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Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
Effective use of PowerPoint in Higher Education
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Effective use of PowerPoint in Higher Education

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Effective use of PowerPoint in Higher Education - a presentation given at the Learning Development conference at City University London

Effective use of PowerPoint in Higher Education - a presentation given at the Learning Development conference at City University London

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  • http://inventors.about.com/library/inventors/bl_wright_brothers.htm
  • http://www.flickr.com/photos/armandolobos/3145553685/sizes/o/
  • http://en.wikipedia.org/wiki/File:Eniac.jpg
  • http://www.flickr.com/photos/armandolobos/3145553685/sizes/o/
  • http://en.wikipedia.org/wiki/File:1876_Bell_Speaking_into_Telephone.jpg
  • http://www.flickr.com/photos/alex_91/2267265083/
  • http://www.flickr.com/photos/danzen/105653270/sizes/o/
  • http://en.wikipedia.org/wiki/File:OHP-sch.JPG
  • http://upload.wikimedia.org/wikipedia/en/3/32/PPT1.png
  • The LearnHigher Centre for Excellence in Teaching and Learning (CETL) is a partnership of 16 Universities, led by Liverpool Hope University, committed to improving student learning through providing excellent resources to support students' learning development, and through practice-led research to inform the effective use of those resources. Our resources include 20 Learning Areas are freely available to all under the creative writing licence.
  • Image source: http://www.flickr.com/photos/erikvanhannen/2143007559/
  • Why PowerPoint:We focus on PowerPoint specifically as its use is prevalent within higher education. Students not only view PowerPoint presentations daily but are also asked to use it within their presentations (Blokzikl&Naeff, 2004; Mackiewicz, 2008).  
  • especially as most students in college and high school experienced interactive white boardsand can feel frustrated and bored when lectures opt to only use whiteboards or overhead projectors. In some cases, even the teaching abilities and general knowledge of the lecturer can be undermined (Holliday, 2000).
  • Research Studies that have found a variety of influences on students after they attended PowerPoint mediated lectures. A number of studies discussed showed that PowerPoint can have positive effect or no effects on university students’ academic achievements. Similarly, there are many studies that have investigated attitude changes in students, most finding that PowerPoint helps increase positive attitudes to academic work.  For example Susskind (2008) carried out a further study investigating both variables in the same student population. It was found that the use of PowerPoint by lecturers had a strong positive influence on the students’ attitudes and self-efficacy. When PowerPoint was used students perceived the presentations as more organized, interesting and motivating and they had higher academic self-efficacy when attending PowerPoint lectures. However, when tested for knowledge of course content, the same students did not perform better on the final exams compared to their performance in exams following non-PowerPoint (i.e. using overhead projector) lectures.  Whilst a different finding come from Blokzijl and Andeweg (2005). They placed students into one of three groups, before evaluating their performance on the material they had learnt. One group attended a lecture where no PowerPoint was used; the other two groups attended a lecture with PowerPoint support. The group of students that was abstained from PowerPoint support scored significantly lower on the subsequent knowledge test and the authors were keen to point out that in a regular school testing program this could have made the difference between a pass and a fail. Images: http://www.flickr.com/photos/ubookworm/19317922/
  • Negative Edward Tufte (2003), one of the leading figures in analytical designing, heavily criticises PowerPoint for what he calls mundane and machine like production of similar looking bullet pointed slides. Based on the analysis of several thousand slides (including those of NASA and the American Government) and five case studies, Tufte (2003) condemns the cognitive style of PowerPoint as limited and unintelligent.  Yet, Tufte (2003) keeps his greatest criticism for the ‘bullet points’ produces by the program and even compares the hierarchy use of bullet points to computer programming. He believes the narration of any given idea is lost when generic heading or subheading are used. Tufte’s (2003: p.22) key argument is that “PP (PowerPoint) has a distinctive, definite, well-enforced and widely-practised cognitive style that is contrary to serious thinking. PP actively facilitates the making of lightweight presentations”.
  • AlsoJohn Sweller, a professor at the New South Wales University and the developer of the cognitive load theory was quoted TO HAVE SAID: “The use of the PowerPoint presentation has been a disaster...It should be ditched.”Further analysis of both the article by Patty (2007) and Prof. Sweller’s (2002) paper on “Visualization and Instructional Design” (on which the above quote was based on) revealed that in fact the criticism was of PowerPoint usage and not the software itself. In particular he criticised the use of too much text which when combined with the oral presentation can cause cognitive overload.
  • In the Keynote speech on Monday, Prof Ray Land pointed to some of the student responses in to his research; he found some of the students saying: if we are going to be 21st century students, then we need 21st century academics to lead as there. I am almost certain now, that the EFFECTIVE use of PowerPoint is a great step an academic can take in order to in richen the experience of their students. As some of you may have noticed – there is a major hype on the use of web 2.0 technology as a teaching enhancing tool which has followed other hypes of other technologies. BUT in the midst of the different waves of hypes everyone seems to have missed PowerPoint. A central technology in the communication between students and teachers. HE is not like schools, the most contact between the teacher and student will be in class time. In fact in our CITYSPACE survey we found that students and teachers do not want technologies to DECREASE CONTACT TIME. This means that this time needs to be fostered and enriched so the student leaves the class satisfied and inspired. One way to do this is to use PowerPoint effectively.
  • Correct use of fonts meansclarity
  • Photo: http://www.flickr.com/photos/bridgman/51890093/
  • Transcript

    • 1. Effective Use of<br />PowerPoint In UK HEs<br />
    • 2. 1911<br />
    • 3. 2009<br />
    • 4. 1946<br />
    • 5. 2009<br />
    • 6. 1875<br />
    • 7. 2009<br />2009<br />
    • 8. 1960<br />
    • 9. 2009<br />
    • 10. 1980<br />
    • 11. 2009<br />
    • 12. Why learn NLP?<br />And PowerPoint...<br />Slide Example<br />Learn how to learn faster, more enjoyably and better<br />Learn how behaviour is created, changed and maintained<br />Perform at your peak more often<br />Understand how to communicate more efficiently <br />Realise the secrets of how to feel confident, motivated and energised in an instant<br />Attain valuable skills of thinking more usefully<br />Excel in more ways than you can ever imagine<br />Succeed more often and with greater ease<br />1999ish<br />12<br />
    • 13. Why learn NLP?<br />Slide Example<br />Learn how to learn faster, more enjoyably and better<br />Learn how behaviour is created, changed and maintained<br />Perform at your peak more often<br />Understand how to communicate more efficiently <br />Realise the secrets of how to feel confident, motivated and energised in an instant<br />Attain valuable skills of thinking more usefully<br />Excel in more ways than you can ever imagine<br />Succeed more often and with greater ease<br />2009<br />13<br />Voices PVE Solutions<br />
    • 14. Why learn NLP?<br />Why learn NLP?<br />Learn how to learn faster, more enjoyably and better<br />Learn how behaviour is created, changed and maintained<br />Perform at your peak more often<br />Understand how to communicate more efficiently <br />Realise the secrets of how to feel confident, motivated and energised in an instant<br />Attain valuable skills of thinking more usefully<br />Excel in more ways than you can ever imagine<br />Succeed more often and with greater ease<br /><ul><li>Learn how to learn faster, more enjoyably and better
    • 15. Learn how behaviour is created, changed and maintained
    • 16. Perform at your peak more often
    • 17. Understand how to communicate more efficiently
    • 18. Realise the secrets of how to feel confident, motivated and energised in an instant
    • 19. Attain valuable skills of thinking more usefully
    • 20. Excel in more ways than you can ever imagine
    • 21. Succeed more often and with greater ease</li></ul>2009<br />1999<br />14<br />Voices PVE Solutions<br />
    • 22. Year?<br />2009<br />
    • 23. Background<br />
    • 24. Purpose of <br />Literature Review<br />
    • 25. Why PowerPoint?<br />‘PowerPoint has <br />become <br />almost essential<br /> to presentations’<br />PowerPoint has become almost essential to presentations (Altman, 2007).<br />ALTMAN, 2007<br />
    • 26. For All<br />PowerPoint provides structure to the presentation, enhancing lecture abilities to order and pace lectures and to present clear summaries (Susskind, 2008)<br />
    • 27. Research<br />Blokziil&amp;Andeweg (2005)<br />The group of students that was abstained from PowerPoint support scored significantly lower on the subsequent knowledge test<br />Found that the use of PowerPoint by lecturers had a strong positive influence on the students’ attitudes and self-efficacy. <br />However, when tested for knowledge of course content, the same students did not perform better on the final exams<br />Susskind (2008)<br />
    • 28. Criticism<br />Edward Tufte <br />“PP (PowerPoint) has a distinctive, definite, well-enforced and widely- practiced cognitive style that is contrary to serious thinking. PP actively facilitates the making of lightweight presentations”.<br />
    • 29. John Sweller<br />“The use of the PowerPoint presentation has been a disaster<br />...It should be ditched.”<br />
    • 30. My Purpose Since<br />
    • 31. Good Use vs. Bad Use <br />
    • 32. Too Much Text<br />
    • 33. Student survey<br />Example<br />SOURCE: Jo Mackiewics (2008)<br />Students recognized that slides filled with text are problematic.<br />In aswering the question: What if anything do you dislike about the way other people design PowerPoint presentations?<br />27.3 % (44 in the sample) specifically mentioned the use of “too much text”, “too many lines” and “too many words”.<br />Students also noted that text filled slides lead presenters to read the slides rather than to speak conventionally. <br />For example, one student wrote, “I think the biggest mistake is relying on the ppt slides too much. You should know the info (presentation) and just use the slides to help the audience”<br />
    • 34. 27% of students disliked the use of:“too much text” “too many lines” “too many words”<br />SOURCE: Jo Mackiewics (2008)<br />44 student sample<br />
    • 35. Correct use of fonts<br />Create sufficient contrast between the font and backgroundcolour<br />Use readable fonts <br />Use large font size<br />Make use of two different font types<br />Avoid the use of ALL Capitals<br />
    • 36. Example<br />&quot;Education is our passport to the future, for tomorrow belongs to the people who prepare for it today.&quot;<br />MALCOM X<br />
    • 37. Sufficient contrast<br />Readable<br />&quot;Education is our passport to the future, for tomorrow belongs to the people who prepare for it today&quot;<br />MALCOM X<br />Large fonts<br />Avoided All Capitals<br />
    • 38. <ul><li>Purpose of
    • 39. Use sparingly
    • 40. Reveal all points at once
    • 41. Use fading technique</li></ul>Bullet points<br />
    • 42. How confident are you in<br />Using your voice (clarity and volume)?<br />Using body language (gestures, facial expression)?<br />Timing (speed, detail, length)?<br />Responding to audience (eye contact, changing pace given cues)?<br />Dealing with nerves?<br />This is a real life exampleAnd there are 15 other slides that look exactly the same<br />Example<br />You the presenter<br />
    • 43. How confident are you in:<br />Using your voiceClarity &amp; Volume<br />Building rapport Eye contact &amp; changing to cues<br />Dealing with nerves Before &amp; during<br />Using body languageGestures &amp; facial expression<br />
    • 44. PowerPoint &amp; Other Technologies<br />
    • 45. Resources<br />

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