oral presentation session meaning

What It Takes to Give a Great Presentation

by Carmine Gallo

Summary .

Never underestimate the power of great communication. It can help you land the job of your dreams, attract investors to back your idea, or elevate your stature within your organization. But while there are plenty of good speakers in the world, you can set yourself apart out by being the person who can deliver something great over and over. Here are a few tips for business professionals who want to move from being good speakers to great ones: be concise (the fewer words, the better); never use bullet points (photos and images paired together are more memorable); don’t underestimate the power of your voice (raise and lower it for emphasis); give your audience something extra (unexpected moments will grab their attention); rehearse (the best speakers are the best because they practice — a lot).

I was sitting across the table from a Silicon Valley CEO who had pioneered a technology that touches many of our lives — the flash memory that stores data on smartphones, digital cameras, and computers. He was a frequent guest on CNBC and had been delivering business presentations for at least 20 years before we met. And yet, the CEO wanted to sharpen his public speaking skills.

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Poster Vs Oral Presentation: Which Is Best In 2023?

When it comes to presenting information or research, there are two popular options: posters or oral presentations. Choosing between the two can be a tough decision, but fear not! We’re here to help you explore the key differences and find the best fit for your needs. So, let’s dive in and compare the advantages of each approach.

First up, we have posters. These visual displays offer a great way to showcase your work creatively. With posters, you can utilize eye-catching graphics, images, and charts to capture your audience’s attention. Plus, posters allow for easy interaction, as viewers can take their time to study the content at their own pace.

On the other hand, we have oral presentations, which involve speaking in front of an audience to convey your research findings. Oral presentations enable you to engage directly with your peers, expressing your ideas, and answering questions on the spot. They offer a dynamic platform for showcasing your public speaking skills and establishing your expertise.

Now that we’ve introduced both options, let’s delve deeper into the specific merits of each one—poster presentations and oral presentations. By examining the distinct features of these approaches, we can help you make an informed decision that best suits your needs and preferences. So, let’s weigh the pros and cons and find the perfect medium for your next presentation.

When deciding between a poster and an oral presentation, there are several key features to consider.

1. Visual Impact: Posters offer a visual representation of information, while oral presentations allow for direct engagement.

2. Audience Interaction: With posters, viewers can leave comments or ask questions. For oral presentations, immediate feedback is possible.

3. Versatility: Posters can be displayed for extended periods, while oral presentations allow for dynamic delivery.

4. Time Management: Posters can be viewed at any time, while oral presentations have a set duration.

5. Communication Style: Posters rely on visuals, while oral presentations include spoken words and gestures.

Consider these features to determine which format will best suit your needs.

Table of Contents

Key Takeaways: Poster vs Oral Presentation

Posters are visual displays of information, while oral presentations involve speaking to an audience.
Posters allow for more creativity in design and visual appeal.
Oral presentations provide an opportunity for direct interaction and engagement with the audience.
Posters are often used in conferences or exhibitions, while oral presentations are common in classrooms or professional settings.
Both formats have their benefits and can be effective in communicating information.

Comparing Poster vs Oral Presentation

In today’s fast-paced world, effective communication is key. Whether it’s presenting research findings, sharing ideas, or conveying information, there are various methods to choose from. Two popular options are posters and oral presentations. In this article, we will explore the differences and similarities between these two formats, to help you make an informed decision on which method is better suited for your needs.

Overview of Posters

Posters are a visual medium for presenting information. They typically consist of a combination of text, images, graphs, and charts. Posters are often used in academic and scientific settings, such as conferences or research symposiums, to showcase research findings or present complex data. They offer a concise and visually appealing way to convey information to a large audience.

Creating a poster involves careful consideration of the layout, design elements, and content. The goal is to effectively communicate the main points of the research or topic in a visually appealing manner. Posters can be displayed on walls or presentation boards, allowing viewers to engage with the information at their own pace.

Overview of Oral Presentations

Oral presentations, on the other hand, involve the delivery of information through spoken words. This format is commonly used in academic, professional, and educational settings. Instead of relying solely on visual aids, oral presentations allow presenters to verbally explain their research or ideas, often supported by slides or visual aids.

An oral presentation typically follows a structured format, with an introduction, body, and conclusion. Presenters are expected to articulate their thoughts clearly, provide engaging explanations, and convey their message effectively. This format allows for direct interaction with the audience through questions, discussions, and feedback.

Key Features Compared

When comparing posters and oral presentations, there are several key features to consider. Let’s explore each of these features in detail and compare the two methods.

Content Delivery

In terms of content delivery, posters and oral presentations offer different approaches. Posters rely heavily on visuals and concise written information to convey the main points. Viewers can read the content at their own pace and spend more time analyzing the information presented. On the other hand, oral presentations focus on verbal communication, allowing presenters to provide more in-depth explanations and engage directly with the audience.

Engagement and Interaction

Posters provide a more self-paced experience for viewers. They can spend as much time as needed to absorb the information, making them suitable for passive engagement. However, posters lack the interactive element that oral presentations offer. Oral presentations allow for real-time interaction, such as question-and-answer sessions or audience feedback, creating a more dynamic and engaging experience.

Presentation Skills

Both posters and oral presentations require distinct presentation skills. Creating an effective poster involves designing an aesthetically appealing layout, using clear and concise language, and organizing information in a logical manner. Oral presentations, on the other hand, require strong public speaking skills, the ability to engage the audience, and effective use of visual aids. Each format requires different skill sets and preparation.

User Experience

The user experience for both posters and oral presentations can vary depending on various factors. For posters, viewers have the flexibility to study the content at their own pace, review specific details, and focus on areas of interest. However, posters may lack the personal touch and direct interaction that oral presentations provide.

In oral presentations, the audience can benefit from real-time explanations, engagement, and the opportunity to ask questions. This format allows for a more dynamic and interactive user experience. However, some audience members may feel overwhelmed by the fast pace or struggle to fully grasp the information presented in the moment.

Pros and Cons

Visually appealing and engaging.
Provides a concise overview of research or information.
Allows viewers to study and analyze content at their own pace.
Lacks direct interaction and engagement with the audience.
May require a large amount of space for display.
Can be challenging to condense complex information into a limited space.

Oral Presentations

Allows for direct interaction and engagement with the audience.
Enables presenters to provide in-depth explanations and clarify misunderstandings.
Creates a dynamic and engaging experience for both presenters and audience members.
Requires strong public speaking skills and presentation preparation.
May limit the amount of information that can be covered within a given time frame.
Relies heavily on the presenter’s ability to convey the message effectively.

Price Comparison

When it comes to cost, posters are generally more affordable compared to oral presentations. Creating a poster requires minimal resources, such as printing costs, design software, and materials for display. On the other hand, oral presentations may involve additional expenses, such as travel costs for attending conferences or professional presentation software.

Comparison Table

Here is a comparison table that highlights the key features of posters and oral presentations:

Which is Better – Poster vs Oral Presentation

In conclusion, the choice between posters and oral presentations ultimately depends on various factors, such as the nature of the content, audience preferences, and available resources. Both formats have their strengths and limitations, and the decision should be based on the specific goals and circumstances of the presentation.

When choosing between posters and oral presentations, consider the level of audience engagement desired, the complexity of the information being conveyed, and the presentation skills of the presenter. While posters offer a visually appealing and self-paced experience, oral presentations provide real-time interaction and the opportunity for in-depth explanations.

In summary, posters are ideal when conveying concise information visually and when passive engagement is desired. On the other hand, oral presentations are best suited for interactive discussions, in-depth explanations, and audience engagement. Ultimately, the choice between posters and oral presentations should be based on the specific goals and requirements of the presentation.

Three reasons to choose posters:

Visually engaging and can effectively communicate concise information.
Allows for self-paced studying and analysis of the content.
Minimal cost and resource requirements compared to oral presentations.

Frequently Asked Questions

When it comes to presenting information, two common formats are posters and oral presentations. Here are answers to some frequently asked questions about these two formats and their differences.

1. Which format is better for presenting information, a poster or an oral presentation?

Both formats have their advantages, and the choice depends on the context and purpose of the presentation. Posters are visually appealing and allow viewers to absorb information at their own pace. They are great for displaying complex data or visuals and can be easily referenced. Oral presentations, on the other hand, allow for direct interaction with the audience and the opportunity to convey information with enthusiasm and charisma. They are more dynamic and can often be more engaging for the audience. Ultimately, it’s important to consider the specific goals of your presentation and choose the format that aligns best with those objectives.

2. What are the main differences between a poster and an oral presentation?

The main difference is the way information is delivered. In a poster, the content is static and can be absorbed visually. Viewers can interpret the information at their own pace and refer back to it when needed. An oral presentation, on the other hand, involves a live performance where the presenter delivers information verbally. This format allows for direct interaction with the audience, the use of visual aids, and the ability to adapt the delivery based on audience reactions. Another difference is the level of preparation required. Posters typically require more time for design and visual arrangement, while oral presentations require more time rehearsing and practicing engaging delivery.

3. Are there any advantages to using a poster instead of an oral presentation?

Yes, there are several advantages to using a poster. Posters are highly visual and can convey complex information in an easily digestible manner. They allow viewers to study the content at their own pace and can be used as reference material even after the presentation. Posters are also ideal for situations where there is limited time for presentations or if the presenter prefers a more hands-off approach. Additionally, posters can be displayed in public areas even after the event, reaching a wider audience and serving as a long-lasting visual representation of the topic.

4. Can an oral presentation be more engaging than a poster?

Yes, an oral presentation can often be more engaging than a poster. Oral presentations allow for direct interaction with the audience, enabling the presenter to capture their attention and convey information using gestures, voice modulation, and visual aids. Presenters can also adapt their delivery based on audience reactions and engage the audience through questions, discussions, or interactive activities. Additionally, the live nature of an oral presentation allows for the presenter’s enthusiasm and passion for the topic to shine through, making it more memorable and impactful for the audience.

5. Can a poster and an oral presentation be used together?

Absolutely! Combining a poster and an oral presentation can be a powerful way to enhance the impact of your message. By creating a visually appealing poster that provides an overview of the topic, you can effectively capture the audience’s attention. Then, during the oral presentation, you can dive deeper into the content, providing additional insights, anecdotes, and engaging the audience in an interactive discussion. This combination allows for the best of both worlds, offering the visual appeal and reference value of a poster, along with the dynamic engagement of an oral presentation.

Poster Presenting Tips : Cal NERDS’ Student Research Poster Presenting Tips

So, to sum it all up, when it comes to presenting information, there are two main options: posters and oral presentations. Posters are like visual aids that can help you explain your ideas with pictures, graphs, and text. On the other hand, oral presentations involve speaking to an audience and sharing your thoughts and information out loud.

Both methods have their advantages and disadvantages. Posters can be a great way to showcase your creativity and make your ideas visual. They allow your audience to take their time and study the information on their own. However, they might not provide enough explanation and can limit your ability to interact with your audience.

Oral presentations, on the other hand, give you a chance to engage with your audience directly. You can use your voice, gestures, and expressions to convey your message. However, they require more preparation and can be nerve-wracking for some people.

In the end, the best method for presenting information depends on your personal style and the situation. If you’re a visual person who likes to express yourself through images and graphs, posters might be your go-to. If you enjoy speaking and connecting with others, oral presentations might be a better fit.

Remember, it’s not about picking a winner between the two, but rather about choosing the method that works best for you and effectively communicates your ideas. So, whether you choose to create a poster or give an oral presentation, embrace the opportunity to share your knowledge and let your creativity shine!

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How to prepare and deliver an effective oral presentation

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Peer review
Lucia Hartigan , registrar 1 ,
Fionnuala Mone , fellow in maternal fetal medicine 1 ,
Mary Higgins , consultant obstetrician 2
1 National Maternity Hospital, Dublin, Ireland
2 National Maternity Hospital, Dublin; Obstetrics and Gynaecology, Medicine and Medical Sciences, University College Dublin
luciahartigan{at}hotmail.com

The success of an oral presentation lies in the speaker’s ability to transmit information to the audience. Lucia Hartigan and colleagues describe what they have learnt about delivering an effective scientific oral presentation from their own experiences, and their mistakes

The objective of an oral presentation is to portray large amounts of often complex information in a clear, bite sized fashion. Although some of the success lies in the content, the rest lies in the speaker’s skills in transmitting the information to the audience. 1

Preparation

It is important to be as well prepared as possible. Look at the venue in person, and find out the time allowed for your presentation and for questions, and the size of the audience and their backgrounds, which will allow the presentation to be pitched at the appropriate level.

See what the ambience and temperature are like and check that the format of your presentation is compatible with the available computer. This is particularly important when embedding videos. Before you begin, look at the video on stand-by and make sure the lights are dimmed and the speakers are functioning.

For visual aids, Microsoft PowerPoint or Apple Mac Keynote programmes are usual, although Prezi is increasing in popularity. Save the presentation on a USB stick, with email or cloud storage backup to avoid last minute disasters.

When preparing the presentation, start with an opening slide containing the title of the study, your name, and the date. Begin by addressing and thanking the audience and the organisation that has invited you to speak. Typically, the format includes background, study aims, methodology, results, strengths and weaknesses of the study, and conclusions.

If the study takes a lecturing format, consider including “any questions?” on a slide before you conclude, which will allow the audience to remember the take home messages. Ideally, the audience should remember three of the main points from the presentation. 2

Have a maximum of four short points per slide. If you can display something as a diagram, video, or a graph, use this instead of text and talk around it.

Animation is available in both Microsoft PowerPoint and the Apple Mac Keynote programme, and its use in presentations has been demonstrated to assist in the retention and recall of facts. 3 Do not overuse it, though, as it could make you appear unprofessional. If you show a video or diagram don’t just sit back—use a laser pointer to explain what is happening.

Rehearse your presentation in front of at least one person. Request feedback and amend accordingly. If possible, practise in the venue itself so things will not be unfamiliar on the day. If you appear comfortable, the audience will feel comfortable. Ask colleagues and seniors what questions they would ask and prepare responses to these questions.

It is important to dress appropriately, stand up straight, and project your voice towards the back of the room. Practise using a microphone, or any other presentation aids, in advance. If you don’t have your own presenting style, think of the style of inspirational scientific speakers you have seen and imitate it.

Try to present slides at the rate of around one slide a minute. If you talk too much, you will lose your audience’s attention. The slides or videos should be an adjunct to your presentation, so do not hide behind them, and be proud of the work you are presenting. You should avoid reading the wording on the slides, but instead talk around the content on them.

Maintain eye contact with the audience and remember to smile and pause after each comment, giving your nerves time to settle. Speak slowly and concisely, highlighting key points.

Do not assume that the audience is completely familiar with the topic you are passionate about, but don’t patronise them either. Use every presentation as an opportunity to teach, even your seniors. The information you are presenting may be new to them, but it is always important to know your audience’s background. You can then ensure you do not patronise world experts.

To maintain the audience’s attention, vary the tone and inflection of your voice. If appropriate, use humour, though you should run any comments or jokes past others beforehand and make sure they are culturally appropriate. Check every now and again that the audience is following and offer them the opportunity to ask questions.

Finishing up is the most important part, as this is when you send your take home message with the audience. Slow down, even though time is important at this stage. Conclude with the three key points from the study and leave the slide up for a further few seconds. Do not ramble on. Give the audience a chance to digest the presentation. Conclude by acknowledging those who assisted you in the study, and thank the audience and organisation. If you are presenting in North America, it is usual practice to conclude with an image of the team. If you wish to show references, insert a text box on the appropriate slide with the primary author, year, and paper, although this is not always required.

Answering questions can often feel like the most daunting part, but don’t look upon this as negative. Assume that the audience has listened and is interested in your research. Listen carefully, and if you are unsure about what someone is saying, ask for the question to be rephrased. Thank the audience member for asking the question and keep responses brief and concise. If you are unsure of the answer you can say that the questioner has raised an interesting point that you will have to investigate further. Have someone in the audience who will write down the questions for you, and remember that this is effectively free peer review.

Be proud of your achievements and try to do justice to the work that you and the rest of your group have done. You deserve to be up on that stage, so show off what you have achieved.

Competing interests: We have read and understood the BMJ Group policy on declaration of interests and declare the following interests: None.

↵ Rovira A, Auger C, Naidich TP. How to prepare an oral presentation and a conference. Radiologica 2013 ; 55 (suppl 1): 2 -7S. OpenUrl
↵ Bourne PE. Ten simple rules for making good oral presentations. PLos Comput Biol 2007 ; 3 : e77 . OpenUrl PubMed
↵ Naqvi SH, Mobasher F, Afzal MA, Umair M, Kohli AN, Bukhari MH. Effectiveness of teaching methods in a medical institute: perceptions of medical students to teaching aids. J Pak Med Assoc 2013 ; 63 : 859 -64. OpenUrl

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Chapter 3: Oral Presentations

Patricia Williamson

Many academic courses require students to present information to their peers and teachers in a classroom setting. Such presentations are usually in the form of a short talk, often, but not always, accompanied by visual aids such as a PowerPoint. Yet, students often become nervous at the idea of speaking in front of a group. This chapter aims to help calms those nerves.

This chapter is divided under five headings to establish a quick reference guide for oral presentations.

A beginner, who may have little or no experience, should read each section in full.
For the intermediate learner, who has some experience with oral presentations, review the sections you feel you need work on.
If you are an experienced presenter then you may wish to jog your memory about the basics or gain some fresh insights about technique.

The Purpose of an Oral Presentation

Generally, oral presentation is public speaking, either individually or as a group, the aim of which is to provide information, to entertain, to persuade the audience, or to educate. In an academic setting, oral presentations are often assessable tasks with a marking criteria. Therefore, students are being evaluated on two separate-but-related competencies within a set timeframe: the ability to speak and the quality of the spoken content. An oral presentation differs from a speech in that it usually has visual aids and may involve audience interaction; ideas are both shown and explained . A speech, on the other hand, is a formal verbal discourse addressing an audience, without visual aids and audience participation.

Tips for Types of Oral Presentations

Individual presentation.

Know your content. The number one way to have a smooth presentation is to know what you want to say and how you want to say it. Write it down and rehearse it until you feel relaxed and confident and do not have to rely heavily on notes while speaking.
Eliminate ‘umms’ and ‘ahhs’ from your oral presentation vocabulary. Speak slowly and clearly and pause when you need to. It is not a contest to see who can race through their presentation the fastest or fit the most content within the time limit. The average person speaks at a rate of 125 words per minute. Therefore, if you are required to speak for 10 minutes, you will need to write and practice 1250 words for speaking. Ensure you time yourself and get it right.
Ensure you meet the requirements of the marking criteria, including non-verbal communication skills. Make good eye contact with the audience; watch your posture; don’t fidget.
Know the language requirements. Check if you are permitted to use a more casual, conversational tone and first-person pronouns, or do you need to keep a more formal, academic tone?
Breathe. You are in control. You’ve got this!

Group Presentation

All of the above applies; however, you are working as part of a group. So how should you approach group work?
Firstly, if you are not assigned to a group by your lecturer/tutor, choose people based on their availability and accessibility. If you cannot meet face-to-face you may schedule online meetings.
Get to know each other. It’s easier to work with friends than strangers.
Consider everyone’s strengths and weaknesses. Determining strengths and weaknesses will involve a discussion that will often lead to task or role allocations within the group; however, everyone should be carrying an equal level of the workload.
Some group members may be more focused on getting the script written, with a different section for each team member to say. Others may be more experienced with the presentation software and skilled in editing and refining PowerPoint slides so they are appropriate for the presentation. Use one visual aid (one set of PowerPoint slides) for the whole group; you may consider using a shared cloud drive so that there is no need to integrate slides later on.
Be patient and tolerant with each other’s learning style and personality. Do not judge people in your group based on their personal appearance, sexual orientation, gender, age, or cultural background.
Rehearse as a group–more than once. Keep rehearsing until you have seamless transitions between speakers. Ensure you thank the previous speaker and introduce the one following you. If you are rehearsing online, but have to present in-person, try to schedule some face-to-face time that will allow you to physically practice using the technology and classroom space of the campus.
Thinking of the points above, complete the following chart and then consult with members of your group:








Māori?

Writing Your Presentation

Approach the oral presentation task just as you would any other assignment. Review the available topics and then do some background reading and research to ensure you can talk about the topic for the appropriate length of time and in an informed manner. Break the question down into manageable parts .

Creating a presentation differs from writing an essay in that the information in the speech must align with the visual aid. Therefore, with each idea, concept, or new information that you write, you need to think about how this might be visually displayed through minimal text and the occasional use of images. Proceed to write your ideas in full, but consider that not all information will end up on a PowerPoint slide. Many guides, such as Marsen (2020), will suggest no more than five points per slide, with each bullet point have no more than six words (for a maximum of 30 words per slide). After all, it is you who are doing the presenting , not the PowerPoint. Your presentation skills are being evaluated, but this evaluation may include only a small percentage for the actual visual aid: check your assessment guidelines.

Using Visual Aids

To keep your audience engaged and help them to remember what you have to say, you may want to use visual aids, such as slides.

When designing slides for your presentation, make sure:

any text is brief, grammatically correct and easy to read. Use dot points and space between lines, plus large font size (18-20 point)
Resist the temptation to use dark slides with a light-coloured font; it is hard on the eyes
if images and graphs are used to support your main points, they should be non-intrusive on the written work

Images and Graphs

Your audience will respond better to slides that deliver information quickly – images and graphs are a good way to do this. However, they are not always appropriate or necessary.

When choosing images, it’s important to find images that:

support your presentation and aren’t just decorative
are high quality, however, using large HD picture files can make the PowerPoint file too large overall for submission via Turnitin
you have permission to use (Creative Commons license, royalty-free, own images, or purchased)
suggested sites for free-to-use images: Openclipart – Clipping Culture ; Beautiful Free Images & Pictures | Unsplash ; Pxfuel – Royalty free stock photos free download ; When we share, everyone wins – Creative Commons

The specific requirements for your papers may differ. Again, ensure that you read through any assignment requirements carefully and ask your lecturer or tutor if you’re unsure how to meet them.

Using Visual Aids Effectively

Too often, students make an impressive PowerPoint though do not understand how to use it effectively to enhance their presentation.

Rehearse with the PowerPoint.
Keep the slides synchronized with your presentation; change them at the appropriate time.
Refer to the information on the slides. Point out details; comment on images; note facts such as data.
Don’t let the PowerPoint just be something happening in the background while you speak.
Write notes in your script to indicate when to change slides or which slide number the information applies to.
Pace yourself so you are not spending a disproportionate amount of time on slides at the beginning of the presentation and racing through them at the end.
Practice, practice, practice.

Nonverbal Communication

It is clear by the name that nonverbal communication includes the ways that we communicate without speaking. You use nonverbal communication everyday–often without thinking about it. Consider meeting a friend on the street: you may say “hello”, but you may also smile, wave, offer your hand to shake, and the like. Here are a few tips that relate specifically to oral presentations.

Being confident and looking confident are two different things. Even if you may be nervous (which is natural), the following will help you look confident and professional:

Avoid slouching or leaning – standing up straight instantly gives you an air of confidence, but more importantly it allows you to breathe freely. Remember that breathing well allows you to project your voice, but it also prevents your body from experiencing extra stress.
If you have the space, move when appropriate. You can, for example, move to gesture to a more distant visual aid or to get closer to different part of the audience who might be answering a question.
If you’re someone who “speaks with their hands”, resist the urge to gesticulate constantly. Use gestures purposefully to highlight, illustrate, motion, or the like.
Be animated, but don’t fidget. Ask someone to watch you rehearse and identify if you have any nervous, repetitive habits you may be unaware of, such as ‘finger-combing’ your hair or touching your face.
Avoid ‘verbal fidgets’ such as “umm” or “ahh”; silence is ok. If you needs to cough or clear your throat, do so once then take a drink of water.
Avoid distractions that you can control. Put your phone on “do not disturb” or turn it off completely.
Keep your distance. Don’t hover over front-row audience members.
Have a cheerful demeaner. Remember that your audience will mirror your demeanor.
Maintain an engaging tone in your voice, by varying tone, pace, and emphasis. Match emotion to concept; slow when concepts might be difficult; stress important words.
Don’t read your presentation–present it! Internalize your script so you can speak with confidence and only occasionally refer to your notes if needed.
Make eye contact with your audience members so they know you are talking with them, not at them. You’re having a conversation. Watch the link below for some great speaking tips, including eye contact.

Below is a video of some great tips about public speaking from Amy Wolff at TEDx Portland [1]

Wolff. A. [The Oregonion]. (2016, April 9). 5 public speaking tips from TEDxPortland speaker coach [Video]. YouTube. https://www.youtube.com/watch?v=JNOXZumCXNM&ab_channel=TheOregonian ↵

Two or more people tied by marriage, blood, adoption, or choice; living together or apart by choice or circumstance; having interaction within family roles; creating and maintaining a common culture; being characterized by economic cooperation; deciding to have or not to have children, either own or adopted; having boundaries; and claiming mutual affection.

Chapter 3: Oral Presentations Copyright © 2023 by Patricia Williamson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Preparing oral and poster presentations for conferences

As a PhD student, attending conferences is an exciting part of academic life. Conferences are a chance to share your research findings, learn novel ideas or techniques and travel, whether that is locally, further afield or even internationally. A crucial aspect to conference attending is conveying your research to the wider scientific community, through either a poster or oral presentation.

Preparing your research to present at a conference is a balance. You need to include the same details as you would put in a paper or report, but make it concise to fit reasonably in a poster format, or within a specific talk length, such as 10 minutes. When writing a talk or poster for a specific conference, investigating the style and content of previous years abstracts may help to peg yours at a suitable level. Before you start, check the conference guidelines on oral presentation outlines, poster size, and orientation. Although most conferences allow A0 portrait posters, some are different and it’s advisable to check this before writing.

Preparing your poster

Generally, posters follow a bullet point style divided into four main sections:

Introduction or Background
Discussion or Conclusions.

However, there are some other areas of the poster that need attention too.

Firstly, a snappy title is a must. The title must cover the basic outline of the study, yet be intriguing, making the viewer want to read on. The title must be considered during abstract preparation, as whatever you name your abstract will be your poster title. Author names and affiliations sit below the title; the order of this can be important but must be agreed by your research group before poster publication.

The introduction covers the background details of the research involved, using current literature and references. The aims and objectives of the research must be in the introduction, and generally sits well at the end just before the method section to give a sense of flow.

Methods covers obviously what you did to achieve your results. It’s good to be aware of any ethical approval gained for the study, and noting participant numbers, genders and ages, statistical methods used and any chemical in their full unabbreviated names initially, with subsequent references to the ingredients by the standard abbreviations. If the method is tricky to explain, a diagram or photo may help to illustrate, and it is not necessary to repeat the methods in words.

The results section needs to cover all relevant findings. Tables or figures can really help show data, so be imaginative! You’ll need to include statistical p-values to show significances. Finally, the discussion or conclusion section highlights the key findings from your results in punchy language as a ‘take home message’. These need to be clear and concise, covering the exact findings and if possible the relevance of findings to the study and scientific community as a whole.

Oral presentations

For oral presentations the same headings should be followed, with clear simple slides. Keep the number of slides to a minimum to keep the length of the talk on track. A good guideline is around one slide per minute. Set the scene with a clear introduction to the work, indicating the relevance of the study to the general scientific community. Highlight the study aims and objectives, and unlike a poster, you may want to include a hypothesis for further clarity. Diagrams may also help to describe methodology, and helps to keep audience attention as they must listen to you fully to understand the technique.

Results can also be shown on graphs and figures; be careful with tables, as these can appear daunting to the viewer, unless you clearly highlight the numbers or significances of importance to your work. Throughout the results section explain what each experiment or figure means, what is the finding? This will help you lead directly into the conclusions, and you can repeat the key findings already covered in the results, and give a clear take home message to your audience.

And finally...

Whether you’re giving a poster or a talk at a conference, be confident. Who knows your work better than you? This will help you tackle any questions and comments posed, and give you a chance to meet fellow researchers and possible future collaborators. Project your voice, face your audience and above all enjoy yourself!

Dr Caroline Withers

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Effective Oral Presentations

Verbally (and as a general rule), do not write down and memorize or read your full text, because then your presentation will sound like what it is: a recited written text. Instead, memorize the outline of your presentation — that is, a tree structure of main points and subpoints — and speak ex tempore, reinventing the words as you go along. As you do, you will occasionally need to think about what to say next and find the most appropriate words to say it. Instead of using filler words ( um , er , you know , I mean , etc.), simply pause. If you say um , you get about half a second of thinking time and the audience is likely to notice the um and be irritated by it. If you keep silent, you can get up to two or three seconds of thinking time without the audience noticing anything. Even if attendees do notice the silence, they will simply think that you are choosing your words carefully — and there is nothing wrong with that.

Despite pointing often at the screen, Marie nicely faces the audience with her body at all times, keeps her hands down between gestures, and maintains eye contact with the attendees. Transcript Vocally, vary the tone, rate, and volume of your voice as a function of the meaning, complexity, and importance of what you are saying. You need not invent a new intonation pattern: You simply need to amplify your normal pattern.

Visually, control your body. Adopt a stable, confident position; move only when you have a positive reason to do so (for example, move closer to the audience for taking questions), not when your body seems to ask for it. When you make a gesture, make it large and deliberate; between gestures, bring your hands down and do not fidget. Establish eye contact: Engage the audience by looking them straight in the eyes.

At all times, make sure you address the audience. Even if you have slides, tell the audience your story in a stand-alone way; do not just explain your slides. In particular, anticipate your slides. You should know at all times what your next slide is about so you can insert an appropriate transition.

Delivering as a non-native speaker

To keep the audience engaged , Jean-luc emphasizes his points with facial expressions, purposeful gestures, and — especially — a high dynamic range in his vocal delivery. Transcript If you are a non-native speaker of English, you may find it more challenging to speak ex tempore in English than in your native language. Still, even imperfect extemporaneous English is more likely to engage the audience than reciting a more polished, less spontaneous written text. To improve your delivery and overall presentation as a non-native speaker, practice more, pace yourself, and support your spoken discourse with appropriate slides.

While all speakers benefit from practicing their presentations multiple times, consider investing more time in such practice if you are less familiar with the language. Practicing helps you identify missing vocabulary, including key technical terms (which are difficult to circumvent), and express your ideas more fluently. As you practice, you may want to prepare a list of difficult words (to review on the day of your presentation) or write down an occasional complex yet crucial sentence. Still, do not feel bound to what you write down. These notes should be a help, not a constraint.

Practicing in front of an audience (a few colleagues, for example) can help you correct or refine your pronunciation. If you are unsure how to pronounce some words or phrases, you can ask native speakers in advance or check online dictionaries that offer phonetic spelling or audio rendering. Still, you may be unaware of certain words you mispronounce; a practice audience can point these words out to you if you invite it to do so.

During your presentation, pace yourself. As a non-native speaker, you may feel you need to search for your words more often or for a longer time than in your native language, but the mechanism is the same. Do not let this challenge pressure you. Give yourself the time you need to express your ideas clearly. Silence is not your enemy; it is your friend.

Pacing yourself also means speaking more slowly than you otherwise might, especially if you have an accent in English. Accents are common among non-native speakers — and among specific groups of native speakers, too — and they are not a problem as long as they are mild. Often, they are experienced as charming. Still, they take some getting used to. Remember to slow down, especially at the beginning of a presentation, so your audience can get used to your accent, whether native or not.

Handling stage fright and mishaps

Most speakers, even experienced ones, are nervous before or during an oral presentation. Such stage fright is normal and even reassuring: It shows that you care, and you should care if you want to deliver an effective presentation. Accordingly, accept your stage fright rather than feeling guilty about it. Instead of trying to suppress nervousness, strive to focus your nervous energy in your voice, your gestures, and your eye contact. Do not let it dissipate into entropy, such as by using filler words or engaging in nervous mannerisms.

Among the many ways to keep your nerves under control, perhaps the most effective one is to focus constructively on your purpose at all times. Before your presentation, eliminate all the unknowns: Prepare your presentation well, identify (or even meet) your audience, and know the room. During the presentation, do what it takes to get your message across, even if it means doing something differently than you had planned. Have a positive attitude about the presentation at all times: Visualize what you want to achieve, not what you want to avoid.

Even with careful preparation, mishaps can occur. For example, technology may fail, you may forget what you wanted to say, or you may accidentally say the wrong thing. As a rule, do not apologize for what happens — neither in advance nor after the fact. Although well-meant, such apologies provide no benefit to the audience: They are noise. If you can do something about the problem, such as fix the technology or insert what you forgot later in the presentation, concentrate on doing so instead of apologizing. If the problem is out of your control, then there is no need to apologize for it. As a specific example, if you feel your command of English is poor, then do what you can in advance to improve it; in particular, practice your presentation thoroughly. Then, on the day of the presentation, do your best with the command you have, but do not apologize at the beginning of the presentation for what you think is poor English. This apology will not solve anything, and it gives the attendees a negative image of you. Rather, let the attendees judge for themselves whether your command of English is sufficient (perhaps it is, despite what you might think). In other words, focus on delivering results, not excuses.

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Poster and oral presentations

Need assistance with poster presentations?

Get help with poster presentations.

Contact the Research Navigators:

Email: [email protected]

Poster and oral presentations are typically delivered to academic colleagues at conferences or congresses. Here are some best practices and resources to help develop the content and visuals for a high-impact poster, and plan and practice memorable oral presentations.

The "Related Resources" on this page can be used to tap into Duke’s hub of templates, guides, and services to support researchers developing their presentations.

The Duke Medical Center Library has tips for things to keep in mind before working through the development of a poster presentation, and the Duke University Libraries' Center for Data and Visualization Sciences recorded a talk on preparing effective academic posters .

Just like with any other publication, the specifications from the conference should be read and understood – there are often size limits or font requirements to keep in mind.
A good title is critical for posters since presenters get just a few seconds to attract conference goers who are passing by. Make sure the title briefly and memorably portrays the most interesting or central finding of the work.
Energy should be focused on a solid abstract, as the poster is simply a blown-up visualization of that summary.
Less is more in poster design. Rather than shrinking fonts to fit the commentary, the commentary should be shrunk to fit the space on the poster, while retaining a readable font and plenty of white space.

The Thompson Writing Program has great general guidance on oral presentations, summarized throughout this page. There are several training opportunities listed in this page's "Related Resources" that can help researchers at all stages to hone their presentation skills.

Preparing for an oral presentation will take the majority of a researcher's time. The goal of the talk should be fully understood as typically no more than 3-5 key points will be covered in a presentation; the audience and the time allotted should be carefully considered.
Consideration of “guideposts” for the audience should be given. It is especially important in oral deliveries that information is organized in to meaningful blocks for the audience. Transitions should be emphasized during the presentation.
Rather than creating a word-for-word speech, researchers should create a plan for each section, idea or point. By reading written points, delivery can be kept fresh.
To engage audiences, it is a good idea to make strongest points first, and in a memorable way. While background and introduction sections are common in academic presentations, they are often already known to the audience.

The Duke Medical Center Library has tutorials, best practices for general design, and strategies for a high-impact poster presentations. Bass Connections also provides guidance on poster design.

Some important things to keep in mind are:

Keeping posters simple and focusing on two things: Strong visualizations and small blocks of supporting text. Remember the audience; they will be standing a few feet away. Make sure the content is visible from afar.
Follow brand guidelines from Duke or Duke School of Medicine . When representing Duke at a conference, it is best practice to align the presentation with institutional standards, including appropriate logos and color schemes.
Avoid violating copyright protections. Include only images created specifically for this purpose, or use stock photography provided by Duke or other vendors.
Visualizing data tells the story. The Center for Data and Visualization Sciences has workshops, consultations and other resources to ensure that graphical representations of data are effective.
Poster presentations can be designed using a variety of software (PowerPoint, Illustrator, Keynote, Inkscape), and templates. When choosing software or templates, consideration should be given to accessibility and understanding by everyone involved in creating the presentation.
Contact information, citations and acknowledgements: On posters, key articles may be noted or images needing references included. For oral and poster presentations, key contributors should be recognized. Funding sources should also be mentioned on posters and in oral presentations.
A link or QR code should be included for supplemental materials, citations, movies, etc.
Before a poster is printed, someone with fresh eyes should review it! Reprinting posters is costly and can take time. There are many options for printing, some on paper and some on fabric, with production times varying. The Medical Center Library has some local options to suggest.
Practicing in a space that is similar to the actual presentation is a good idea, and doing so within the allotted time. Finishing early to allow good Q&A is also a good idea.
Family, trusted friends, or colleagues can be great test audiences, and can provide valuable feedback.
Preparation and practice should be started early and repeated often.
If it is an important address, researchers may want to videotape a rehearsal run to review and improve performance.
If a presentation is being digitized, release or permission forms may be needed. Duke has resources available via Scholarworks.
Once a poster session or oral presentation has been completed, researchers should be sure to add it to their CV or biosketch.

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What is a Poster Session? Definition, Guide & Examples

Published on 31 Mar 2022

What is a Poster Session?

Poster sessions are an integral (and fun!) part of academic conferences or annual meetings, and an important opportunity for researchers at all career stages to present and discuss their work with other researchers in their field.

Poster sessions typically take place in a large room where poster boards are set up and numbered and each presenter can hang a poster illustrating their methods and results. You can also have virtual poster sessions where posters are presented using a virtual conference platform .

Preparing a good poster takes some time and work, but it is well worth the effort in order to give your research a chance to shine!

How do poster sessions work?

During the poster session, conference attendees can wander around the poster hall to browse the posters. The presenters are expected to stay by their poster for the duration of the session so that other participants can come and listen to them talk about their work and ask them questions.

How long is the poster session?

A poster session usually lasts 1-2 hours, but can be longer or shorter depending on the size of the conference. Sometimes poster sessions are scheduled during a cocktail hour, which can actually be helpful to provide a bit of “Dutch courage” and facilitate more casual discussions.

What are the benefits of a poster session?

Presenting your research at a poster session is a great opportunity, especially for early-career researchers who are less likely to be invited to give a longer oral presentation at a big conference. These sessions are the best place to show off your impressive research results and for networking as well. You may even end up meeting a future employer and being offered your next job!

Need to organize a virtual poster session?

Guide to Your First Poster Session

1. read the guidelines.

The first step in any submission process is always to carefully read the instructions. Conferences may have different guidelines and formatting requirements, and it is very important that you follow them. If you don’t, your submission may be automatically rejected.

Pay particular attention to word counts during the submission process, and size/formatting requirements of the poster itself (imagine showing up with a poster that doesn’t fit on the board), as well as the length of the poster session.

For a longer poster session, you should prepare a 5 minute oral summary of your work, while for a shorter session you should probably cut that down to 1 or 2 minutes so that you don’t take up too much of anyone’s time. If someone visiting your poster is interested in hearing more, they will ask you questions.

Most conferences will require your abstract to include sections describing the methods, results, and discussion, while others may be more flexible and allow posters that describe methods that are still in development or studies that are planned for the future. Make sure that you know what is expected of you so that you have the best chance of having your abstract accepted and winning a coveted poster prize.

2. Write Your Abstract

Next, you will need to write an abstract that summarizes your work in a few hundred words. To do this you will need to choose what portion of your research project you want to present.

While it may be tempting to try to impress by explaining everything, it is unrealistic to try to present all of your work in so few words. Set yourself up for success by picking one study or experiment that tells a short, cohesive, and interesting story.

Your abstract should first describe the background and rationale behind your work, and then summarize the methodology used, the main results and conclusions, and then briefly discuss the implications and relevance of your findings.

You will also need to come up with a good title for your abstract. Remember that your abstract will be published in an abstract booklet that all attendees of the conference will use to find specific posters and presenters during the conference. Having a catchy title and a well-written abstract will help increase interest in your work and ensure that plenty of people will visit your poster during the poster session.

For most large conferences, submitted abstracts are peer-reviewed before you are invited to present your poster. Once you receive confirmation that your abstract has been accepted, then you can start preparing your poster.

Check out this article for more detailed instructions on how to write a good abstract for a conference.

3. Create Your Poster

Once your abstract has been accepted for a conference presentation, you will need to start preparing your poster design using a program such as Powerpoint, Photoshop, or Adobe Illustrator.

Your poster should be well-organized, with each section following clearly from the previous one, creating a visual path that tells a coherent story and ensuring readability. Someone who is looking at your poster should not have to jump from one side of the poster to the other in order to understand your work. Use color to group text, graphs, and images that belong together and numbers or arrows to indicate what comes next.

Like the abstract, your poster should have sections summarizing the background and rationale, methodology, results, and the implications of your work. This time, however, the story should be told mainly through figures rather than through text.

A little bit of text goes a long way on a poster - in fact, the fewer words the better. Posters with less text are more inviting and will draw more people. Don’t forget that you will be there to explain your work, so there is no reason to try to include everything in the text. You can even shorten your text by summarizing sections with bullet points and highlight the key messages.

Your poster should also include your contact information as well as the logos of the institution you work for and any organizations that funded your work. Some universities and research centers provide poster templates that use a specific color scheme and already include necessary logos. Check whether your institution has such a template and use it if they do - it will save you a lot of time!

Once you have finished creating your poster, you will need to get it printed. Again, it is very important that you read the instructions and conference guidelines very carefully and print your poster in the correct size and orientation.

Some institutions have dedicated printing facilities, but you can also visit a copy shop that has a large-format printer. If you are feeling creative, you might even choose to be a little bit different and print your poster on fabric so that you can reuse it as a unique table cloth or picnic blanket in the future. I have even seen fabric posters that use a special template that can be cut and sewn into a t-shirt! Unique posters tend to draw a lot of attention at conferences.

4. Prepare for the Session

Once you have created your poster, it’s time to prepare to present it! Poster sessions are much less formal than conference talks or lectures, so no need to stress about giving a perfectly practiced speech. Go into the poster session with the aim of having fruitful conversations with your fellow researchers.

You should be able to summarize your work in just a couple of minutes for anyone who visits your poster and then be prepared to answer any follow-up questions. Try to keep your summary short, since most attendees would like to visit several posters during the session and may be too polite to walk away if you keep them too long. You will have more interesting discussions if you allow visitors to ask you to elaborate on the parts of your research that they find most interesting.

Presenting your research can be stressful, especially the first time, but remember that no one knows your work better than yourself.

All of these tips are relevant to both in-person as well as virtual poster sessions, and you can find more detailed presenting tips here .

Poster Presentation Examples

Below you will find a few examples of posters with different formats.

This poster follows a typical scientific poster format. It has large figures, uses bullet points to minimize the amount of text, and uses a unified colour scheme. The simple layout makes it easy for the viewer to follow.

Source: UC Davis academic posters

Poster session example: Empathy as a moderator

Source: UC Davis academic posters - https://urc.ucdavis.edu/photo-galleries/uc-davis-academic-posters

This poster also follows the standard academic poster format, but it uses graphic design elements to add some flair and make it stand out from the rest. Adding color and custom graphics is a great way to draw attention to your poster without taking anything away from the quality of the work that it illustrates.

Source: Osvaldo Branquinho on Behance

Poster session example: Two is Better than One?

Source: Osvaldo Branquinho on Behance - https://www.behance.net/gallery/2284120/Scientific-Poster

If you are a social media user, you may have heard of the Better Poster campaign. This movement was started by a PhD candidate in Michigan in 2019 to try to transform the traditional poster into something more modern and efficient. The new format emphasizes just a few key points and adds a mobile-readable QR code that links to associated publications. While it may look strange if you are used to seeing traditional posters, this new format has become quite popular and it is now not unusual to see it at conferences. You can also watch the campaign video explaining the rationale behind this format - it’s actually quite interesting!

Source: Inside Higher Ed

Poster session example: Better Poster template

Source: Inside Higher Ed - https://www.insidehighered.com/news/2019/06/24/theres-movement-better-scientific-posters-are-they-really-better

These are some guidelines and ideas that will hopefully help you to create an attractive poster and have a successful poster session. While there are some general rules, poster sessions are also an opportunity to get creative (while still adhering to the conference guidelines of course) in order to draw more attention to your poster, generate interest and excitement in your research, and ensure lots of fruitful discussions!

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Structuring an Effective Class Session or Presentation

The way you structure and facilitate class sessions or other presentations can have a profound impact on learning. There are evidence-based approaches to designing the learning experience from start to finish to enhance engagement, understanding, and retention of information. This resource is valuable for anyone planning a synchronous (live) learning experience in a variety of contexts, including a class session, presentation, or workshop, in-person or remote.

How do I decide what to include in a class session or presentation?

Start planning by articulating the learning outcomes . What do you want the learner to know or be able to do by the end of that session? For a course, the learning outcomes for a specific class session should fit within the overarching course learning outcomes and help to move students towards achieving those. Use the learning outcomes to make intentional decisions about what content and activities to include in your class session or presentation by assessing their alignment.

As you make these decisions about which content to prioritize for synchronous time together, consider planning for flexibility. Which content is key to cover together, and which activities are vital to your learners’ experiences? Consider structuring your session such that the most vital content happens first to both prioritize it and ensure you have enough time to devote to it. Also plan for content that can be skipped over or moved to the next session in case activities go over time or learners have many questions.

How should I structure a class session or presentation to enhance learning?

When planning a class session or presentation, you should divide the time into segments, starting with an opening and ending with a closing. The main portion between opening and closing should be broken into periods of interactive lecture and individual or group activities, depending on your learning goals.

Starting a Session

The start should be welcoming and set the tone for an interactive learning experience. You might begin by playing music from a shared playlist, asking learners how they are feeling, encouraging them to check in with one another, or posing a lighthearted icebreaker question. Creating this welcoming atmosphere helps support learners’ social-emotional learning.

It is common to share outcome(s), purpose, goals, and/or an agenda at the start of a class session or presentation. In addition, set aside intentional time to “warm up” to the topic, establish context, and connect to learners’ prior knowledge and experiences . An interactive warm up also sets the expectation that the session will be collaborative and interactive. You can engage learners at the start by capturing their attention and curiosity with a “hook”, helping them make connections to prior experiences (academic or personal), or asking them to share beliefs and expectations about a topic. Some examples include:

What do you know about [Topic]? What do you want to know?
What do you think is going on in this picture?
What are your personal thoughts about [topic]?
What experience do you have with [topic]?

Interactive Content Delivery

Lecturing (i.e., direct oral presentation of information) is efficient and can be effective when the background information is not available or accessible, the facts or problems are conflicting or confusing, or your experience as the presenter will contribute to clarification. Be sure to ask yourself if the best way to understand the content is through oral presentation, or if the content could be explored some other way (e.g., small group exercises or individual reflection). Consider how much of your time will be devoted to lecture, which may depend on how much of the information you want to share will come from the lecture versus assigned course materials (e.g., readings, videos). Is the goal of lecture to supplement the information from course materials, highlight major points, or present separate information?

When designing a lecture-based class session, or any type of presentation, aiming for interaction and engagement will support deeper comprehension and greater retention of information. “We need not abandon the lecture because of its liabilities; rather, we need to find ways to make it work better” (Silver & Perini, 2010). Once you’ve determined what content is best presented through a lecture, there are many ways to improve the lecture presentation:

“Chunk” the content, or break it up into smaller, focused sections. Aim to speak for no more than a few minutes straight without checking in, even if just with a rhetorical question for learners to ponder as they listen.
Intersperse active learning activities such as informal discussion, think-pair-share, minute paper, polls, or quick quiz questions ensure that learners are actively processing the information as you present it.
Use multimedia (e.g., images, audio, video, infographics) throughout your lecture to enhance comprehension and accessibility. However, keep in mind that your multimedia should be focused and related to the course content; avoid .gifs or overly illustrative materials, as these take learners’ focus away from the content and can contribute to extraneous cognitive load.
Clarify for learners how they should approach taking notes, information they need to commit to memory, and how you expect them to apply the content in the future.
Allow learners to ask questions at different points within a lecture. Pause periodically to ask, “What questions do you have?” or “What’s on your mind?” After you pose a question, allow “wait time” for a response, giving time for learners to formulate ideas. We may be used to asking, “Do you have any questions?” but students may feel that they are being intrusive or not paying attention if they do have a question. Asking “What questions do you have?” normalizes the fact that students are likely to have questions when learning new content.

Individual or Group Activities

Either before or after presenting content, provide opportunities for learners to interact with the content at a deeper level through individual or group activities. Individually, learners could engage in independent work time or reflection. In small or large groups, learners could discuss the topic in more detail or engage in peer review opportunities. Other ways to encourage reflection, critical thinking, and problem solving, which could be done individually or in groups, include case studies, debates, concepts maps, or game-based instruction.

Ending a Session

At the end of a class session or presentation, be sure to save time to tie everything together and assess learning. It is very common to run out of time and rush to conclude, but end-of-class reflection supports retaining information and helps to clarify what comes next. At the end of a session, you might summarize, or ask learners to summarize, key takeaways, especially in conjunction with revisiting the learning outcomes. Other options include asking learners to submit a written reflection on what they’ve learned, how they might apply what they’ve learned and/or what questions they still have or which concepts were unclear.

Lastly, if teaching a course, you can wrap up by previewing what’s to come, connecting the material to assignments or other work to be completed, or asking questions you want learners to think about before meeting again. You can also provide context on the homework assigned for next class, such as guiding questions for a reading or viewing, or leave time to answer student questions about an upcoming assignment.

How can I make sure my class session or presentation is accessible?

Overall, following the principles of Universal Design for Learning promotes flexibility and adaptation of the learning environment so that all learners can succeed and achieve the intended outcomes. As you consider the guidelines and session structure above, consider how you can provide multiple means of engagement, representation, and action and expression.

Regardless of the structure of your class session or presentation, we highly recommend you use slides or another visual means to communicate information and directions as you progress through the session. Even if your session involves minimal to no “content,” slides, or at least a written agenda, help to keep learners on track with what is being asked of them. If you use slides, decide how and when to make them available. The CTRL accessibility guide provides more detailed guidance for how to ensure slides and documents used in a session are accessible

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Common Formats for Conference Presentations

Articles on conferences and meetings.

Standard Operating Protocols (SOPs)
Group Meetings
Journal Clubs
Reflective Journaling
Research Learning Contracts

The two most common formats for the presentation of research findings at conferences are:

oral presentations ; and
poster presentations

Oral Presentations

Depending on to whom you speak some individuals will tell you that oral presentations are preferable compared to poster presentations. Some people feel that oral presentations are more prestigious and offer more cache than do poster presentations.

Oral presentations are generally short talks or panel discussions delivered by one or more individuals to a room of interested meeting attendees. Depending on the meeting, the speaker(s) may read a prepared speech or the speaker may more informally discuss his/her work using visual aids such as a PowerPoint presentation using a laptop computer. A very brief time is allotted for individual oral presentations. An oral presentation is typically between 15 and 30-minutes in duration. Consequently, the presentation must be clearly and succinctly presented and there will be little if any time for questions from the audience.

There are two types of oral presentations:

, which can be further categorized as:
contributed; or

Panel Discussion

At some meetings oral presentations may be taped and available for purchase by meeting attendees. At many meetings, taping and/or photographs at oral presentations may be forbidden.

Individual Oral Presentations

Contributed Anyone who submits a proposal or meeting abstract is potentially eligible to deliver a contributed talk. “Contributed” simply means that you as a conferee submitted your paper for consideration of presentation as versus “invited” which means the meeting organizers or symposium organizer invited you to speak. At some conferences, contributed talks are of shorter duration than invited talks but generally there are no substantive differences otherwise.

Invited In some sessions often referred to as symposia, organizers invite experts in a specific area to share their recent work. These presentations are called invited talks. Invited talks may be given slightly longer time periods than contributed talks. Invited speakers must also submit proposals or meeting abstracts.

Depending on the specific meeting, the organizers may or may not offer invited speakers benefits that contributed speakers may not receive. At some conferences, invited speakers may be offered free or reduced registration, lodging, travel, and even a small honorarium. However, an invited to be an invited speaker may come with none of these perks. If you are “invited” don’t make assumptions – ask the organizer what, if any, services the conference is providing to invited speakers. At some conferences simply being invited is considered to be a significant honor.

Presentations may be made by individuals or by panels. In panel discussions, two or speakers presenting different perspectives or different aspects of the presentation topic will sequentially summarize their work and relate it to that of the other panelists. Once all of the speakers have made their presentations there is generally an open discussion of the papers.

Poster Presentations

Poster sessions offer meeting organizers the opportunity to offer large numbers of meeting attendees the opportunity to present their work. Poster presenters are usually provided a significant amount of space (3′ x 4′ or more) on which to display a visually attractive poster summarizing their research project. Generally, poster presenters have the opportunity to share their work over an extended period of time often an hour or more. At some meetings, the poster may be displayed for an entire day! This allows the poster presenter to describe and discuss their research in greater detail than would be possible in an oral presentation to significantly more people. In my opinion, posters are in no way inferior to oral presentations and may in fact be far more useful.

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Definition of an "Oral Presentation"

Ideas for Micro Teaching

One saying is, "If you don't strike oil in 15 minutes, stop boring." This translates to giving engaging oral presentations in the workplace and in educational settings. Oral assessments come in a variety of formats, from multimedia projects to group work to speeches. An oral presentation simply involves explaining something to an audience. In the classroom, teachers grade these oral presentations based on the quality of the information presented as well as the method used in presenting it.

An oral presentation is similar to giving a speech but is usually not just a person behind a lectern. Visual aids and teaching tools are used to further enhance the spoken words. An oral presentation can be given as an individual or as part of a group. It also might add components of technology, such as a slide show, video clip or audio recording. Another term for an oral presentation with technology or other aids is a multimedia presentation, indicating that forms of media are being used. Most oral presentations require the presenter to use a combination of spoken words and visual aids to present an idea or explanation to their audience.

An oral presentation is most often assigned as part of class coursework but can have other purposes as a teaching tool. A teacher might assign students an oral presentation on a particular topic or set of topics that requires them to learn more about the subject. The presenting students then take on a teaching role in sharing that new information to the class through their presentation. Oral presentations are effective teaching tools in this way because they add variety to the classroom and allow students the opportunity to teach one another. A person with expertise on a skill or process utilizes an oral presentation to explain their knowledge about that subject to the assembled group. The group members can follow along and learn a new skill while watching the presentation. In the classroom, students might share an oral presentation in the form of a mock trial or instructions on how play a sport. A workplace presentation might involve sharing information on new technologies or a topic presentation at a related conference.

Oral presentations incorporate a variety of skills including intonation, eye-contact, speech preparation and engaging an audience. The presenter learns to hone their public speaking skills which includes keeping track of time and offering well-researched information. The presenter might also learn multimedia skills as they prepares visual and auditory aids for his presentation as well as research skills when studying the topic. If the presentation takes place in the classroom setting, the additional skill of teaching others a new subject is another benefit.

Clearly explaining your topic and paying attention to your audience are both important aspects of giving an oral presentation. Consider how much your audience knows about your topic in advance and teach them the information they do not know. Keep in mind that you may know all aspects of your topic but that your audience may not. For example, in the workplace, someone in the technology department would need to first explain the basics of a new technology before giving an oral presentation on the subject. The assumption would be that not everyone in the audience would know basic information on the topic and therefore, the presenter needs to offer that information first. Including visual or auditory aids may be helpful for increasing the engagement level of the group by breaking up the words in the speech. Incorporating technology into your presentation can make it more entertaining for your audience as well. This may also increase the likelihood of holding their attention through the entirety of the presentation.

Teachers can assess student oral presentations in a variety of ways. The quality of the content is the first area assessed because the teacher can use a set rubric of required elements for all students. This rubric may not look at subject as much as looking for an in-depth information, well-referenced and researched presentation. Teachers look for a thorough explanation of the topic, a demonstrated solid understanding of that topic and an assessment of the quality of the speech elements. If the student speaks clearly, uses strong words and keeps focused on the topic, he will likely will earn high marks for that portion of the oral presentation. However, teachers also assess the creativity of the presentation and use of multimedia aids. The assessment may also include other criteria such as time allocation or group member participation. Students need to concentrate on all areas of the assigned rubric to put their best oral presentation forward.

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Oral Presentations: Tips, Significance, Design, Guidelines & Presentation

1) Know your audience

It is always a good idea to structure your talk so that anyone in the audience can understand what you are presenting. A good scientist should be able to present complex, scientific ideas, no matter how technical, in a simple, easy to follow manner. Complexity is not a necessity, it is an annoyance.

Understand your purpose. This way you can get the point of your talk across appropriately and affectively by catering to your specific audience.

2) Be organized

Whether you are giving a 15 minute talk or a 45 minute talk, make sure you give yourself enough time to deliver all the information you want in a calm manner. Allocate time for questions/answers.
Be able to summarize your presentation in five minutes.
Be concise. Use your space wisely. Use illustrations. Check grammar, spelling, and lay out of each slide.
Keep an outline with you during the presentation; it will help you stay on track.
Prepare back up slides. These will come in handy if a question comes up about a topic that needs further explanation.

3) Presentation

Practice your talk enough so that you have flow, but no so much that you have the entire talk memorized. Memorizing your talk will bore you and your audience, as it will be monotonous.

4) Be professional

Know what you are presenting and be ready to answer question during and after the presentation. Do not answer questions vaguely. A knowledgeable scientist is specific and accurate with his/her information.
Dress up to present with confidence and respect for the audience and the science involved.
Be enthusiastic. Scientific talks can be boring, as often they are full of technical jargon. Be clear and talk simplistically.
Make sure the presentation is visually pleasing. Add pertinent graphics and use fewer words.

5) Be aware of technical problems.

Make sure the format you choose for your presentation is compatible with your style of speech. Also, be prepared for technical disasters just before your talk. Be able to give your talk in another format just in case your first choice (ex: PowerPoint presentation) fails to load.

Significance

Oral presentations are an excellent means of communicating basic science or clinical research. Unlike a poster presentation or a written manuscript, the audience during an oral presentation is more attentive as they are focused on the presenter. For the researcher, this is a rare opportunity to shine! In as few as five minutes, the researcher can convey scientific information and give a years worth work some meaning that can be useful to thousands of people. Of course, this also means that in as little as five minutes, the researcher can cause a great deal of confusion by giving a bad presentation.

Just as is the case with written manuscripts and poster presentations, oral presentations must also communicate research to include all aspects of the scientific method. There are, however, no rules as to what order and which format this should be done in. In order to deliver a successful talk, the presenter should be organized, prepared, and enthusiastic about the research being presented.

Design: A General Guideline

Regardless of whether you choose a PowerPoint presentation or transparencies to deliver your talk, here are some general guidelines to keep in mind when designing your presentation.

1) Title (include authors and affiliations)

2) Introduction (Background, Purpose, Hypothesis)

3) Method (A brief introduction to the methodology without too much technical Jargon)

4) Results (Use graphs/charts/table, Provide an extra slide/transparency with a summary of the results, Explain the results)

5) Conclusions/Discussion (Clear explanation of the results, Clinical implications)

6) Future work (Provide information on where the project is headed)

7) Acknowledgment

Presentation

There some people for whom public speaking is as natural as having a conversation with their friends. Conveniently, however, public speaking is an art that can be perfected with enough practice. Here some things to consider before and during the presentation:

Do not go over the time limit.
Speak clearly and concisely. Be coherent. Do not ramble, play with the pointer, or move around in circles.
Dress appropriately.
Make eye contact.
Make sure that each slide/transparency is not cluttered with too many points and ideas. Graphs, tables, and charts should be clearly labeled and easy to interpret.
Practice your talk, but do not memorize a script.
Be visually and orally interesting.
Answer questions in a calm, non-condescending manner; do not argue with or interrupt the questioner.
Be polite and graceful.
Give a presentation that is focused with one underlying message.

Academic Development Centre

Oral presentations

Using oral presentations to assess learning

Introduction.

Oral presentations are a form of assessment that calls on students to use the spoken word to express their knowledge and understanding of a topic. It allows capture of not only the research that the students have done but also a range of cognitive and transferable skills.

Different types of oral presentations

A common format is in-class presentations on a prepared topic, often supported by visual aids in the form of PowerPoint slides or a Prezi, with a standard length that varies between 10 and 20 minutes. In-class presentations can be performed individually or in a small group and are generally followed by a brief question and answer session.

Oral presentations are often combined with other modes of assessment; for example oral presentation of a project report, oral presentation of a poster, commentary on a practical exercise, etc.

Also common is the use of PechaKucha, a fast-paced presentation format consisting of a fixed number of slides that are set to move on every twenty seconds (Hirst, 2016). The original version was of 20 slides resulting in a 6 minute and 40 second presentation, however, you can reduce this to 10 or 15 to suit group size or topic complexity and coverage. One of the advantages of this format is that you can fit a large number of presentations in a short period of time and everyone has the same rules. It is also a format that enables students to express their creativity through the appropriate use of images on their slides to support their narrative.

When deciding which format of oral presentation best allows your students to demonstrate the learning outcomes, it is also useful to consider which format closely relates to real world practice in your subject area.

What can oral presentations assess?

The key questions to consider include:

what will be assessed?
who will be assessing?

This form of assessment places the emphasis on students’ capacity to arrange and present information in a clear, coherent and effective way’ rather than on their capacity to find relevant information and sources. However, as noted above, it could be used to assess both.

Oral presentations, depending on the task set, can be particularly useful in assessing:

knowledge skills and critical analysis
applied problem-solving abilities
ability to research and prepare persuasive arguments
ability to generate and synthesise ideas
ability to communicate effectively
ability to present information clearly and concisely
ability to present information to an audience with appropriate use of visual and technical aids
time management
interpersonal and group skills.

When using this method you are likely to aim to assess a combination of the above to the extent specified by the learning outcomes. It is also important that all aspects being assessed are reflected in the marking criteria.

In the case of group presentation you might also assess:

level of contribution to the group
ability to contribute without dominating
ability to maintain a clear role within the group.

See also the ‘ Assessing group work Link opens in a new window ’ section for further guidance.

As with all of the methods described in this resource it is important to ensure that the students are clear about what they expected to do and understand the criteria that will be used to asses them. (See Ginkel et al, 2017 for a useful case study.)

Although the use of oral presentations is increasingly common in higher education some students might not be familiar with this form of assessment. It is important therefore to provide opportunities to discuss expectations and practice in a safe environment, for example by building short presentation activities with discussion and feedback into class time.

Individual or group

It is not uncommon to assess group presentations. If you are opting for this format:

will you assess outcome or process, or both?
how will you distribute tasks and allocate marks?
will group members contribute to the assessment by reporting group process?

Assessed oral presentations are often performed before a peer audience - either in-person or online. It is important to consider what role the peers will play and to ensure they are fully aware of expectations, ground rules and etiquette whether presentations take place online or on campus:

will the presentation be peer assessed? If so how will you ensure everyone has a deep understanding of the criteria?
will peers be required to interact during the presentation?
will peers be required to ask questions after the presentation?
what preparation will peers need to be able to perform their role?
how will the presence and behaviour of peers impact on the assessment?
how will you ensure equality of opportunities for students who are asked fewer/more/easier/harder questions by peers?

Hounsell and McCune (2001) note the importance of the physical setting and layout as one of the conditions which can impact on students’ performance; it is therefore advisable to offer students the opportunity to familiarise themselves with the space in which the presentations will take place and to agree layout of the space in advance.

Good practice

As a summary to the ideas above, Pickford and Brown (2006, p.65) list good practice, based on a number of case studies integrated in their text, which includes:

make explicit the purpose and assessment criteria
use the audience to contribute to the assessment process
record [audio / video] presentations for self-assessment and reflection (you may have to do this for QA purposes anyway)
keep presentations short
consider bringing in externals from commerce / industry (to add authenticity)
consider banning notes / audio visual aids (this may help if AI-generated/enhanced scripts run counter to intended learning outcomes)
encourage students to engage in formative practice with peers (including formative practice of giving feedback)
use a single presentation to assess synoptically; linking several parts / modules of the course
give immediate oral feedback
link back to the learning outcomes that the presentation is assessing; process or product.

Neumann in Havemann and Sherman (eds., 2017) provides a useful case study in chapter 19: Student Presentations at a Distance, and Grange & Enriquez in chapter 22: Moving from an Assessed Presentation during Class Time to a Video-based Assessment in a Spanish Culture Module.

Diversity & inclusion

Some students might feel more comfortable or be better able to express themselves orally than in writing, and vice versa . Others might have particular difficulties expressing themselves verbally, due for example to hearing or speech impediments, anxiety, personality, or language abilities. As with any other form of assessment it is important to be aware of elements that potentially put some students at a disadvantage and consider solutions that benefit all students.

Academic integrity

Oral presentations present relative low risk of academic misconduct if they are presented synchronously and in-class. Avoiding the use of a script can ensure that students are not simply reading out someone else’s text or an AI generated script, whilst the questions posed at the end can allow assessors to gauge the depth of understanding of the topic and structure presented. (Click here for further guidance on academic integrity .)

Recorded presentations (asynchronous) may be produced with help, and additional mechanisms to ensure that the work presented is their own work may be beneficial - such as a reflective account, or a live Q&A session. AI can create scripts, slides and presentations, copy real voices relatively convincingly, and create video avatars, these tools can enable students to create professional video content, and may make this sort of assessment more accessible. The desirability of such tools will depend upon what you are aiming to assess and how you will evaluate student performance.

Student and staff experience

Oral presentations provide a useful opportunity for students to practice skills which are required in the world of work. Through the process of preparing for an oral presentation, students can develop their ability to synthesise information and present to an audience. To improve authenticity the assessment might involve the use of an actual audience, realistic timeframes for preparation, collaboration between students and be situated in realistic contexts, which might include the use of AI tools.

As mentioned above it is important to remember that the stress of presenting information to a public audience might put some students at a disadvantage. Similarly non-native speakers might perceive language as an additional barrier. AI may reduce some of these challenges, but it will be important to ensure equal access to these tools to avoid disadvantaging students. Discussing criteria and expectations with your students, providing a clear structure, ensuring opportunities to practice and receive feedback will benefit all students.

Some disadvantages of oral presentations include:

anxiety - students might feel anxious about this type of assessment and this might impact on their performance
time - oral assessment can be time consuming both in terms of student preparation and performance
time - to develop skill in designing slides if they are required; we cannot assume knowledge of PowerPoint etc.
lack of anonymity and potential bias on the part of markers.

From a student perspective preparing for an oral presentation can be time consuming, especially if the presentation is supported by slides or a poster which also require careful design.

From a teacher’s point of view, presentations are generally assessed on the spot and feedback is immediate, which reduces marking time. It is therefore essential to have clearly defined marking criteria which help assessors to focus on the intended learning outcomes rather than simply on presentation style.

Useful resources

Joughin, G. (2010). A short guide to oral assessment . Leeds Metropolitan University/University of Wollongong http://eprints.leedsbeckett.ac.uk/2804/

Race, P. and Brown, S. (2007). The Lecturer’s Toolkit: a practical guide to teaching, learning and assessment. 2 nd edition. London, Routledge.

Annotated bibliography

Class participation

Concept maps

Essay variants: essays only with more focus

briefing / policy papers
research proposals
articles and reviews
essay plans

Film production

Laboratory notebooks and reports

Objective tests

short-answer
multiple choice questions

Patchwork assessment

Creative / artistic performance

learning logs
learning blogs

Simulations

Work-based assessment

Reference list

Stack Exchange Network

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Q&A for work

Connect and share knowledge within a single location that is structured and easy to search.

Oral vs Plenary at a Conference

In my field (Computer Vision), the largest international conference (CVPR) has the following format: two simultaneous oral sessions (with talks awarded to ~10% of accepted papers), followed by a single poster sessions (awarded to ~90% of accepted papers). I have recently had an oral presentation of my work at this conference, and I am now writing a cover letter for a job which will be reviewed by a non-specialist, who will not necessarily understand the prestige of such a talk.

So, rather than writing "I was awarded an oral presentation of my work", I'm wondering how fair it would be to say "I was awarded an oral / plenary presentation of my work", to indicate that the oral sessions are to half of the entire conference delegates. If I just wrote the first option, then it may be assumed that the oral sessions is just with a small group and among many simultaneous oral sessions, as is typical at many conferences.

So would it be correct to say "oral / plenary", or does this imply something even more prestigious (e.g. a keynote)?

publications
presentation
application-cover-letter

2 First, I believe anyone in the field knows that oral in CVPR is a big deal. Second, I would write the % of papers that receive this. It should be clear from that. – yoki Commented Jul 24, 2016 at 0:12
2 I am not in the Computer Vision field, so I would have to look up CVPR. The % of papers would impress me. – Patricia Shanahan Commented Jul 24, 2016 at 0:40
In my field (philosophy), "plenary" != "oral" but can be either synonymous or slightly less prestigious than keynote (keynote would absolutely mean you're the only one talking at the time; there may be parallel plenary sessions however). – virmaior Commented Jul 24, 2016 at 1:38
A key difficulty in communication is writing for multiple audiences simultaneously. This is particularly true with cover letters. You need to explain so the non-experts understand, while not straying so far from "technically correct" that the experts think you're either lying or simply confused. A good way to do this here is using the technical term ("oral") while adding the % for the non-experts. You may have similar challenges when writing your research statement. Often the answer is to say things twice: more simply for the non-expert (usually first), then in more detail for the expert. – Dan C Commented Jul 25, 2016 at 2:12
1 I looked up the 2016 CVPR conference. Plenary talks are labeled. The other talks are contributed, not invited, separated into highest level being an oral paper, then a spotlight (gets a bit of oral to advsrtize their poster), then the poster. Getting accepted is competitive (~2000 people apply, but about 700 people are accepted to present. So the honor is in getting accepted, and concentrate on that in describing your honor. – Carol Commented Jul 27, 2016 at 11:55

No, your talk was not in a session that would even pass the definition of plenary session. More importantly, it sounds as if the conference organizers also did not name you as a plenary speaker.

Definition of plenary session: In a conferences running multiple simultaneous sessions, a plenary session will be a special session when only one session will be scheduled.(no other sessions scheduled in that slot). The plenary speaker(s) are usually quite senior or somehow big-name-draws, and may give a general, high level review talk(s). Rarely there may be only one plenary speaker with a few (only) invited speakers in support without the 'plenary' title, particularly if the organizers wish to not dilute the honor they are giving to a particular big name draw.

Common sense rule in CV or similar document is to use the exact nomenclature used by the conference program to describe your talk (This includes also not messing with the listed author order in pretense of making yourself look better). If the organizers did not distinguish your talk from the regular talks as being an 'invited', 'plenary', 'keynote', or 'review' presentation, then do not rename it yourself. (You can always add some sentence or phrase that explains some additional context why you think it is so much more important than it sounds, but usually, if the prestige of one presentation makes or breaks your document, then you have other problems!)

Not all multi-symposia conferences will choose to spend time to run plenary session(s), or they may not use the nomenclature for what seems like a plenary-look-alike session. However, if they do not, renaming it yourself will usually lead to you look like a potential sleazeball when people inevitably check a few details of the CV.

(edit) added keynote to the list of prestigious designations that a program may designate a particular speaker.

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IMAGES

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COMMENTS

Difference between Poster Session and Oral Session
In an oral session, speakers present their work one-by-one in a series of short lectures (usually no more than 30 minutes, and potentially as little as 10 minutes). Each speaker presents, takes questions for a few minutes, and is followed by the next one. These presentations are usually in a room with a seated audience, in a lecture-style format.
Oral Presentation Structure
Oral Presentation Structure. Like scientific papers, oral presentations at a conference or internal seminar are for sharing your research work with other scientists. They, too, must convince the ...
PDF Oral Presentations
Oral Presentations. Or. l Presen. ations1. PlanningOral presentations are one of the most common assignments i. college courses. Scholars, professionals, and students in all fields desire to disseminate the new knowledge they produce, and this is often accomplished by delivering oral presentations in class, at conferences, in public lectures, or i.
What It Takes to Give a Great Presentation
Key takeaway: Reduce clutter where you can. 2) Great presenters don't use bullet points. Bullet points are the least effective way to get your point across. Take Steve Jobs, considered to be one ...
What is the difference between symposia and oral sessions?
These talks are often deliberately solicited by the organizer. Oral Sessions are often just collections of interesting talks on a much broader subject - "Infectious Diseases", "Bayesian Methods", etc. The talks themselves are often unsolicited, and just happen to be the best/most interesting/best fitting talks selected by the organizer.
Poster Vs Oral Presentation: Which Is Best In 2023?
A Comparison: Poster vs Oral Presentation. When deciding between a poster and an oral presentation, there are several key features to consider. 1. Visual Impact: Posters offer a visual representation of information, while oral presentations allow for direct engagement. 2.
How to prepare and deliver an effective oral presentation
Delivery. It is important to dress appropriately, stand up straight, and project your voice towards the back of the room. Practise using a microphone, or any other presentation aids, in advance. If you don't have your own presenting style, think of the style of inspirational scientific speakers you have seen and imitate it.
Chapter 3: Oral Presentations
Chapter 3: Oral Presentations. Patricia Williamson. Many academic courses require students to present information to their peers and teachers in a classroom setting. Such presentations are usually in the form of a short talk, often, but not always, accompanied by visual aids such as a PowerPoint. Yet, students often become nervous at the idea ...
Preparing oral and poster presentations for conferences
Oral presentations. For oral presentations the same headings should be followed, with clear simple slides. Keep the number of slides to a minimum to keep the length of the talk on track. A good guideline is around one slide per minute. Set the scene with a clear introduction to the work, indicating the relevance of the study to the general ...
Effective Oral Presentations
Transcript. Delivering effective oral presentations involves three components: what you say (verbal), how you say it with your voice (vocal), and everything the audience can see about you (visual ...
Poster and oral presentations
Poster and oral presentations are typically delivered to academic colleagues at conferences or congresses. Here are some best practices and resources to help develop the content and visuals for a high-impact poster, and plan and practice memorable oral presentations. The "Related Resources" on this page can be used to tap into Duke's hub of ...
PDF Oral Presentations
Oral Presentations. Oral presentations are a common feature of many courses at university. They may take the form of a short or longer presentation at a tutorial or seminar, delivered either individually or as part of a group. You may have to use visual aids such as PowerPoint slides. Researching, planning and structuring an oral presentation ...
What is a Poster Session? Definition, Guide & Examples
What are the benefits of a poster session? Presenting your research at a poster session is a great opportunity, especially for early-career researchers who are less likely to be invited to give a longer oral presentation at a big conference. These sessions are the best place to show off your impressive research results and for networking as well.
Structuring an Effective Class Session or Presentation
Creating this welcoming atmosphere helps support learners' social-emotional learning. It is common to share outcome (s), purpose, goals, and/or an agenda at the start of a class session or presentation. In addition, set aside intentional time to "warm up" to the topic, establish context, and connect to learners' prior knowledge and ...
Common Formats for Conference Presentations
An oral presentation is typically between 15 and 30-minutes in duration. Consequently, the presentation must be clearly and succinctly presented and there will be little if any time for questions from the audience. ... Poster Presentations . Poster sessions offer meeting organizers the opportunity to offer large numbers of meeting attendees the ...
Poster Presentations at Conferences
In some fields, full papers presented via an oral presentation are published in the conference proceedings but poster presentations are not. The importance placed on poster sessions can also vary from conference to conference. Some might be the only thing happening at that time, or they might coincide with a drinks reception, which naturally ...
What is the difference between keynote, invited, and oral conference
(If the conference has a banquet, it's usually on the same day as the keynote talk.) Even if there are numerous parallel sessions, there may be two or three plenary talks per day, and they can't all be keynotes. In fact, at a couple of conferences I attended, each session organizer gave a plenary talk. -
Definition of an "Oral Presentation"
An oral presentation is similar to giving a speech but is usually not just a person behind a lectern. Visual aids and teaching tools are used to further enhance the spoken words. An oral presentation can be given as an individual or as part of a group. It also might add components of technology, such as a slide show, video clip or audio recording.
Oral Presentations
Oral Presentations: Tips, Significance, Design, Guidelines & Presentation. Tips. 1) Know your audience. what you are presenting. A good scientist should be able to present complex, scientific ideas, no matter how technical, in a simple, easy to follow manner. Complexity is not a necessity, it is an annoyance. Understand your purpose.
Oral presentations
In-class presentations can be performed individually or in a small group and are generally followed by a brief question and answer session. Oral presentations are often combined with other modes of assessment; for example oral presentation of a project report, oral presentation of a poster, commentary on a practical exercise, etc.
conference
Like this, rather than just during the 20 minutes of your presentation, conference attendees have several full days to look at the poster. Given that the audience of a presentation is further restricted by possible scheduling conflicts with parallel sessions, the poster may actually be seen by more people in total than the presentation. With ...
Poster presentation VS. oral presentation? : r/AskAcademia
I like oral presentations for completed studies, or those with significant contributions to the field. Or for presenting something that is too complex or requires too much explanation for a concise poster. If the ideas are best grasped via dialogue, I'll ask for a round table session, as opposed to a standard lecture style oral abstract.
Oral vs Plenary at a Conference
Definition of plenary session: In a conferences running multiple simultaneous sessions, a plenary session will be a special session when only one session will be scheduled.(no other sessions scheduled in that slot). The plenary speaker(s) are usually quite senior or somehow big-name-draws, and may give a general, high level review talk(s).

What It Takes to Give a Great Presentation

Summary .

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Poster Vs Oral Presentation: Which Is Best In 2023?

Key Takeaways: Poster vs Oral Presentation

Comparing Poster vs Oral Presentation

Overview of Posters

Overview of Oral Presentations

Key Features Compared

Content Delivery

Engagement and Interaction

Presentation Skills

User Experience

Pros and Cons

Oral Presentations

Price Comparison

Comparison Table

Which is Better – Poster vs Oral Presentation

Frequently Asked Questions

1. Which format is better for presenting information, a poster or an oral presentation?

2. What are the main differences between a poster and an oral presentation?

3. Are there any advantages to using a poster instead of an oral presentation?

4. Can an oral presentation be more engaging than a poster?

5. Can a poster and an oral presentation be used together?

Poster Presenting Tips : Cal NERDS’ Student Research Poster Presenting Tips

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Poster and oral presentations

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What is a Poster Session? Definition, Guide & Examples

What is a Poster Session?

How do poster sessions work?

How long is the poster session?

What are the benefits of a poster session?

Guide to Your First Poster Session

2. Write Your Abstract

3. Create Your Poster

4. Prepare for the Session

Poster Presentation Examples

The 6 Best Peer Review Software for 2024

7 Steps to Finding the Right Research Collaborator

Structuring an Effective Class Session or Presentation

How do I decide what to include in a class session or presentation?

How should I structure a class session or presentation to enhance learning?

How can I make sure my class session or presentation is accessible?

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Common Formats for Conference Presentations

Oral Presentations

Panel Discussion

Individual Oral Presentations

Poster Presentations

Definition of an "Oral Presentation"