Your examples

Your guidelines

Proximity

Alignment

Repetition

Contrast

Four basic principles

Your task…

Write a pupil workbook to accompany the game. (10%)

This should include follow-up learning activities for pupils based on the game. It would typically include screenshots of the game, or re-use characters and settings, and make clear links between the game, the story on which it is based and the learning objectives covered (c 400 words).

This also should be completed in draft by 25th March.

For now… make a start on the front cover.

http://studentzone.roehampton.ac.uk/softwaresupport/classes/index.html

Fully justified /centred / left justified text - which is easiest to read?

Line length – does it affect readability?

Does line-spacing matter?

Fonts Readability tests?

Readability issues

Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint. Almost no gains in student learning have been found from using presentation software per se; representing knowledge in slide format often distorts meaning; and the use of presentation technology has resulted in poor pedagogical practices.This workshop aims to acquaint participants with the disquieting nature of current research outcomes into the use of presentation software in higher education; to invite them to reflect on their own practice; and to consider some ideas for ‘good practice’ in the use of presentation technology.

Universities have made significant investments in presentation technology

and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However,

despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software

are more effective than those taught using more traditional audio-visual technology. Indeed, the research

literature identifies several disquieting concerns about the use of PowerPoint.

Almost no gains in student learning have been found from using presentation

software per se; representing knowledge in slide format often distorts meaning; and the use of presentation technology

has resulted in poor pedagogical practices.

This workshop aims to acquaint participants with the disquieting nature of current research outcomes into the use of

presentation software in higher education; to invite them to reflect on

their own practice; and to consider some ideas for ‘good practice’ in the use of

presentation technology.

Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint. Almost no gains in student learning have been found from using presentation software per se; representing knowledge in slide format often distorts meaning; and the use of presentation technology has resulted in poor pedagogical practices.This workshop aims to acquaint participants with the disquieting nature of current research outcomes into the use of presentation software in higher education; to invite them to reflect on their own practice; and to consider some ideas for ‘good practice’ in the use of presentation technology.

Left justified Centred Fully justified

Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint.

Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint.

Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint.

Which is most comfortable to read?

Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint.

Which is most comfortable to read?

Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint.

Universities have made significant

investments in presentation

technology and more tutors than ever

are using PowerPoint in the

preparation and delivery of their

lectures. However, despite this

investment there is little evidence to

confirm that lectures taught using

slide-based presentation software are

more effective than those taught using

more traditional audio-visual

technology. Indeed, the research

literature identifies several disquieting

concerns about the use of

PowerPoint.

Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint.

Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint. Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint.

Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint.

Which would work where?

FKRA = (0.39 x ASL) + (11.8 x ASW) - 10.59