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Oral presentations

This resource describes what oral presentations are and suggests strategies for effective planning and presentation

What is an oral presentation?

Oral presentations , also known as public speaking or simply presentations, consist of an individual or group verbally addressing an audience on a particular topic. The aim of this is to educate, inform, entertain or present an argument. Oral presentations are seen within workplaces, classrooms and even at social events such as weddings. An oral presentation at university assesses the presenter’s ability to communicate relevant information effectively in an interesting and engaging manner.

Group presentations

In some instances, you may be required to present as part of a group to test your ability to work as a member of a team. Working within a group can sometimes be a challenge or a great success. To understand how to effectively work in a group, take a look at our Group Work resource.

  • Divide the topic of your presentation into subtopics, and allocate one to each group member. Doing this will ensure that the workload is evenly shared and that everyone takes part in the assessment.
  • Rehearse together as a group. Although it may seem easy for each group member to go off and cover their own section alone, not having regular group meetings or rehearsals will cause your presentation to appear disjointed.
  • Ensure the presentation is consistent by using a consistent style for your visual aids. If the visual aids your group uses are not consistent in format, colour and font styles, it will be clear to the marker that you have not been working as a team.
  • Use a cloud-based service or platform to create your presentation. Most cloud-based services and platforms have functions that allow you to work on materials remotely from one another. Check out our digital presentation resources to learn more.

Planning and presenting an oral presentation

Planning your oral presentation.

presentation oral meaning

  • Review the subject outline . Look for all relevant detail that you will need to understand the requirements of the task, including when it is due, the weight of the assessment, and the length of time you have to present. Review the assessment criteria . What are you are being assessed on?
  • Analyse the task . Determine the purpose of the presentation. Do you need to answer a specific question?
  • Consider the audience . What are their expectations of your content and delivery?
  • Brainstorm . Map out everything you already know about the topic. Write out any ideas you can use to interact with the audience, or engage them, and jot down what questions, explanations and information you want the audience to be provided with.
  • Do the research . Find relevant material, take notes, and remember to keep the references you used.
  • Organise your ideas . Create a logical presentation so the information flows well.
  • Pay attention to the language you are using . Presentations should be delivered in spoken or conversational language rather than written language. Spoken language is much easier for your audience to follow.

Image transcription

  • What do I already know?

Audience interaction and engagement

Even if it isn’t a specific requirement, it is good practice to engage the audience and/or to have them interact during your presentation. Examples of ways to ensure audience interaction are:

  • Asking questions, testing the audience, providing a quiz.
  • Allowing the audience to ask questions.
  • Providing handouts – consider a ‘fill in the blank’ document that goes hand-in-hand with a slideshow or the information you are presenting.
  • Asking someone to volunteer if there are demonstrations.
  • Providing small gift bags with information and some lollies.

Using visual aids

In many oral presentation assessments you will be allowed or required to use visual aids, such as slides, images or props, to add an interesting feature and engage the audience. Keep your visual aids clear and to the point, and ensure that they are easily readable by your audience.

NOTE: Don’t forget to save your visual material on a USB flash drive so that you can easily access it through the class computer (if applicable), and have a back-up if you need to submit it in class or print it out.

Preparing to present

presentation oral meaning

  • Speak slowly and clearly.
  • Don’t read off your palm cards.
  • Maintain eye contact with the audience.
  • Maintain good posture so you can be clearly heard.
  • Use natural hand gestures.
  • Use a natural tone of voice.
  • Practice to improve your confidence.
  • Practice pronunciation of difficult words by breaking them into syllables.
  • Be mindful of your body language.
  • Time yourself to make sure you are within the time limits.

It is also important that you use this time to make sure that you are fully prepared. Do you need to collect props? Have you thought about how you will access your visual aids?

  • Write your speech in dot points
  • Practice reading aloud
  • Understand the topic and material, learn the information in your speech, don’t just memorise it, this way your presentation sounds more authentic
  • Remember to smile
  • Give handouts with more information

On the day of your presentation

On the day of your presentation, you might feel anxious or nervous and that is completely normally. Have confidence in your ability, the presentation you have planned, and the preparation you have done!

Further resources

  • Creating digital presentations
  • Microsoft PowerPoint
  • Cloud computing

Oral Presentation


DEFINITION : An oral presentation is a method of communicating information verbally supported by images, visual aids and/or technology. The information can be delivered as group discussions, speeches, debates and class presentations. Presentations can be delivered individually or as part of a group.

STUDENT LEARNING OUTCOME: Students will be able to effectively communicate orally in a wide variety of situations for a specific purpose and audience.


Identify the purpose – To inform – To persuade – To justify – To entertain (etc)

Identify the audience – Who is my audience? How do I know? – How does my audience impact my approach? – Does the audience match my purpose? – Is the language and content appropriate for the audience and purpose? – How do the audience and the purpose impact structure? – How do the audience and the purpose impact the content?

Devise a title? (If appropriate ie formal presentation ) – Attention grabbing – Relevant – Succinct

Organisation: – may be similar in structure to an essay, or vary depending on audience and purpose

Choice of appropriate technology from a variety of presentation modes (SEE “DIGITAL PRESENTATION OF INFORMATION” FOR SPECIFIC DETAILS): – iMovie – Prezi – SAM animation – Podcasts – Keynote – iBook

Techniques: – use of note cards – maintaining eye contact – tone of voice – fluency

Explicit expectations for during / after the presentation – Discussion (including question and answer) – Peer assessment – Action (what is the expected outcome of the oral presentation? should the audience be moved to action? engage in a response? follow up with questions? etc.)


Effective speaking strategies  (as appropriate) : – use of metaphors / similes / analogies – repetition for effect – quotes / references to justify evidence – collective “WE” (as appropriate) – “YOU” to lend a personal touch (as appropriate) – pregnant pauses / wait time – rhetorical questions – anecdotes – planned emphasis of the most essential ideas

NOTE: Presentations should not be limited to formal or pre-planned communication. Oral discussion should include strategies to engage all students. – Random selection (ie popsicle sticks with names) – Impromptu responses – Roles within a group; rotation of those roles – Round Robin

Presentation Skills https://novoresume.com/career-blog/communication-skills#public-speaking

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Example sentences oral presentation

Candidates may also have to write an essay or make an oral presentation at interview.
Marks awarded by teachers for an oral presentation were no longer included in the final grade, but appeared separately on certificates.
In an oral presentation , a few well-chosen words of introduction can prepare our hearers for a quote that really drives home the point.
The oral presentation before three examiners will favour pupils from big city lycées, the union argued.
The document appeared to consist of a series of slides and had no doubt been intended to accompany an oral presentation .

Definition of 'oral' oral

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Definition of 'present' present

Cobuild collocations oral presentation, browse alphabetically oral presentation.

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24 Oral Presentations

Many academic courses require students to present information to their peers and teachers in a classroom setting. This is usually in the form of a short talk, often, but not always, accompanied by visual aids such as a power point. Students often become nervous at the idea of speaking in front of a group.

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

presentation oral meaning

A beginner, who may have little or no experience, should read each section in full.

presentation oral meaning

For the intermediate learner, who has some experience with oral presentations, review the sections you feel you need work on.

presentation oral meaning

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, entertain, persuade the audience, or educate. In an academic setting, oral presentations are often assessable tasks with a marking criteria. Therefore, students are being evaluated on their capacity to speak and deliver relevant information within a set timeframe. 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.

Types of Oral Presentations

Individual presentation.

  • Breathe and remember that everyone gets nervous when speaking in public. You are in control. You’ve got this!
  • 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?

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.
  • Also consider everyone’s strengths and weaknesses. This 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 power point slides so they are appropriate for the presentation. Use one visual aid (one set of power point slides) for the whole group. Take turns presenting information and ideas.
  • 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.
  • For further information on working as a group see:

Working as a group – my.UQ – University of Queensland

Writing Your Presentation

Approach the oral presentation task just as you would any other assignment. Review the available topics, 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 as demonstrated in Chapter 17 Breaking Down an Assignment. Where it differs from writing an essay is that the information in the written speech must align with the visual aid. Therefore, with each idea, concept or new information you write, 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 power point slide. After all, it is you who are doing the presenting , not the power point. Your presentation skills are being evaluated; this may include a small percentage for the actual visual aid. This is also why it is important that EVERYONE has a turn at speaking during the presentation, as each person receives their own individual grade.

Using Visual Aids

A whole chapter could be written about the visual aids alone, therefore I will simply refer to the key points as noted by my.UQ

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 power point 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

This is a general guide. The specific requirements for your course may be different. Make sure 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 power point though do not understand how to use it effectively to enhance their presentation.

  • Rehearse with the power point.
  • 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 power point 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 are the ways that we communicate without speaking. Many people are already aware of this, however here are a few tips that relate specifically to oral presentations.

Being confident and looking confident are two different things. Fake it until you make it.

  • Avoid slouching or leaning – standing up straight instantly gives you an air of confidence.
  • Move! When you’re glued to one spot as a presenter, you’re not perceived as either confident or dynamic. Use the available space effectively, though do not exaggerate your natural movements so you look ridiculous.
  • If you’re someone who “speaks with their hands”, resist the urge to constantly wave them around. They detract from your message. Occasional gestures are fine.
  • 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, for example, constantly touching or ‘finger-combing’ your hair, rubbing your face.
  • Avoid ‘voice fidgets’ also. If you needs to cough or clear your throat, do so once then take a drink of water.
  • Avoid distractions. No phone turned on. Water available but off to one side.
  • Keep your distance. Don’t hover over front-row audience members; this can be intimidating.
  • Have a cheerful demeaner. You do not need to grin like a Cheshire cat throughout the presentation, yet your facial expression should be relaxed and welcoming.
  • Maintain an engaging TONE in your voice. Sometimes it’s not what you’re saying that is putting your audience to sleep, it’s your monotonous tone. Vary your tone and pace.
  • 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.
  • Lastly, make good 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 ↵

communication of thought by word

Academic Writing Skills Copyright © 2021 by Patricia Williamson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Meanings of oral and presentation.

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(Definition of oral and presentation from the Cambridge English Dictionary © Cambridge University Press)

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Palavra do Dia


not showing what you are thinking or feeling in your face

Reunions and housewarmings (Words for different parties)

Reunions and housewarmings (Words for different parties)

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Academic Development Centre

Oral presentations

Using oral presentations to assess learning


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


Work-based assessment

Reference list

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An oral presentation involves speaking in front of the class or a group of people.

The aim of an oral presentation is to:

  • present your work with evidence organised in a logical order
  • stay within a set time, e.g. 10 minutes
  • persuade your audience to agree with your point of view.

It is important to engage your audience using various visual aids, such as

  • diagrams, charts, posters, props (examples of work) 
  • PowerPoint or other slideshow software
  • short video to demonstrate a point or explain an idea

Appropriate body language and use of voice is important to convey meaning and keep your audience attentive.

Just like written work, a presentation has  three main sections :

The introduction

  • Capture their attention and gain control through humour, a funny story or ask a question
  • Give a summary of the content of your talk, and any special bias or pathway you intend taking
  • Give general information and background on your topic.
  • Develop your argument, present your point of view
  • Back up your ideas with examples
  • Direct the audience to the aspects you want them to notice such as facts and statistics.

The conclusion

  • Summarise the key elements you’ve highlighted
  • Include a ‘take home message’ e.g. "In conclusion... " "To summarise..." "I challenge you to..."

For more information see TAFE SA libraries' study guide on  Presentations .

Before your presentation:

During your presentation:

After your presentation:

  • Thank your audience for their attendance and attention.
  • Give out any handouts. If you give them out before, or during, your presentation, it can distract your listeners.
  • Distribute evaluation forms. Encourage your peers to give you feedback, so that you can improve.

Media  are images, soundtracks, video clips and other formats other than text. Various media can be be found on the Internet to add to your presentations. Don't forget to acknowledge media that you have sourced from elsewhere. 

You can create your own media to include in your multimedia presentations. Your campus library may have the following equipment for loan:

  • Digital video and still cameras
  • MP3 recorders and players
  • DVD readers
  • Data projectors

Your lecturer may need to sign an  Equipment Request Form  for expensive equipment.

There may be strict borrowing times for some types of equipment.

You may also need to book the equipment in advance.

Ask for instructions if you are unsure of how to use the equipment.  

Presentation software uses images, charts, images, sound and even videos to enable you to create a dynamic multimedia presentation. 

You can use other people's media in a presentation, or you can create your own. Don't forget to provide citations for media that you do not create yourself.

There are many brands of presentation software

Prezi   - works like one giant virtual whiteboard containing your entire presentation, where you can zoom in and out of sections. 

SlideRocket   - a collaborative, web-based application that integrates with third parties like Google Docs and Flickr, which is great for pulling live data and content.

Google Slides  - are easy to store and share online, and can be downloaded as an app for phones or tablets.

Zoho Show 2.0  - includes live audio chat with presenters.

but the most popular is Microsoft PowerPoint.

See the TAFE SA software guide on  Microsoft PowerPoint .

For Microsoft Office 365 training, including PowerPoint,  click here .

Here are some tips to make your slideshow presentation more effective.

  • Blues and greens - relaxed, feel-good colours
  • Reds and yellows - exciting, happy colours
  • Use high contrast colours - dark colours with light fonts or vice versa
  • Use “white space” to make content stand out, and to balance elements; don't crowd your slides
  • Do not have too many effects
  • Do not use large amounts of text
  • No more than 6 dot points per slide. No dot points is better
  • Font - 28pt to 32pt is a good size
  • Use bold or different colours to highlight important words

Watch Nancy Duarte's video on  Five Rules for Presentations.  (4.28 mins)

For more design and text hints, see  Steal this Presentation .

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Oral Presentation definition

Examples of oral presentation in a sentence.

Prior to Oral Presentation , Agency will provide the Offeror a presentation agenda.

A schedule for Oral Presentation , if any, will be determined at this time.

Oral Presentation : Offerors who submit a proposal in response to this RFP may be required to give an oral presentation of their proposal to the selection committee or person.

Capability will be determined from each proposed individual’s resume, reference checks, and oral presentation (See Section 4.5 Oral Presentation ).

Oral Presentation - Agencies who submit a proposal in response to this RFP may be required to give an oral presentation of their proposal to representatives of the University.

NOTE: The scores from the proposal evaluation will only carry over to the Oral Presentation evaluation in the case of a tie score after Oral Presentations .

D.3.1 Length of Oral Presentation Each Offeror will be given up to 60 minutes to make the presentation.

D.3 Oral Presentation The Department does not intend to interview Offerors; however, the Department reserves the right to interview Offerors in the competitive range if necessary.

Oral Presentation : Offerors who submit a proposal in response to this RFP may be required to give an oral presentation of their proposal to the County.

Oral Presentation at the British Psychological Society Division of Health Psychology Conference, London, UK.

Related to Oral Presentation

Lender Presentation means the Lender Presentation dated July 12, 2016, relating to the Credit Facilities and the Transactions.

Presentation Date means a day which (subject to Condition 12 (Prescription)):

Oral communication means any oral communication uttered by a person exhibiting an expectation that such communication is not subject to interception under circumstances justifying such expectation, but such term does not include any electronic communication;

Functional behavioral assessment means an individualized assessment of the student that results in a team hypothesis about the function of a student’s behavior and, as appropriate, recommendations for a behavior intervention plan.

Investor Presentation is defined in Section 5.3.

Oral Instructions means verbal instructions received by Custodian from an Authorized Person or from a person reasonably believed by Custodian to be an Authorized Person.

Oral Instruction has the meaning ascribed thereto in Section 2.1 hereof.

commercial presence means any type of business or professional establishment, including through:

Connected Presentation means any SWF file created with SAP Crystal Dashboard Design that refresh, publish, push or otherwise change data contained in such SWF file (or SWF file exported to other supported file formats (e.g., PDF, AIR, PPT)),

Written application or "written election" means a written instrument, required by statute or the

Verbal abuse means to threaten significant physical or emotional harm to an elderly person or a person with a disability through the use of:

Representation means any representation as to fact or law, including a representation as to the state of mind of—

Behavioral violation means a student’s behavior that violates the district’s discipline policies.

Partial confinement means confinement for no more than one

Representation Date shall have the meaning ascribed to such term in Section 4(k).

Behavioral therapy means interactive therapies derived from evidence-based research, including applied behavior analysis, which includes discrete trial training, pivotal response training, intensive intervention programs, and early intensive behavioral intervention.

Erroneous Payment Deficiency Assignment has the meaning assigned to it in Section 8.09(d).

Trial preparation record means any record that contains information that is specifically compiled in reasonable anticipation of, or in defense of, a civil or criminal action or proceeding, including the independent thought processes and personal trial preparation of an attorney.

Representations means the written Representations and Warranties provided by Borrower to Silicon referred to in the Schedule.

Project Management Report means each report prepared in accordance with Section 4.02 of this Agreement;

Behavioral health means the promotion of mental health, resilience and wellbeing; the treatment of mental and substance use disorders; and the support of those who experience and/or are in recovery from these conditions, along with their families and communities.

representation agreement means an agreement between collective management organisations whereby one collective management organisation mandates another collective management organisation to manage the rights it represents, including an agreement concluded under regulations 28 (agreements between collective management organisations) and 29 (representation of other collective management organisations);

Post-observation conference means a meeting, either in-person or remotely, between the supervisor who conducted the observation and the teaching staff member for the purpose of evaluation to discuss the data collected in the observation.

Physical presence means a place of business that is maintained by a Foreign Bank and is located at a fixed address, other than solely a post office box or an electronic address, in a country in which the Foreign Bank is authorized to conduct banking activities, at which location the Foreign Bank (i) employs one or more individuals on a full-time basis, (ii) maintains operating records related to its banking activities, and (iii) is subject to inspection by the banking authority that licensed the Foreign Bank to conduct banking activities.

information folder means the complete folder, including the information document, file, data, drawings, photographs, and so on, supplied by the applicant, it being permissible to supply the information folder in the form of an electronic file;

Behavioral health provider means a person licensed under 34 chapter 18.57, 18.57A, 18.71, 18.71A, 18.83, 18.205, 18.225, or 18.79


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