This course is a part of HF's PhD week, and gives1 ECTS.
Course Description
Teacher: Prof. Timo Roettger
Researchers often communicate their ideas and arguments by presenting their work in front of an audience. Be it in the classroom or at a conference, you try to bring your point across by a verbal delivery and a slide show. Slide design is thus an essential skill for becoming a successful researcher and teacher. A well-designed slide show helps you achieve your communicative goals; a badly designed slide deck can lead to confusion and a break down in communication.
In “Better Presentations for Researchers”, we will discuss core design principles that help you communicate effectively, make the audience notice and care, and help them understand and remember. We will learn to reduce ‘noise’, i.e. elements on your slides that do not contribute to your communication intention, and amplify ‘signal’, i.e. elements that support and enhance what really matters.
A good presentation can be an impactful way to communicate a scientific idea and impact decision makers at all levels. Becoming a skillful presenter will raise your profile as an educator, researcher, and science communicator. Beyond improving your communication, preparation techniques for presentations can also increase efficiency and save you valuable time.
"Course preparation and deadlines:
If participants would like to receive 1 ECTS for the course, the following deadline and requirements apply:
(If participants do not need to acquire ECTS, they can simply attend the workshop without preparation or additional work)
30th of May: Deadline for participants to submit a short presentation of their research (= 3-5 slides in .pdf format) plus a 1-page write-up (.pdf) of what they would say during the presentation. The presentation should reflect the following title: “Why my research matters."
30th June: Deadline for participants to submit a revised version of the research presentation (3-5 slides plus the narrative in .pdf), applying lessons learned from the course. Participants also submit a 1-page reflection note in which they are asked to reflect over and argue for the choices they made in their revision.”