{"id":219,"date":"2022-03-31T19:47:03","date_gmt":"2022-03-31T19:47:03","guid":{"rendered":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/chapter\/low-tech-presentation-aids\/"},"modified":"2026-07-22T19:04:07","modified_gmt":"2026-07-22T19:04:07","slug":"low-tech-presentation-aids","status":"publish","type":"chapter","link":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/chapter\/low-tech-presentation-aids\/","title":{"raw":"11.5 Alternative Presentation Aids","rendered":"11.5 Alternative Presentation Aids"},"content":{"raw":"<div id=\"slug-11-5-alternative-presentation-aids\" class=\"chapter standard\">\r\n<h2 class=\"chapter-title\" style=\"text-align: center;\">11.5 Alternative Presentation Aids (Beyond Slides)<\/h2>\r\nDigital slides are common in presentations, but they are not always the best choice. In some situations, other types of presentation aids may be more effective. Although digital tools are easy to transport and maintain, simpler, non-digital options may better support your message.\r\n<h3 style=\"text-align: center;\">Whiteboards and Dry-Erase Boards<\/h3>\r\nWhiteboards can be useful, but they are not a substitute for prepared visual aids.\r\n<ul>\r\n \t<li>Relying only on a board may make it appear that you did not prepare.<\/li>\r\n \t<li>Compared with polished visuals, writing on a board may appear less professional.<\/li>\r\n<\/ul>\r\nHowever, whiteboards work well for interactive moments, such as:\r\n<ul>\r\n \t<li>Writing down audience responses.<\/li>\r\n \t<li>Brainstorming ideas during a presentation.<\/li>\r\n \t<li>Demonstrating a process step by step.<\/li>\r\n<\/ul>\r\nWhen using a whiteboard, follow these guidelines:\r\n<ul>\r\n \t<li>Bring your own dry-erase markers and eraser.<\/li>\r\n \t<li>Write large enough for everyone to see.<\/li>\r\n \t<li>Print clearly rather than using cursive.<\/li>\r\n \t<li>Use short phrases rather than complete sentences.<\/li>\r\n \t<li>Confirm that the markers work before the presentation.<\/li>\r\n \t<li>Erase the board when you are finished.<\/li>\r\n \t<li>Use the board only when it supports the presentation.<\/li>\r\n \t<li>Avoid turning your back to the audience for extended periods.<\/li>\r\n<\/ul>\r\n<h3 style=\"text-align: center;\">Flipcharts<\/h3>\r\n[pb_glossary id=\"2102\"]<strong>Flipcharts<\/strong> [\/pb_glossary]are similar to whiteboards, but they allow you to save and display multiple pages.\r\n<ul>\r\n \t<li>They are useful for group discussions or step-by-step explanations.<\/li>\r\n \t<li>They can keep important information visible throughout the presentation.<\/li>\r\n \t<li>The completed pages may be shared with the audience afterward.<\/li>\r\n<\/ul>\r\nWhen using a flipchart:\r\n<ul>\r\n \t<li>Write clearly and large enough for everyone to read.<\/li>\r\n \t<li>Use markers that are dark enough to be visible.<\/li>\r\n \t<li>Confirm that the markers work before the presentation.<\/li>\r\n \t<li>Set up the flipchart securely on a stable stand.<\/li>\r\n \t<li>Arrange pages in advance when possible.<\/li>\r\n<\/ul>\r\n<h3 style=\"text-align: center;\">Posters<\/h3>\r\nPosters are often used in academic and professional settings, including research presentations.\r\n<ul>\r\n \t<li>They are most effective for one-on-one conversations or small-group discussions.<\/li>\r\n \t<li>They allow viewers to examine information at their own pace.<\/li>\r\n \t<li>They can combine text, images, charts, and other visual information in one display.<\/li>\r\n<\/ul>\r\nFor formal speeches, posters are often less effective because:\r\n<ul>\r\n \t<li>They may be difficult for members of a large audience to see.<\/li>\r\n \t<li>They can be difficult to transport.<\/li>\r\n \t<li>Poorly designed posters may appear cluttered or unprofessional.<\/li>\r\n \t<li>Too much text may encourage audience members to read rather than listen.<\/li>\r\n<\/ul>\r\nAvoid creating posters that appear rushed or overloaded with information. Use readable type, meaningful headings, adequate spacing, and a clear visual structure.\r\n<h3 style=\"text-align: center;\">Handouts<\/h3>\r\nHandouts can be useful when audience members need information to follow during the presentation or take with them afterward.\r\n\r\nBefore using a handout:\r\n<ul>\r\n \t<li>Determine whether it is truly necessary.<\/li>\r\n \t<li>Bring enough copies for everyone.<\/li>\r\n \t<li>Make sure the document is accessible and easy to read.<\/li>\r\n \t<li>Provide a digital version when appropriate.<\/li>\r\n<\/ul>\r\nFollow these practices when distributing handouts:\r\n<ul>\r\n \t<li>Do not pass handouts around while you are speaking because the activity can distract the audience.<\/li>\r\n \t<li>Distribute handouts before the speech when audience members need them to follow the presentation.<\/li>\r\n \t<li>Consider using guided notes or fill-in-the-blank prompts when you want the audience to listen for key information.<\/li>\r\n \t<li>Distribute handouts after the speech when they are intended as takeaway materials.<\/li>\r\n \t<li>When possible, place handouts on seats before the presentation or make them available as the audience leaves.<\/li>\r\n<\/ul>\r\n<h3 style=\"text-align: center;\">Accessibility Considerations<\/h3>\r\nAlternative presentation aids should be usable by as many audience members as possible. A visual aid that cannot be seen, read, or understood by part of the audience does not fully support the presentation.\r\n<ul>\r\n \t<li>Describe essential visual information aloud.<\/li>\r\n \t<li>Use large, readable lettering with strong contrast.<\/li>\r\n \t<li>Avoid relying on color alone to communicate meaning.<\/li>\r\n \t<li>Provide accessible electronic copies of handouts when possible.<\/li>\r\n \t<li>Make sure printed materials use clear headings and logical reading order.<\/li>\r\n \t<li>Position visual aids where audience members have an unobstructed view.<\/li>\r\n \t<li>Do not block your face or voice while handling an aid.<\/li>\r\n<\/ul>\r\n<h3 style=\"text-align: center;\">Choosing the Right Aid<\/h3>\r\nThe best presentation aid depends on your purpose, audience, setting, available technology, and the kind of information you need to communicate.\r\n\r\nBefore selecting an aid, ask:\r\n<ul>\r\n \t<li>Will this aid make the information easier to understand?<\/li>\r\n \t<li>Can everyone in the audience see or access it?<\/li>\r\n \t<li>Does it support the main point rather than distract from it?<\/li>\r\n \t<li>Can I use it confidently and smoothly?<\/li>\r\n \t<li>Is it appropriate for the size and layout of the room?<\/li>\r\n \t<li>Do I have a backup plan if the aid does not work as expected?<\/li>\r\n<\/ul>\r\n<h3 style=\"text-align: center;\">Final Thought<\/h3>\r\nRegardless of the type of presentation aid you use, it should:\r\n<ul>\r\n \t<li>Be easy to see, hear, access, or understand.<\/li>\r\n \t<li>Be simple, clear, and purposeful.<\/li>\r\n \t<li>Support your message rather than distract from it.<\/li>\r\n \t<li>Be easy to handle and use confidently.<\/li>\r\n<\/ul>\r\nThe goal is always the same: to help your audience better understand and remember your message.\r\n<div class=\"textbox textbox--key\">\r\n<div class=\"textbox__content\">\r\n<h3>Licenses and Attribution<\/h3>\r\n<h4>CC Licensed Content, Original<\/h4>\r\n<em>Speech Communication<\/em> was created by Lana Iapicco and Marie Torres. Independently created original and AI-assisted content developed specifically for this book is licensed under a <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, except where otherwise noted.\r\n\r\nThis educational material includes content generated or revised with the assistance of large language models. Lana Iapicco and Marie Torres reviewed, edited, and take responsibility for the final published content.\r\n<h4>CC Licensed Content, Previously Shared<\/h4>\r\n<h5>Low-Tech Presentation Aids<\/h5>\r\n<a href=\"https:\/\/louis.pressbooks.pub\/publicspeaking\/chapter\/low-tech-presentation-aids\/\">\u201c12.5 Low-Tech Presentation Aids\u201d<\/a> by Douglas Marshall, James Yeargain, June Pulliam, Sara Kim, and Victoria VanNest, published in <em><a href=\"https:\/\/louis.pressbooks.pub\/publicspeaking\/\">It\u2019s About Them: Public Speaking in the 21st Century<\/a><\/em> by LOUIS: The Louisiana Library Network, was adapted for this section.\r\n\r\nThe source material is licensed under a <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>. The material was revised, reorganized, condensed, updated, and supplemented with original and AI-assisted content for this edition.\r\n\r\nAdapted portions derived from this source, including revisions to those portions, are licensed under the <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>. Independently created portions developed specifically for <em>Speech Communication<\/em> are licensed under the book\u2019s <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, except where otherwise noted.\r\n<h4>Third-Party References and Links<\/h4>\r\nExamples of whiteboards, dry-erase boards, flipcharts, posters, handouts, presentation equipment, accessibility practices, and related presentation strategies are included for instructional purposes. Any trademarks, products, organizations, or third-party materials referenced in this section remain the property of their respective rights holders.\r\n\r\nUnless a separate license or public-domain status is specifically identified, third-party content may not be copied, redistributed, or adapted independently of the permissions provided by its copyright holder or applicable law.\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>","rendered":"<div id=\"slug-11-5-alternative-presentation-aids\" class=\"chapter standard\">\n<h2 class=\"chapter-title\" style=\"text-align: center;\">11.5 Alternative Presentation Aids (Beyond Slides)<\/h2>\n<p>Digital slides are common in presentations, but they are not always the best choice. In some situations, other types of presentation aids may be more effective. Although digital tools are easy to transport and maintain, simpler, non-digital options may better support your message.<\/p>\n<h3 style=\"text-align: center;\">Whiteboards and Dry-Erase Boards<\/h3>\n<p>Whiteboards can be useful, but they are not a substitute for prepared visual aids.<\/p>\n<ul>\n<li>Relying only on a board may make it appear that you did not prepare.<\/li>\n<li>Compared with polished visuals, writing on a board may appear less professional.<\/li>\n<\/ul>\n<p>However, whiteboards work well for interactive moments, such as:<\/p>\n<ul>\n<li>Writing down audience responses.<\/li>\n<li>Brainstorming ideas during a presentation.<\/li>\n<li>Demonstrating a process step by step.<\/li>\n<\/ul>\n<p>When using a whiteboard, follow these guidelines:<\/p>\n<ul>\n<li>Bring your own dry-erase markers and eraser.<\/li>\n<li>Write large enough for everyone to see.<\/li>\n<li>Print clearly rather than using cursive.<\/li>\n<li>Use short phrases rather than complete sentences.<\/li>\n<li>Confirm that the markers work before the presentation.<\/li>\n<li>Erase the board when you are finished.<\/li>\n<li>Use the board only when it supports the presentation.<\/li>\n<li>Avoid turning your back to the audience for extended periods.<\/li>\n<\/ul>\n<h3 style=\"text-align: center;\">Flipcharts<\/h3>\n<p><button class=\"glossary-term\" aria-describedby=\"219-2102\"><strong>Flipcharts<\/strong> <\/button>are similar to whiteboards, but they allow you to save and display multiple pages.<\/p>\n<ul>\n<li>They are useful for group discussions or step-by-step explanations.<\/li>\n<li>They can keep important information visible throughout the presentation.<\/li>\n<li>The completed pages may be shared with the audience afterward.<\/li>\n<\/ul>\n<p>When using a flipchart:<\/p>\n<ul>\n<li>Write clearly and large enough for everyone to read.<\/li>\n<li>Use markers that are dark enough to be visible.<\/li>\n<li>Confirm that the markers work before the presentation.<\/li>\n<li>Set up the flipchart securely on a stable stand.<\/li>\n<li>Arrange pages in advance when possible.<\/li>\n<\/ul>\n<h3 style=\"text-align: center;\">Posters<\/h3>\n<p>Posters are often used in academic and professional settings, including research presentations.<\/p>\n<ul>\n<li>They are most effective for one-on-one conversations or small-group discussions.<\/li>\n<li>They allow viewers to examine information at their own pace.<\/li>\n<li>They can combine text, images, charts, and other visual information in one display.<\/li>\n<\/ul>\n<p>For formal speeches, posters are often less effective because:<\/p>\n<ul>\n<li>They may be difficult for members of a large audience to see.<\/li>\n<li>They can be difficult to transport.<\/li>\n<li>Poorly designed posters may appear cluttered or unprofessional.<\/li>\n<li>Too much text may encourage audience members to read rather than listen.<\/li>\n<\/ul>\n<p>Avoid creating posters that appear rushed or overloaded with information. Use readable type, meaningful headings, adequate spacing, and a clear visual structure.<\/p>\n<h3 style=\"text-align: center;\">Handouts<\/h3>\n<p>Handouts can be useful when audience members need information to follow during the presentation or take with them afterward.<\/p>\n<p>Before using a handout:<\/p>\n<ul>\n<li>Determine whether it is truly necessary.<\/li>\n<li>Bring enough copies for everyone.<\/li>\n<li>Make sure the document is accessible and easy to read.<\/li>\n<li>Provide a digital version when appropriate.<\/li>\n<\/ul>\n<p>Follow these practices when distributing handouts:<\/p>\n<ul>\n<li>Do not pass handouts around while you are speaking because the activity can distract the audience.<\/li>\n<li>Distribute handouts before the speech when audience members need them to follow the presentation.<\/li>\n<li>Consider using guided notes or fill-in-the-blank prompts when you want the audience to listen for key information.<\/li>\n<li>Distribute handouts after the speech when they are intended as takeaway materials.<\/li>\n<li>When possible, place handouts on seats before the presentation or make them available as the audience leaves.<\/li>\n<\/ul>\n<h3 style=\"text-align: center;\">Accessibility Considerations<\/h3>\n<p>Alternative presentation aids should be usable by as many audience members as possible. A visual aid that cannot be seen, read, or understood by part of the audience does not fully support the presentation.<\/p>\n<ul>\n<li>Describe essential visual information aloud.<\/li>\n<li>Use large, readable lettering with strong contrast.<\/li>\n<li>Avoid relying on color alone to communicate meaning.<\/li>\n<li>Provide accessible electronic copies of handouts when possible.<\/li>\n<li>Make sure printed materials use clear headings and logical reading order.<\/li>\n<li>Position visual aids where audience members have an unobstructed view.<\/li>\n<li>Do not block your face or voice while handling an aid.<\/li>\n<\/ul>\n<h3 style=\"text-align: center;\">Choosing the Right Aid<\/h3>\n<p>The best presentation aid depends on your purpose, audience, setting, available technology, and the kind of information you need to communicate.<\/p>\n<p>Before selecting an aid, ask:<\/p>\n<ul>\n<li>Will this aid make the information easier to understand?<\/li>\n<li>Can everyone in the audience see or access it?<\/li>\n<li>Does it support the main point rather than distract from it?<\/li>\n<li>Can I use it confidently and smoothly?<\/li>\n<li>Is it appropriate for the size and layout of the room?<\/li>\n<li>Do I have a backup plan if the aid does not work as expected?<\/li>\n<\/ul>\n<h3 style=\"text-align: center;\">Final Thought<\/h3>\n<p>Regardless of the type of presentation aid you use, it should:<\/p>\n<ul>\n<li>Be easy to see, hear, access, or understand.<\/li>\n<li>Be simple, clear, and purposeful.<\/li>\n<li>Support your message rather than distract from it.<\/li>\n<li>Be easy to handle and use confidently.<\/li>\n<\/ul>\n<p>The goal is always the same: to help your audience better understand and remember your message.<\/p>\n<div class=\"textbox textbox--key\">\n<div class=\"textbox__content\">\n<h3>Licenses and Attribution<\/h3>\n<h4>CC Licensed Content, Original<\/h4>\n<p><em>Speech Communication<\/em> was created by Lana Iapicco and Marie Torres. Independently created original and AI-assisted content developed specifically for this book is licensed under a <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, except where otherwise noted.<\/p>\n<p>This educational material includes content generated or revised with the assistance of large language models. Lana Iapicco and Marie Torres reviewed, edited, and take responsibility for the final published content.<\/p>\n<h4>CC Licensed Content, Previously Shared<\/h4>\n<h5>Low-Tech Presentation Aids<\/h5>\n<p><a href=\"https:\/\/louis.pressbooks.pub\/publicspeaking\/chapter\/low-tech-presentation-aids\/\">\u201c12.5 Low-Tech Presentation Aids\u201d<\/a> by Douglas Marshall, James Yeargain, June Pulliam, Sara Kim, and Victoria VanNest, published in <em><a href=\"https:\/\/louis.pressbooks.pub\/publicspeaking\/\">It\u2019s About Them: Public Speaking in the 21st Century<\/a><\/em> by LOUIS: The Louisiana Library Network, was adapted for this section.<\/p>\n<p>The source material is licensed under a <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>. The material was revised, reorganized, condensed, updated, and supplemented with original and AI-assisted content for this edition.<\/p>\n<p>Adapted portions derived from this source, including revisions to those portions, are licensed under the <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>. Independently created portions developed specifically for <em>Speech Communication<\/em> are licensed under the book\u2019s <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, except where otherwise noted.<\/p>\n<h4>Third-Party References and Links<\/h4>\n<p>Examples of whiteboards, dry-erase boards, flipcharts, posters, handouts, presentation equipment, accessibility practices, and related presentation strategies are included for instructional purposes. Any trademarks, products, organizations, or third-party materials referenced in this section remain the property of their respective rights holders.<\/p>\n<p>Unless a separate license or public-domain status is specifically identified, third-party content may not be copied, redistributed, or adapted independently of the permissions provided by its copyright holder or applicable law.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"glossary\"><div class=\"glossary__tooltip\" id=\"219-2102\" hidden><p>Similar to whiteboards, but they allow you to save and display multiple pages.<\/p>\n<\/div><\/div>","protected":false},"author":2,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["liapicco","mtorres54"],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[],"contributor":[61,62],"license":[57],"class_list":["post-219","chapter","type-chapter","status-publish","hentry","contributor-liapicco","contributor-mtorres54","license-cc-by-nc-sa"],"part":182,"_links":{"self":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapters\/219","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":13,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapters\/219\/revisions"}],"predecessor-version":[{"id":2103,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapters\/219\/revisions\/2103"}],"part":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/parts\/182"}],"metadata":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapters\/219\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/wp\/v2\/media?parent=219"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapter-type?post=219"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/wp\/v2\/contributor?post=219"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/wp\/v2\/license?post=219"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}