Sometimes Powerpoint presentations put the audience to sleep. If we are conference organizers or meeting designers, we may think that the way to avoid this is to urge presenters to be more fun and engaging. But it's hard to teach old dogs new tricks.
Instead, control what you can, and that is the context in which they speak. Make that a learning context. Merely ask the presenter to speak for a set length of time, preferably shorter than they are used to. Then use the time gained for learning processes that the meeting facilitator will introduce. Like these six things:
1. Before the presentation: "After Joe Smith's presentation, I'll give you all a chance to speak to a stranger next to you about what you got out of his presentation." (This perks up people and makes them pay attention, because they know they must say something intelligent afterwards.)
2. After the presentation: "Thanks, Joe. Before we do Q and A, I'd like to give you a chance to think about Joe's presentation. Would you please write down two things you found useful in his presentation, so you can tell another person later? So, two minutes of silence while you all think. I'll let you know when the time is up. Go ahead!" (This gives the introverts some space to think before they speak, while extroverts get to prioritize the many things they can say.)
3. (Two minutes later): "Thank you. Now, please, in a second, please turn to someone you don't know on the row behind you or in front of you and tell each other the things you wrote and talk about them. Pair up, and if anyone is left out next to you, include them. We'll do this for five minutes. Go ahead!" (Everyone digests the presentation in their own terms and are encouraged to be constructive and just ignore stuff they could not use, instead of spending valuable time criticizing, as well-educated delegates often do.)
4. (Five minutes later): "Thank you. Now, I'd like to hear from a couple of you what you found useful or important in the presentation. After that we'll take your questions and disagreements." (This gives the participants a chance to share what inspired them and hence inspire each other; some knowledge sharing laterally in the room, because everyone heard the presenter differently and can contribute to the others' understanding, if they are gently led to focus on constructive matters.)
5. (After 3-7 such comments): "Now, let's hear some of your questions, comments and disagreements." (The facilitator stays up front and sends the questions to the presenter. This allows the facilitator to control the flow of questions, for example: ensure no one dominates the floor (by passing them over), politely deflect irrelevant questions, summarize long questions, help the presenter keep his/her answers brief, and finish on time, even if there are more questions.)
6. If the presenter has agreed to stick around for ten minutes in the hall, the facilitator can refer cumbersome or irrelevant questions to the break, as well as invite others to join in. The presenter's 5% fans will find it easier to approach him/her if such an invitation is issued, and presenters love it. The facilitator can encourage some networking around a popular presenter: "While you are waiting to speak to our presenter, why not meet some of the other folks waiting in line; they'll share your interest in his work."
Processes such as these encourage the participants to be active learners and help them make the important match between the input provided and their own experience. Talking to strangers means everyone makes an effort to be perceptive and reflective, because people want to look good in the eyes of strangers; and writing and speaking your new-gained insights is good for retention and later application. The whole thing takes only 8-10 minutes more than usual, and that time can be taken from the presentation or from better managing otherwise excessive or meandering Q and A-time.
Such learning processes are elaborated in a book I wrote with my colleague after a research and intervention project we did in Denmark a few years ago: Steen Elsborg and Ib Ravn: "Learning Meetings and Conferences in Practice" (Copenhagen: People's Press, 2007, 89 pages). Get it from me: ravn alpha-thingy dpu.dk.