Main Title

Powering PowerPoint for e3 Instruction Module 3: Powered PPT

EDG 6925 Instructional Materials DevelopmentSpring 2009

Barbara Davis &Christie Suggs

1Powering PowerPoint for e3 Instruction: Powered2What is e3 Instruction?

Effective

Efficient

Engaging

Electronic learning - Wikipedia, the free encyclopediaGary Hamel on Managing Generation Y - the Facebook Generation - Gary Hamels Management 2.0 - WSJ..\..\Articles\Finding_e3_instruction_EdTech.pdf..\..\Articles\Merrill 2008 Converting e3 learning to e3 learning.pdf

Index of /merrill/text/papersMotivation Design

2Powering PowerPoint for e3 Instruction: Powered3What is e3 Instruction?

Enervative

Endless

Empty

Main Entry: 1enervate Pronunciation: \i-nr-vt\ Function: adjective Date: 1603 : lacking physical, mental, or moral vigor

Main Entry: endless Pronunciation: \en(d)-ls\ Function: adjective Date: before 12th century 1 : being or seeming to be without end

http://www.learningplanet.com/act/mre/index.asphttp://www.learningplanet.com/act/mre/index.asp Please STOP !Im DYING HERE1empty Pronunciation: \em(p)-t\ Function: adjective Inflected Form(s): emptier; emptiest Etymology: Middle English, from Old English mettig unoccupied, from metta leisure, perhaps from - without + -metta (probably akin to mtan to have to) more at must Date: before 12th century 1 a: containing nothing b: not occupied or inhabited c: unfrequented d: not pregnant e: null 4a 2 a: lacking reality, substance, meaning, or value : hollow b: destitute of effect or force c: devoid of sense : foolish3: hungry4 a: idle b: having no purpose or result : useless5: marked by the absence of human life, activity, or comfort ..\..\Articles\First_Principles_Merrill.pdf

3 EfficientEngagingPowering PowerPoint for e3 Instruction: Powered

4

4Powering PowerPoint for e3 Instruction: Powered5

Achieving e3 Instruction using First Principles:

Activation

Demonstration

Application

Task Centered

Integration

5Powering PowerPoint for e3 Instruction: Powered6Feedbacke3

1. Was this presentation effective?3. Was this presentation engaging?2. Was this presentation efficient?e3

1. Was this presentation enervative?

3. Was this presentation endless?5. Was this presentation empty?2. Do you understand enervative? 6. Do you understand empty?4. Do you understand endless?

6Powering PowerPoint for e3 Instruction: Powered7Feedback

First Principles1. Did this presentation activate prior knowledge?2. Did this presentation demonstrate skills?3. Did this presentation apply skills?4. Did this presentation integrate skills?5. Did this presentation engage you in a task?

7How To

Open Module 3A for step-by-step instructions for creating an Powered PowerPoint Presentation. Learn how to add

Layers Hyperlinks More animation More Sound Effects

Powering PowerPoint for e3 Instruction: Powered8

8Your turn!

Open PowerPoint and practice:

Use your prior skills to Choose a template & enter textCreate a new slide & enter graphicsAdd narrationAnimation entrance, emphasis, exits

Then practice your new powering skills with layers, hyperlinks and more, much more!Powering PowerPoint for e3 Instruction: Powered9After practice you are ready for Module 4 e3 PowerPoint

9Known Principles of Multimedia Instruction

1. Use words and graphics rather than words alone. Look for: Graphics and text are used to present instructional content. Graphics are relevant rather than decorative. Representative graphics are used to illustrate concrete facts, concepts, and their parts. Animation is used to illustrate processes, procedures, and principles. Organizational graphics are used to show relationships among ideas or lesson topics. Interpretative illustrations such as graphs are used to show relationships among ideas or lesson topics. Graphics are used as a lesson interface for case studies. 2. Place corresponding words and graphics near each other. Look for: Screens that place explanatory text adjacent to the graphic they describe. Feedback that appears on the same screen as the question Procedural directions that appear on the same screen in which the steps are to be applied in an exercise. Linked information that does not cover related information on the primary screen. Use of techniques such as pop-up text and reduced graphics that support integration of text and graphics. 3. Present words as audio narration rather than on screen text. Look for: Use of audio narration to explain onscreen graphics or animations. Use of text for information that learners will need as reference, such as directions to practice exercises. 4. Presenting words in both text and audio narration can hurt learning. Look for: Graphics are described by words presented in the form of audio narration, not by narration and redundant text. Onscreen text can be narrated when the screens do not include graphics. When language is challenging, onscreen text is narrated. 5. Adding interesting material can hurt learning. Look for: Lessons that DO NOT include extraneous sounds in the form of background music or unrelated environmental sounds. Lessons that DO NOT use graphics and video clips that are related but not essential to the knowledge and skills to be learned. Lessons that present content in lean text or narration that presents the main points.