.com/#contentshttp://www.bbc.co.uk/schools/wordsandpictures/longvow/index.shtmlhttp://www.storylineonline.net/http://www.sebastianswan.org.uk/index.htmlhttp://www.funbrain.com/brain/ReadingBrain/Games/Game.html?GameName=MadLibsOnceUponA&Brain=reading&GameNumber=2&colour=FFFFFFhttp://planningwithkids.com/2008/05/20/10-online-learning-games-for-preschoolers/http://ww.crickweb.co.uk/assets/resources/flash.php?&file=floppyhttp://www.bookpop.com/colorpop.htmhttp://www.firstschoolyears.com/literacy/word/phonics/digraphs/digraphs.htmhttp://duplo.lego.com/en-us/Default.aspxhttp://www.boardman.k12.oh.us/bdms/golubic/onlineliteracy.htmhttp://www.homework-help-secrets.com/phonics-activities-p2.htmlhttp://www.richardgalbraith.com.au/http://www.bbc.co.uk/cbeebies/http://www.smartkiddies.com.au/http://readingeggs.com/http://www.starfall.com. http://teacher.scholastic.com/activities/bll/nina/index.htmhttp://teacher.scholastic.com/clifford1/http://www.iknowthat.com/comhttp://www.funwithspot.com/http://sh012.k12.sd.us/2005/primaryactivities.htmhttp://www.roythezebra.com/http://www.bbc.co.uk/children/http://www.mathletics.com.au/http://www.topmarks.co.uk/http://www.magickeys.com/books/http://www.oswego.org/ocsd-web/games/SplatSquares/splatsq100.htmlhttp://www.nickjr.co.uk/play/index.aspxhttp://www.internet4classrooms.com/kplus_phonics.htmWebsite information provided by Overport Primary School (2010).
• 6. Numeracy Website Links1      Rainforest mathsLots of great interactive activities by year level. Activities are in areas of number system, strategies and processes, patterns, measurement, space, chance & probability and data. This program needs flash player to run. It can be downloaded on the site. Have found this very easy to use and a great resource.2      Internet 4 classroomsThis website contains links to various websites that contain activities related to the concept being covered. Concepts looked at include counting, place value, adding, subtractions, fractions, subtraction, time, measurement patterns etc. The link shown is for grade 2, if you use the arrow you can go to the level below or above.3      Daisy mathsThis is an Australian website for students from 3 to 13. The activities have been designed by a professor. To access the site, you need to download the activities. They cover a number of maths concepts. 4      A plus mathsSite contains games. It also contains flash cards and worksheet templates which can be generated and printed.5      BBC - mathsMaths activities related to number, data, shape and space & maths mentals. Students complete an online activity. Do a test and complete a worksheet if they want to. The activities are for 4 to 11 year olds. The activities offer good extension.6      Math playgroundThis website has some great worded problems for all year levels. It has word problems related to addition and subtraction with extension for regrouping. They have a wide variety of games which would be repetition for those kids wanting extension activities.7      Primary resourcesThis website has number of maths activities for students to complete. The areas covered on the website are the number system; solve problems, measure, space and shape. To play the activities you click on the ‘f’ symbol.Website information provided by Overport Primary School (2010).
• 7. Literacy Website Links1      Funbrain - grammar gorillasThis is a good activity for teaching nouns, verbs and other parts of speech. 2      Funhouse - read and publish writingThis is the place where students can read other kids stories and poems and even get a chance to publish their own. 3      Create a comicStudents can create their own comic. They use characters and create speech bubbles. 4      Department of Education website - web linksThis is the new department website which has links for parents and students. 5      Game gooGreat fun activities of various types for various levels. 6      Internet 4 classroomsThis website has links to various websites with a variety of excellent online activities. The concepts being looked at include: phonics, sight words, sentence structure, comprehension, capitals, punctuation, opposite and, synonym/homonyms. 7      Read On - Stories to read onlineThese activities have been compiled by Cheryl Kerr, Beenleigh State School, Queensland, Australia. 8      Read On - Audio stories to read onlineThese activities have been compiled by Cheryl Kerr, Beenleigh State School, Queensland, Australia.Website information provided by Overport Primary School (2010).
• 8. The Learning Federation Websitehttp://econtent.thelearningfederation.edu.au/ec/p/home is an Australian Government Initiative which provides a digital curriculum resources for teachers.
• 9. is managed by the Curriculum Corporation.
• 10. contains useful resources, covering very specific topics which are relevant by subject, state requirements and the current curriculum standards.
• 11. contains contents relevant to Primary and Secondary Education.
• 12. contains learning activities and information in almost every topic covered in schools.
• 13. has different styles of learning within the website. They include the use of Learning Objects, Images, Audio, Video, Maps and Assignments.
• 14. allows teachers to set relevant learning tasks by using the ‘learning path’ option. Students are given a pin and can then use & view the content or complete online activities.http://www.thelearningfederation.edu.au/verve/_resources/maths_index_march10.pdf
• 15. The School PortalIs a very useful tool that can be used by teachers, administration, students and parents .
• 16. The School Portal continued……Contents of The School Portal:The above information is based on the contents on the Kardinia International College Portal.
• 17. The School Portal continued……Additional Features which could be incorporated into The School Portal: My Student Account (www.mystudentaccount.com.au) creates a cashless canteen. The students use their existing student card to make purchases at the canteen, the student card acts as a debit card. The parents can top up credit via the portal and can also view purchases, set spending limits, set dietary requirements & allergy alerts and ban items. There is also a rewards system in place for students who make healthy choices.
• 18. Clickview(www.clickview.com.au) allows libraries of digital video and media to be stored on the schools network. This media can be accessed from any computer within the network and can be viewed by hundreds of teachers and students at the same time. A key feature of Clickview includes ‘24-7’; 24-7 records up to 6 digital free-to-air channels 24 hours per day and achieves for 14 days. More than 2000 hours of recording can be stored. Teachers and Students have access to Clickview via the portal.My school:Is a Website that can be accessed via the internet. IT can be utilised by parents, teachers and prospective parents.
• 19. My School Website:http://www.myschool.edu.au is a website that provides profiles for approx 10,000 schools within Australia
• 20. profiles include contextual and statistical information and compares them statistically with similar schools around Australia
• 21. was developed by the Australian Curriculum, Assessment and Reporting Authority (ACARA)
• 22. can be utilised as a research tool for parents looking at schools to send their children to
• 23. makes individual schools more accountable, and indicates areas of concern that could be addressed
• 24. has given parents access to their schools results for the National Assessment Program – Literacy and Numeracy
• 25. provides details about how many students and teachers are at the schoolPremiere’s Reading Challenge :Is a website that can be accessed via the internet. It is mainly used by teachers and students
• 26. Premiere’s Reading Challenge:http://www.education.vic.gov.au/prc/ allows students to register as a challenger and keep a record of your reading on the website. This is usually set up by the school
• 27. is open to all Victorian prep to year 10 students
• 28. students will set their own reading targets (to be achieved over three school terms) by reference to the targets set for their year level
• 29. book lists for each year level are available on the website. They are printable as well
• 30. at the end of the challenge, a certificate is awarded to each student who reads the required amount of books for their year level from the Victorian Government aims to promote a love of reading. It is not a competition, but a challenge to each student
• 31. helps to consolidate reading skillsPremiere’s Reading Challenge:
• 32. Advantages & Disadvantages of ICT:Untrained and unenthusiastic teachers can result in technology not being used.
• 33. Equipment can be expensive – updating computers/whiteboards.
• 34. Online sites being accessed with sensitive content.
• 35. Student misuse of internet can result in Cyberbullying
• 36. Parents may push their children too far at home resulting in the child loosing interest.
• 37. Students may not practice the basic skills of writing styles or spelling as intensely due to becoming reliant on technology.
• 38. Fast moving Technology can leave teachers not connected with ICT options in the classroom
• 39. Families without computer access may feel disadvantaged or detached
• 40. Opportunities for disadvantaged schools and students to have access to the latest software as well as updated software.
• 41. Schools to stay at the forefront of technology.
• 42. Children having the opportunity to reinforce what they learn at school , at home.
• 43. Parent and Student participation and interest.
• 44. Teachers can offer a wide array of methods of teaching. Optimizing opportunities to connect with a variety of Multiple Intelligences.
• 45. Better opportunities to demonstrate activities and enhance effective student engagement.
• 46. Very time efficient for teachers, students and parents having a diverse range of resources and information available online.References: Overport Primary School 2010, viewed 20 March 2010http://www.overport-ps.vic.edu.au/text/as65.htmPremier’ s Reading challenge 2010, viewed 15 March 2010http://www.education.vic.gov.au/prc/Classroom - Interactive Lesson Plans and Teaching Resources on Promethean Planet HQ 2009, viewed 1st May 2010http://www.youtube.com/watch?v=1JdG5U8Uwhg&feature=relatedMy School Website 2010, viewed 11 March 2010http://www.myschool.edu.au/www.thelearningfederation.com.auPhoto on slide 16 by Lisa Scotti.