Effective PowerPoint Presentations: Instructional Design Strategies

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					      Effective PowerPoint
         Presentations:
      Instructional Design
           Strategies

 Anna Story, RN, MS, MSN
Online Instructional Designer
What is Instructional Design? ( ID)
   "the systematic development of
    instructional specifications using learning
    and instructional theory to ensure the
    quality of instruction."

Seels, B. and Glasgow,Z. (1990).
Nursing Process and ID : Different?
Subjective           Assess Needs
Objective            Analyze Learners
Assessment           Create Objectives
Plan                 Develop Materials
Intervention         Implement
Evaluation           Evaluate
                     Revise
              The Keys in PPT:


   Educational Objectives Always Drive the
    Technology Not Vice Versa.
   PPT should supplement not replace lecture
    while in-class.
                  In Class?
   Designing to use a PPT in-class may be
    different from one put on the Web.

   Brief notes and bullets
   Talking Points
                      Online
   determine why.

   Study guide? Include blanks?

   Could make speaker notes available if online.

   If save the PPT presentation as an html, save for
    Netscape and Internet Explorer.

   Can also save as a PPT and post online, but.
    Student must have the viewer
    Benefits of Using PPT (Cleland,
                 2001)
   Multimedia: Animation, video and sound

   Links to the WWW: Simple access to other resources.

   Editing: Can easily update

   Distribution: Printing or exporting to WWW

   Cost: Low cost, assuming projection facilities are available

   Non-linear: Have capability of breaking away from linear
    presentation of materials to non-linear organization models.
                     Disadvantages
   Lack of interactivity: Teacher no longer interacts with the media.
    Promotes passive learning.

   Resolution: Best resolution is 1024 X 768 but 35 mm slides are 4000 X
    3000.

   Brightness: Room lights must be dimmed which promotes sleeping
    and reduced interaction

   Pacing: PPT slides can be displayed very quickly, leaves illusion that
    the pace is too quick.

   Distractions: Some get too carried away with bells and whistles and
    forget the educational objectives of the presentation.

   Linear straight jacket: Although have the ability to do non-linear
    presentation, can get locked into linear mind-set.
           Twelve Tips for Effective PPT
                  Presentations
1.   Develop a visual story board or representation for your
     presentation, keep it in front of you throughout
     development.

2.   Use sound and video only for educational purposes.

3.    Look for relevant ways to provide learning cues, such
      as color and icons.
        Use the same color when discussing the same topic.
        Use icons that represent a topic or step.
              Serif or San Serif?
4. Pre-select a standard sans-serif font for clarity and
     readability

Serif is the little tail added at the end of letters, for
     example in Times New Roman.

This is Times New Roman. See the little tails?

Sans serif means without the tails, Arial.

This is Arial. Notice the plain block type lettering.
5. Consider the size of the room when choosing
  font size.

> 200 seats = Headings: 42 point; Main text: 36
  point

< 200 seats = Headings: 36 point; Main text: 28
  point

< 50 seats = Headings: 32 point; Main text: 24
  point
6.For maximum effect choose predominantly
  lower case letters.

7. Preview the effect of your chosen colors:

     Have no more than 4 regions of color

     Be consistent with your colors
8. Consider the cultural significance of color

    Text color should complement and be
    distinguishable from background color

   If you grade colors (light to dark) the
    intensity should increase as you move to
    the bottom of the frame.
9. Consider the psychological effect of color.
     Bright colors project energy.
     Pastels are more delicate than bright colors.
     Reds, oranges are "hot".
     Blues, greens are "cool".
10.When choosing build (movement within a
  slide) and transition (movement between
  slides) effects, consider effect on audience
  learning.
 1 sec. Transition between slides.
11. Choose pictures and clip art that enhance your
  presentation message.

12.Know what version of PPT is on the machine
  where you will be doing the presentation.

     Always have a back-up: transparencies, handouts,
      web-site

     Practice.
              Audio and Video
   Carefully consider when you would want to
    insert audio and video. Make sure the files
    enhance the content of the presentation, rather
    than simply provide glitz.

   Here is a handout on how to insert audio and
    video.
   You will need to have Acrobat Reader on your
    machine. Click this button to go to Adobe:
         Narrating a Presentation
   Consider when you would want to narrate a
    slide show.

       Sight impaired audience

       Literacy concerns

       Automated presentation

       Here is a handout on how to narrate a PPT
        presentation. This is a Word file.
    Enhance Learning in Class with
               PPT
   Fill-in-the-blank: Provide print-outs or have them bring
    print-out to class if online.

   Don’t provide every little detail in the presentation-
    require that students actively listen, take notes.

   Mix other activities in with PPT.

       Emphasize points on a "real" Blackboard.
       Switch to the virtual Blackboard (the online course management
        system).
       Small groups to discuss a point written on a PPT slide.
       Can ask questions and list answers in PPT
                  Other Sources

   http://www.uwlax.edu/itlc/PPT/intermed/sld001.htm

   http://www.irvingisd.net/technology/powerpoint/Default.
    htm

   Cleland, C. (Fall, 2001). Why I dislike PowerPoint.
    Biology Newsletter. p.3.

   Holzl, J. (1997). Twelve tips for effective PowerPoint
    presentations for the technologically challenged. Medical
    Teacher, 19 (3): 175-179.

				
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