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1 – 10 of over 3000Mark Hofer, Robb Ponton and Kathleen Swan
Microsoft PowerPoint is a powerful, yet often underutilized, orchestration tool for learning. While its most common use may be no more powerful or effective than an overhead…
Abstract
Microsoft PowerPoint is a powerful, yet often underutilized, orchestration tool for learning. While its most common use may be no more powerful or effective than an overhead projector, the multimedia capabilities of the software open up powerful means to connect with diverse learners in the classroom. In this piece, we explore how PowerPoint can be used in ways that connect with Universal Design for Learning principles and make teacher and student presentations more engaging and effective. We offer several concrete examples of “thinking outside the slide” to leverage the unique potential of PowerPoint in the classroom.
Jacqueline Courtney Klentzin, Emily Bounds Paladino, Bruce Johnston and Christopher Devine
This paper aims to provide an examination of the scholarly literature regarding both the pedagogical and practical aspects of PowerPoint.
Abstract
Purpose
This paper aims to provide an examination of the scholarly literature regarding both the pedagogical and practical aspects of PowerPoint.
Design/methodology/approach
The researchers used a post‐test experimental design to determine the effectiveness of a Pecha Kucha presentation when compared to a traditional, untimed PowerPoint‐enhanced lecture.
Findings
The results of this literature review and subsequent experimental study suggest that Pecha Kucha can be an effective instructional technique that should be considered for inclusion in the university classroom.
Originality/value
Provides an examination of the pedagogical and practical aspects of PowerPoint.
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During the 12 years that I have specialized as a trainer in presentation skills, I have witnessed the erosion of the most powerful presentation tools i.e. presence and passion…
Abstract
Purpose
During the 12 years that I have specialized as a trainer in presentation skills, I have witnessed the erosion of the most powerful presentation tools i.e. presence and passion. PowerPoint has become the dullard's crutch, giving some the illusion that they are adequate presenters.
Design/methodology/approach
The article illustrates that PowerPoint is most often used inappropriately. This is an observation based on the author's experience of thousands of presentations made by individuals from a wide range of organizations in the public and private sectors. The paper suggests the best ways to use PowerPoint and suggests alternatives. It also indicates the most important considerations a presenter should have when designing a presentation.
Findings
From my experience and observations it is clear that speakers who seek to enthuse and entertain are those who gain the best results. Regrettably, continual use of PowerPoint rarely has this impact.
Practical implications
Speakers need to relegate PowerPoint to a subordinate role when planning their presentations. They may find it a useful tool for illustrations and to reinforce a bold fact or statistic, but the author's advice is to avoid bullet points and consider more inventive ways to make key points, e.g. props, stories, demonstrations and, especially, audience involvement.
Originality/value
The article is invaluable to all who are required to communicate via presentations. It is a wake‐up call to ask them to consider their reliance on PowerPoint and alternatives that may help them to be more effective. The article confronts the commonly held belief by the majority of employees and teachers, that PowerPoint is a sine qua non during the delivery of information to groups.
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This chapter presents findings from a qualitative study focused on the strategies that two marginalized seventh graders used as they completed an Internet inquiry project about…
Abstract
Purpose
This chapter presents findings from a qualitative study focused on the strategies that two marginalized seventh graders used as they completed an Internet inquiry project about survival.
Methodology/approach
The participants spent time over a four-week period in three phases – selecting a topic, locating information, and presenting information. Participants completed journals and participated in interviews. The participants’ online searches and how they organized their presentations were recorded. The researcher took field notes. These four data sources were used to determine subcategories in each phase to document the strategies they employed as they completed the project.
Findings
Participants used phrases and questions as they decided on key words to locate information. The majority of the sites they visited ended in the .com domain. They used different web browsers and spent varied amounts of time reading websites once they decided on key words and selected sites. Each participant approached the project uniquely and met the requirements to complete it.
Research implications
This study suggests that students in self-contained resource classes engage with online content in sophisticated ways but that they still need support from teachers to optimize their learning.
Originality/value
Studies like this add to a body of research offering thick descriptions of teachers and students work together. In addition, this chapter derives value from the fact that it was conducted by a classroom teacher and therefore offers a unique perspective on the classroom as a learning environment as well as a site of inquiry.
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Within the last few years, a couple of presentation systems have been developed for assisting higher education. This article aims to provides an overview of available systems and…
Abstract
Purpose
Within the last few years, a couple of presentation systems have been developed for assisting higher education. This article aims to provides an overview of available systems and highlight differences regarding their individual intention and technical approaches.
Design/methodology/approach
The article consists of a comprehensive system and literature review and provides a taxonomy. Famous systems are categorized and discussed including their individual approaches.
Findings
The advantages and disadvantages of different approaches are presented. The discussion provides readers also with information relevant for rating systems according their personal needs.
Research limitations/implications
The categorization for presentation systems can be extended and applied for the categorization of audience response systems.
Practical implications
A source of information that assists users while they choose an appropriate existing presentation system and developers while they design new ones.
Originality/value
This article presents a workflow‐oriented taxonomy for educational presentation systems which is used to analyze several systems. In addition, the different underlying conceptual and technical approaches of different systems are discussed in this work. The provided information is useful for users and developers of such systems.
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Michelle Eichelberger and Bonnie Imler
The purpose of this paper is to examine the technology confidence, skills, and post-skills-test emotions in traditional (younger than 24 years old) and non-traditional (24 and…
Abstract
Purpose
The purpose of this paper is to examine the technology confidence, skills, and post-skills-test emotions in traditional (younger than 24 years old) and non-traditional (24 and older) first-year college students at three undergraduate campuses in the Northeastern USA.
Design/methodology/approach
Totally, 39 college freshmen from three college campuses were recruited for the study. An online test environment and screen recording software were used to measure student proficiency in using PDFs, Microsoft Word, Microsoft PowerPoint, Microsoft Excel, Gmail, and Windows. Data were collected in September 2013.
Findings
The majority of the students struggled with at least one facet of academic software. Traditional students were more confident than non-traditional students in their technology skills, but they did not score any higher on the skills test. Students who placed at the high end and low end of the test results curve most accurately assessed their technology skills, and their post-test feelings were the most appropriate in light of their test results. A large percentage of the traditional aged students were overconfident about their skills and self-identified as “happy” or “wonderful” even after performing poorly on the test.
Originality/value
Having concrete data about student technology skills, rather than anecdotal data from Reference Desk interactions, can help librarians design improved instruction and tutorials that target areas of student technology weakness. In addition, there have been no studies that examine student immediate emotional response to test performance in this type of testing environment.
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Jodi Kearns and Brian C. O’Connor
The purpose of this paper is to consider the structure of entertainment media as a possible foundation for measuring aspects of visual presentations that could enhance or…
Abstract
Purpose
The purpose of this paper is to consider the structure of entertainment media as a possible foundation for measuring aspects of visual presentations that could enhance or interfere with audience engagement.
Design/methodology/approach
Factors that might account for the large number of negative comments about visual presentations are identified and a method of calculating entropy measurements for form attributes of presentations is introduced.
Findings
Entropy calculations provide a numerical measure of structural elements that account for engagement or distraction. A set of peer evaluations of educational presentations is used to calibrate a distraction factor algorithm.
Research limitations/implications
Distraction as a consequence of document structure might enable engineering of a balance between document structure and content in document formats not yet explored by mechanical entropy calculations.
Practical implications
Mathematical calculations of structural elements (form attributes) support what multimedia presentation viewers have been observing for years (documented in numerous journals and newspapers from education to business to military fields): engineering PowerPoint presentations necessarily involves attention to engagement vs distraction in the audience.
Originality/value
Exploring aspects of document structures has been demonstrated to calibrate viewer perceptions to calculated measurements in moving image documents, and now in images and multimedia presentation documents extending Claude Shannon's early work communication channels and James Watt and Robert Krull's work on television programming.
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Eric Knight and Sotirios Paroutis
Visuals are a crucial part of strategizing, whether it be through the use of body gesture, the crafting of strategy presentations, or the use of new media technologies from…
Abstract
Visuals are a crucial part of strategizing, whether it be through the use of body gesture, the crafting of strategy presentations, or the use of new media technologies from videoconferencing through to data visualization. Yet studying these aspects of the strategy process is methodologically challenging and requires careful attention to how the data is collected and what questions the data analysis can address. In this chapter, we lay out choices for scholars and the opportunities these afford to new and promising agendas in strategy and management research.
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