>> Okay, today, class, we're going to go over using visual aids.
Now, this is one of those chapters where some of your teachers is going
to be very nitpicky about this like me.
I have very specific things that I'm going to want from you for visual aids.
And other teachers are going to be a little bit more lenient with them.
So let's look at visual aids.
But before we talk about what visual aids are appropriate,
let's look at what visual aids are not appropriate for a college classroom.
So not an appropriate visual aid would be something like this.
This is a perfectly acceptable visual aid for the fourth grade.
It might look like something you did in the fourth grade but it doesn't really work
for college because if you look at it just as a visual aid for a speech,
there are a couple of problems with it.
There's no rhyme or reason for the color scheme.
You can't really see that -- or read the text.
There's way too much text.
Yeah, all the information is presented at the same time.
So the audience is going to be out of sync with what you're trying to do.
And yeah, it just doesn't really work.
This is more for -- I don't know, a parent-teacher night demonstration
on what I learned in this module in a class that's just going to be sitting there
that someone can walk by and look at.
Yeah, I mean, imagine this.
You're adults now.
And imagine walking into your potential employer or to your boss trying to get a job
or a promotion with this under your arm.
Probably not going to go well.
So I'm going to tell you, in general and with a few exceptions, if you're using a glue stick
for your visual aids, you're probably doing it wrong.
So no glue sticks.
No magazine cutouts.
None of that.
You know what?
That stuff's fine for your interpersonal communication class
when you're doing a collage or a montage of your life.
That works fine.
For presentation for a visual aid for a public speaking class
for a speech, this is not going to cut it.
Okay, so why do we use visual aids in the first place?
Well, there are some advantages.
They could add clarity to what you're talking about.
They could add interest because we like pictures.
They can help with retention because not everyone is an aural learner.
Not everyone is an audio learner.
They don't necessarily learn with just words.
They like to see stuff.
It can add credibility.
If we just talk about something, that's one thing.
But if we can actually show it, it helps with credibility and as well as persuasiveness.
And it can help you, the speaker, be more comfortable
because essentially what you're saying is, hey, look at that visual aid over there.
Don't look at me.
So it can help with comfort.
Different types of visual aids you could use and we'll go over each one of these individually.
You have objects you could use, models, photographs, drawings,
graphs and these work really well when you're talking about numbers or a lot
of numbers, charts -- the same thing.
Transparencies -- although we're not really seeing as many transparencies but we'll talk
about something else that's kind of taking its place.
Video can be very compelling or it can be very distracting.
Multimedia presentations, this is really just using more than one visual medium.
And then you, the speaker, can be the visual aid.
Now this kind of negates that last one like look over there.
If you, the speaker, are the visual aid, you're drawing extra attention to yourself.
So let's start with objects.
So objects are items that are available.
Really? Yeah.
So sometimes, you are doing a speech about an object
so if you have that object, you can show it.
So if I were going to do a speech about presentation remotes,
I've got a presentation remote here.
I can use that as my visual aid.
Now, sometimes it could be too small for the audience to see.
Now with in the case of this presentation remote,
it works for you because it's right in front of the camera.
But if you're 15 or 20 feet away, it doesn't really work so much anymore.
So sometimes the objects can be used but they don't really work.
And sometimes, you just can't get the object, or it's too expensive, or whatever.
Okay, sometimes, we wind up using models.
And models represent other objects in detail.
We can have small-scale models so if you think back to maybe a time
where you used a small-scale model of something like a solar system where you got, you know,
different foam balls and you painted them like different planets and the sun and all that.
That's a small-scale model of a large object.
Sometimes we have large-scale models of small objects.
So things like -- if you wanted to do the cell or DNA or something, you might use straws
and again, Styrofoam balls to show a model of that.
And sometimes, we use actual-size models
because we can get the actual thing or it adds some usability to it.
So if I wanted to talk about something like heart disease, I could bring in a model
of a heart where I could maybe take it apart and stuff which is perfectly acceptable
for a speech about heart disease.
What's not perfectly acceptable is to bring in an actual heart.
Eew, gross.
Okay, when you're using objects and models, a couple of things to keep in mind.
And first, we'll see an example here.
So using an object and a model and see how this person is using it.
>> There are two steps to CPR.
First, you should check to see if the person is responsive.
If they're not responsive, call 9-1-1 immediately.
It's at this point that experts used to recommend
that you give mouth-to-mouth resuscitation.
But recent studies such as the one led by Dr. Michael Sayre of Ohio State University
and approved by the American Heart Association,
have concluded that mouth-to-mouth is no longer necessary.
Instead, simply begin chest compressions.
Begin by finding the center of the person's chest.
You're looking for the notch directly beneath the breastbone.
Now place the palm of your hand just above that notch
and interlace your fingers, one hand on top of the other.
You want to keep your arms straight and your elbows locked to create enough pressure.
Your movements should be strong enough to compress the chest one-and-a-half to two inches.
To get the heart going, you're going to need to pump fast,
about a hundred times per minute while counting out loud.
One and two and three and four and five.
Continue pumping as vigorously as you can until the paramedics
or other emergency personnel arrive.
>> Okay, now before we go on to photographs, I want to point a couple of things out.
When he's using the model there.
It's a life-sized model even though the CPR dummy doesn't have legs.
It's still considered life-sized.
When you're using it, you want to make sure that you're speaking
to the audience and not the model.
And that you are, even when you're using the model or using the object
that you're speaking the whole time.
That you don't have big, long periods of silence.
Okay, photographs -- we like photographs.
We like pictures.
We like to take pictures.
We like to see pictures.
We like to show pictures so we need to do a couple of things.
We need to enlarge them to be clearly seen.
So printing it out on your printer and holding it up for the audience isn't going to work.
Or worse, getting a traditional camera film developed at Walmart or Target and passing it,
you know, passing those around is not going to work either.
If you're going to use a photograph, show it in --
use a transparency or just show at the multimedia program like PowerPoint.
So you're going to do a slide show with it.
That way, it's as big as the screen so you can see it.
That also requires that you have it in your computer and that it is
of good enough quality that you can show it that large.
Photographs are similar to pictures.
You want to make sure that they're large enough and we'll see an example of using photos here.
>> What do you think of when you hear the words, "Machu Picchu?"
If you're from Peru, or if you studied the history of Latin America, or if you've traveled
to that part of the world then you'll know immediately what I mean.
If you haven't done any of these things then you may not know right away what Machu Picchu is.
But I'm sure you'll recognize it when you see this photograph.
Perched high in the Andes Mountains, Machu Picchu is one
of the most famous archaeological sites in the world.
The site is spread over five square miles.
And as you can see from this photograph,
it's terraced on many different levels to fit the steep terrain.
Built during the 1400s, it contains the ruins of palaces,
temples, baths, and about 150 dwellings.
>> So he did a couple of good things with the picture.
He showed us the picture so we could exactly what he was talking about.
He could have talked for a long time trying to describe Machu Picchu but we would never get it.
By showing the picture, it put again -- it paints that picture --
literally puts the picture in our mind.
The bad thing is he starts talking about palaces, and baths,
and stuff but we can't really see that because they're too small on the picture.
So I would expect maybe another picture or just make the screen go black.
Okay, drawings -- they can be alternatives to photos, used in much the same way.
They need to be large enough though for the audience to see.
Again, convert them to transparencies or show them with a multimedia program.
So we'll some examples of drawings here.
So the Menifee Allied Health Building, this is something that is coming to campus.
But it doesn't exist yet so we don't have a photo.
So we can use a drawing here.
So that's the artist rendering of what it might look like.
San Jacinto Cultural Arts Center -- again, it's not really there.
This is a different type of drawing.
It's more photo-realistic.
But it's still a photo.
And if you're trying to figure out where this is,
this would be where the Administration Building is now.
And kind of heading towards the Library
because the Library is also something that will be replaced.
Yeah, these are going to happen in theory but it's going to be more --
I think this is part of the like, 20-year plan.
So it's not going to be done right now.
Okay, when using drawings, we could see with this,
this is an example of Native American sand art.
Maybe there's a cultural reason why we don't have a picture or it could just be
that the [inaudible] -- because it's a transient medium,
the sand art itself doesn't exist so we just have a drawing of it.
Sometimes, we're using a drawing to make a point.
So this is what a person with dyslexia might see when reading this sentence.
And then we get to graphs and charts.
So this shows -- these show statistical trends and patterns.
We've got three different types here we'll talk about -- line graphs, pie graphs,
and bar graphs as well as some charts.
So let's take a look at some examples here.
So line graphs -- uses one or more lines to show changes in statistics over time and place.
So with this, we have percentage of personal spending and we've got two lines here.
Now if we start to count up the data points and I'll kind of use the pointer here.
If we count the data points here, we've got one number here, two, three, four, five.
There is one in here, six and seven plus another seven for this line.
So really, we have 14 data points.
Without the line graph, I would be explaining to my audience,
in 1980, healthcare spending was 13.5%.
By 1985, healthcare spending had risen to 14%.
By 1995, healthcare spending was at 15%.
Oh my God, I'm going to put my audience to sleep giving them all these numbers.
If I put them in a graph, it makes it really easy for me to put all those numbers in there
and talk about a particular narrative with all these numbers.
So we'll see an example of that here.
>> As you can see from this graph, based on figures from the U.S. government,
healthcare continues to eat away at our budgets.
Since 1980, it's risen from 13% of personal spending to 20%.
Compare that to what we spend on food.
In 1980, 20% of personal spending was on food.
Today, it's 13%.
That's right.
Over the past three decades, healthcare has completely changed places with food
as the largest category of personal expense.
>> So the conclusion here, the dollar menu is killing it.
I don't know.
I don't know if that's the purpose of this speech but it could be.
Okay, pie graphs -- no, this is not a graph
of all the pies you're going to eat at Thanksgiving.
It highlights segments of a circle to show distribution patterns.
So with this, I've got two different graphs so I can make a comparison here.
So I've got women in the workforce in 1990 versus 2008 --
single, married, widowed or divorced.
So I can see that in that time period, that purple section shrunk a lot
and the green section grew a lot.
And the yellow section stayed about the same.
So pie graphs sometimes can show a percentage of a hundred
and make it really easy especially when we're doing comparisons.
Bar graphs are a little bit different.
It uses vertical or horizontal bars to show comparison among items.
Now with this, again, just like with the line graphs, I have a lot of data points here.
I've got really eight -- two different ethnicities, blacks and whites in
and four different categories, median household income, infant mortality,
unemployment and college degrees.
And so eight different points and I can really use them to talk to support a narrative
that hey, stay in school because you're going to make more money.
Your infants are going to survive better and you're going to be unemployed less.
I could add more ethnicities here.
I can talk about Hispanic or Latino.
I can talk about Asian.
I could talk about different ethnicities and add a different bar for them.
But again, the point is a lot of information in one graph that I could use
to support what I'm trying to say.
Charts are a little bit different.
Charts are just taking -- a lot of times taking large blocks of information,
summarizing it usually in a list.
It can help listeners visualize information or it can show steps in a process.
And we'll see an example there.
But you want to make sure you keep them clean and simpler.
Clear and simple.
If not, they can be confusing to your audience.
Okay, so some charts -- so with this one, I've got region of birth
and percentage of U.S. immigrants.
And so I can look at -- okay, where are immigrants coming from in this particular case
and with this particular speech, it might be talking about how many immigrants come from Asia
and we'll see someone using a chart here.
>> As you can see from this chart which is based on the figures of the U.S. Census Bureau, 36% --
more than one-third of recent U.S. immigrants have come from Asia, 14% have come from Mexico,
and 11% have originated from Europe and the Caribbean respectively.
The next three groups consist of almost one-quarter of the total --
South America with 10%, Africa with 9%, and Central America with 5%.
An additional 4% come from other parts of the world.
>> She does a good job explaining the statistics
and then covering them up when she's done with them.
I would probably want to see Asia broken down a little bit more.
I mean, let's be real.
She's breaking out Latin America into Mexico and the Caribbean in that.
So let's break up Asia a little bit.
But a lot of information, one chart, easy for the audience to see.
Sometimes we use flow charts to help with decision making.
So it shows steps in a process.
It shows hierarchy, decision trees, that kind of things.
So decision trees, should I add bacon?
Some questions, is it breakfast?
Yes, then add bacon.
Lunch, yes, add bacon.
Dinner, yes, add bacon.
Is it dessert?
Yes, should I really add bacon?
Yes. So some decision trees really don't need a flow chart, but others do.
And then we've got other things like if you want to figure out who reports to who at work.
Sometimes a flow chart can show that as well.
Okay, transparencies are a different type of visual aid and some of the others like photos
and drawings can be put on to transparencies, or charts, and graphs.
Images shown on an overhead projector.
Now, your classroom might have an overhead projector in the room.
Who knows if it actually works or not?
But they're still out there and when you get out into businesses --
some businesses have them as well.
Prepare them in advance.
Make sure that they're large enough for the audience to see.
Check the projector ahead of time.
I will say in more than a decade of teaching, I've used the overhead projection --
projection -- overhead projector exactly --
for exactly one class for two semesters because there was no camera
in the room, no projector in the room.
So I had to use the overhead and I used it for one lecture in that class
and it happened to be the visual aid chapter.
So check that projector.
It might not even work.
They can be useful for live drawing and this is
where I've seen students use it and most successfully.
If you want to show how to draw something for like a demonstration speech,
you can use markers to draw on the glass.
And it'll show up on the screen and that way you can face the audience and show drawing.
Otherwise, you're using a whiteboard which means you're turning your back to the audience.
Okay, document viewers -- this is kind of the modernization of the overhead projector.
So this -- again, useful for showing things like documents.
That's why we call it a document viewer.
You might see it as an Elmo.
It's that funky-looking thing with the little arm --
or it's things that looks like a light table.
But you can put documents under it.
You could show small objects so if I go back to -- I want to show that presentation remote.
I could put it under a document viewer and it'll show it on the projector.
Good for live drawing.
Do not use it as a substitute for lack of planning.
Don't just get a video on your phone and stick it under that thing to show a video
or try to use your laptop with it.
It doesn't work well.
It shows that hey, I didn't plan this very well and I'm going to make you suffer
through this really crappy visual aid.
Don't use it.
Because yeah, it'll show the video on the big screen from your phone but then we're all
in the room listening to your phone speaker for this video which is another problem
that we'll talk about and when we get to the video slide.
Practice to refine your delivery.
Practice with this thing.
Don't just assume it's going to work like you want it to work.
There are some settings on it.
There are some light settings, some focus settings, some zoom-in settings.
Make sure you're familiar with the document viewer before you actually try to use it.
Okay, video.
Clips, they can be compelling or distracting.
Use them only when they're essential for what you need to do.
Keep them short.
If we're talking about say a five-to-ten minute speech,
these things should be five, 10, 15, 20 seconds.
Thirty seconds would be long for that length of video -- or that length of a presentation.
So keep them short.
They need to be integrated into the speech.
Like the videos in this.
I put them in.
I can go to them.
They play automatically and I don't need to mess around with the technology to get them to play.
Avoid low resolution.
A YouTube video is not going to really work very well.
You need to have the actual video and play it.
And even some of the videos that I've played in here, they get a little blocky
because I've been reusing the same videos and transferring them
and making them play on different formats.
Sometimes, the resolution gets a little dodgy.
So make sure that your resolution is good enough to be seen clearly for what you need to show.
Okay, the speaker -- you can be the visual aid.
This is using your body to demonstrate a procedure.
So we saw an example earlier when she was talking about doing yoga in the last chapter.
You need to practice to coordinate your words and actions.
One of the things that we don't really think about is when you're doing a video --
I'm sorry -- when you're doing a demonstration that you need to talk and move at the same time.
A lot of times when you're moving, you're not talking.
This is where using a proxy can help.
Having someone else do the physical manifestation there and you talk about it.
The speaker is a visual aid.
We'll see an example of it here.
>> I'm going to demonstrate three postures that I find extremely beneficial to me.
The tree pose, the triangle bow pose, and the King of the Dance pose.
First, let's start with the tree pose.
So I'm going to start and shift all of my weight on to my left foot.
I'm then going to take my right foot and insert it into my left thigh.
I'm going to take my hands in front of me and press my palms together.
And as I raise my arms over my head, I'm going to stare at a fixed point ahead of me.
I usually hold this pose for about 30 seconds to a minute.
This pose helps to strengthen your thighs, calves, ankles and your back.
And it also helps to improve your balance.
The second pose I'm going to do is the triangle bow pose.
You start with your feet a little bit wider than your shoulders.
You then take your arms straight out across your body with your palms facing down.
You then touch your left hand to the floor while the opposite arm stretches towards the ceiling.
You then take your head and gaze up towards the ceiling.
This pose helps with your blood circulation and it stretches your torso and your neck.
The third and final pose I'm going to do today is the King of the Dance pose.
You take your right foot into your right hand and extend your left arm forward.
And as you raise your left arm, you raise your right leg as high as possible.
You hold this pose also for 30 seconds to a minute.
Not only does this pose help greatly with balance but it also stretches
out your hips, your legs and your torso.
>> Okay, so you can see again, not only is speaking extemporaneously
but she is the visual aid.
Okay, when you're preparing your visual aids, prepare them in advance.
Don't do them on the day of the speech.
Keep them simple.
They should be there -- remember, to add clarity.
Make sure that they're large enough for the audience to see.
When you're using things like PowerPoint or charts, make sure the fonts are easy to read.
Use a limited number of fonts, two to three is probably the most you ever want to use.
And then use color effectively like that first what not to do,
that was not used very effectively.
You want to use them -- so use colors so they make sense
and they enhance what you're trying to do.
When you're presenting your visual aids, your impact depends as much
on the presentation as well as the preparation.
So I will say that a well-prepared visual aid presented poorly is a poor visual aid.
But a poorly-prepared visual aid presented well is still a poor visual aid.
So prepare it well.
Present it well.
Don't use the chalkboard or the whiteboard.
You're going to be turning your back on the audience.
And if you're trying to speak at the same time, you're going to become muffled.
Display it where the listeners can see it.
And when you're done, get rid of it.
Avoid passing visual aids around.
What that does is it distracts your audience one person at a time as they're passing it around.
Talk to the audience, not to the visual aid whether that's the screen,
or a proxy, or a model.
Explain them clearly and concisely.
Let us know what these visual aids are supposed to be doing.
It should, again, add clarity.
And then practice with your visual aids.
Don't just say, oh, I'll show the visual aid then.
No, practice with it.
Okay, at this point, I am going to stop this video and then we'll move
on to the PowerPoint appendix in another video.
So thank you very much and have a wonderful day.