The point of the introduction is to catch your audience, let them know what you'll be talking about, get them enthused about the topic, and let them know why your topic is interesting and exciting. Try to make this section short, concise, clear and logical. You can use an outline format or even a flow chart of the experiments and techniques you used. If you are giving a review talk, then simply summarize briefly the methods used.
Data presentation is the heart of a successful talk A. Don't overwhelm your audience with information. Limit the total amount of data you present and limit the amount of information you show on any single slide. Busy slides and complex graphs are not helpful. Even your text slides should be brief and to the point. Paraphrase your text slides and read aloud each major point. The audience will be reading the slides anyway and would otherwise pay no attention to you.
Don't read your slides verbatim and do not leave text slides up while you discuss another, unrelated idea. Clearly label all axes on figures and give each figure a brief, informative title.
Define symbols on figures with a figure legend. All text and symbols on a figure should be large enough to read easily from the back of the room. Explain the information on each slide. Refer to this checklist at any point in your planning process to reduce stress and make sure no detail is left out. The sooner you can check these tasks off your planning list, the better!
Then, set goals for how many people you want to attend in person or to watch your live stream. Finally, set a clear profit goal, which will help you calculate how much to charge attendees. With your profit goal in mind, set your ticket prices. Reflecting on the expenses of past seminars or webinars will help you price your event competitively without sacrificing profit. Determine whether you should host your event online or in person. Depending on your location and target date, COVID restrictions might make large in-person seminars difficult to host.
Consider a hybrid format if you need to cut down on capacity but still want your seminar to reach a large audience. For an in-person seminar, you should shop around for locations and vendors. Take these steps to narrow things down:. Sponsors can help fund your seminar or webinar, letting you do more than you would if you had to fund everything yourself. Determine what kind of sponsorship activations you can offer. Compile a list of your top choices and begin with a cold email campaign.
Prepare a Reminder Follow-Up Process To increase your registration-to-attendance ratios, create a process to stay in front of your registrants and remind them of their commitment in the days leading up to the event. To drive people to attend your seminar, you need to perform certain efforts to get the seminar information in front of possible attendees.
This strategy will be heavily influenced by your objective. For example, if the seminar is targeted at current clients, reaching that audience should be simple because you have their contact information.
Based on your target audience, the channels you use to reach them will vary. Set realistic expectations, or invest in the resources needed to accomplish the task.
Determine and Use Specific Channels to Reach a Predetermined List or Current Connections In order to get your message in front of a determined list or current connections, the following channels are great outlets to promote your seminar:.
Determine and Use Specific Channels to Reach a Larger Audience To get your seminar registration page in front of a larger audience who are not on your email or telemarketing lists or connected with your brand on social media, the following channels are great outlets to promote your seminar:.
As you are driving attendees to register for your seminar, you should be finalizing details on your presentation and how you will run your seminar. Prepare an Agenda — and Stick with It To stay organized and keep your audience focused, develop and share an agenda that outlines the seminar objectives and key points.
Create a Visual and Audience-Appropriate Presentation Depending on who your target audience is, the theme of your presentation may vary. As your presentation is crafted, make sure it is clear, visible, and easy to follow. Test the Presentation with Multiple Run-Throughs Once the presentation is set, schedule time for run-throughs with the presenter s. Practice makes perfect, so schedule as many run-throughs as needed until the presentation runs smooth and all technology devices are working properly.
Provide Printed Hand-Outs and Materials Provide a printed hard-copy of your presentation along with any other marketing materials to enhance the takeaway of your seminar. Providing your audience with pieces they can leave the seminar with creates one more touch point to stay in front of them. You can use this time to deepen the relationship with everyone who signed up. If we take the task of seminars as a forum in which to explore philosophical ideas and practice philosophical skills perhaps this is a good way to go.
We could treat the seminar as a place of safety where we can practise as opposed to the essay where we have to perform. If the students are mainly concerned about essays, and writing essays is a good way of learning, then the best way to organise the seminars is to tap into those concerns and organise at least some of the seminars as essay workshops where students can bring along their plans and test them through a process of critical feedback.
There must be a number of ways to chart a middle course through these options, but I will outline one that I have tried which seemed to work. This came about because of the rules that apply when teaching for the Open University. On the philosophy course there, as on most courses, the essay question was set centrally and associate lecturers were given guidance on what to look for in an answer. The questions were extremely well formulated to prompt the student to philosophise, to really think about the question and critically examine the responses to it in the texts, but discussing the essay question in tutorials was expressly forbidden.
To avoid both breaking the rules and disappointing the students I adopted a sideways strategy. If the essay question asked for an exposition of Singer on animal welfare and a critical analysis of his arguments, I would spend the session on giving an exposition of Regan on animal rights and getting the students to come up with a critical analysis of his arguments.
In this way we could practice and understand the distinction between exposition and analysis and I could explain about what is important in each and we could explore in detail one of the main counter arguments to Singer. In this way I could get the students to practice what they had to do in the essay, but practice it on a related thinker and one was likely come up in the exam.
They were happy because they got clear something that could be useful to the essay in hand. This is an often used strategy in seminars and it performs the function of getting everyone talking about the position, e. Why this is more helpful than just responding as an individual with what you think about idealism is that to come to a shared response you will need to enter into discussion and defend your interpretation and response.
In doing this you might see problems that you had not anticipated on your own and you or others will need to rethink your ideas. We are often socially primed to avoid conflict, but the emotional charge of a conflict of ideas can be a good way to learn Natasi and Clements, , Dillenbourg, Although of course we must all keep it polite and well reasoned. A very effective way of learning in seminars is to hold a debate with some students representing one view and some a contending view.
Alternatively you can just adopt positions for the duration of the seminar, this avoids the overheating problem, it can be more focused in terms of understanding key points in the literature.
A good way of structuring such a seminar is half the time in small groups getting clear what your position is and anticipating counter arguments and the second half each group presenting its position and responding to the other side. The tutor could just available to both subgroups for clarification and to chair the debate. From the focus groups we did at Lancaster it became clear that the thing most students hated about seminars was silences and next to that, for some, was speaking.
You see the problem! On balance the students interviewed recognised that they were all responsible for keeping things going and some expressed their regret at not having actively participated as much as they could. If you think back to a recent seminar, one thing you are sure to notice is that, the bits you remember most clearly are the bits where you contributed. In the problems section there is material on no-one speaking so do have a look at that, but in answer to the question do you have to speak, the answer is pretty much yes.
However, that said, the tutor has the task of making that possible and will be aware that not every student has the confidence to just dive in. If as a student you feel this is a real problem and it is hampering your education do speak to the tutor about it yes I know, not easy, but better than in front of everyone else or get a friend to go along with you and help out. One piece of advice that is worth offering is that it starts to get easier once you do it a few times. Within a short time you might even be able to jump in with a comment without having to summon up reserves of courage and blushing down to your socks.
Seminars can be a very good forum for giving a presentation either as an individual, in pairs or small groups. Presentations can take many forms, but are usually a way of you telling the rest of the group about something. The commonest form is probably presenting a reading, so that although you do the reading each week for the module for one week you make an extra effort over it and present it to everyone else.
This would usually consist of a summary of the reading, some critical thoughts on the reading and one or two well formulated questions to prompt a discussion.
Why not produce a handout to go with it and really make something of this opportunity to present ideas? Another form of presentation is where you undertake to present a particular topic, this could be pulling together materials under a particular theme and developing your own argument.
A presentation like this can be a bit more formal using powerpoint or OHP slides and a handout, but the main thing is that you are presenting what you have made of a particular subject under discussion. Remember that your presentation should be aimed at your peers, if it is to communicate to the audience, not purely to impress the tutor.
The tutor will be looking for skills such as communication and accessibility, responsiveness to the group as well as philosophical ability. The first thing to say about silence is that it is not necessarily a bad thing. Sometimes silence results from lots of hard thinking going on and sometimes silence it essential to allow a shy member of the group to formulate a response they are happy with and summon up the courage to speak. However, everyone hates those long silences which seem to last for ever and you shift from trying to think of something to say to willing the person opposite you to speak to wishing the floor would open up and swallow you.
There are a number of things that can be done, some that amount to tricks of the trade, others that attempt to address the problem at a more fundamental level. People who clam up in seminars usually have no problem talking to a friend, so start off in pairs, talk to the person next to you - before the seminar starts - or the tutor can start off the seminar by asking everyone to talk to the person next to them.
The keys are to keep it open - any question with lots of possible answers and - allow personal experience a role, because everyone is an expert regarding their own personal experience. Working in smaller groups can also make talking easier and by spreading the tasks between sub-groups more material can be covered.
Once you are a member of a team who have to feed back your results to the whole seminar it is much easier to chip in than when it was you on your own. This is where you start or punctuate the seminar with a space where everyone should say something in turn, e.
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