Opposites; Experience; Focus

Working on my first research poster for upcoming poster session. This is an interesting quandary for me, because since it's a part of my thesis and the section I've spent the most time on, the most work articulating, and the most work researching (to date), I'm prepared in the content department. I should clarify that and say that I feel more prepared currently than I have ever been before a presentation of any kind. in content. Then again, every other research presentation I've given has followed one of two formats: outline/reading text given orally with accompanying powerpoint slide show, or the same substituting some portion with a relevant performance element.

I didn't even know what a poster session was until I was asked recently to participate in one (in response to multiple submissions of the same topic). If I was to break down my conceptualization of a research presentation into the "need to know" basics, I'd say these included content, outline, supplementary materials, and timing. You stand up and talk for 20 minutes, with or without sound/video files or live performances. From what I understand, these elements in a poster session break down somewhat differently into content, design, print-out, and bullet-point discussion.

Every presentation of research will focus on content--that's the point--but it will be tailored to fit the audience, circumstance, and format of delivery. Talking uninterrupted for a period requires different level of verbiage and organization than an aurally-supplemented visual layout will. Also, the complete paper presentation is the actual presentation. All visual elements are really supplementary, thus dependent upon the aural element, and this format is the complete opposite. I will admit that that's the part most intimidating for me. Also, in this format, the complete version is printed, mounted, and static on a poster; what you say elaborates what's (theoretically) already present. This part really blows my mind. It all has to be there, and you just fill in the gaps. It is also suggested that you avoid text in favor of graphics (in this case, meaning raw data, e.g. charts, graphs, etc.) Avoid text??? wow... not saying it's not a good exercise/skill to have, but just: wow.

I'm a little better with the bullet-point, or as my teacher says, "talking points." They can come up at any time in the conversation, as in the order doesn't matter, but you lead the topics around to discussing what you know you want covered. I have watched both him and my advisor do this for years in the most eloquent examples of both classroom discussions and in radio programs. I'm kind of enjoying coming up with this part, except that I don't really know what to expect. It's provided me a lot to think about, certainly, and I think on the whole I find it positive (intriguing), rather than negative (stressful). That's a big deal for me, compared with my first experience presenting a research project which was, again, the opposite.

I'm fascinated by this experience, but have reached a place of standstill--hence the blog post to loosen up, but now back to the grindstone, despite the perfectness of the day... I'm sure there will be more to report as things develop.