This template can be used as a starter file for presenting training materials in a group setting.SectionsRight-click on a slide to add sections. Sections can help to organize your slides or facilitate collaboration between multiple authors.NotesUse the Notes section for delivery notes or to provide additional details for the audience. View these notes in Presentation View during your presentation. Keep in mind the font size (important for accessibility, visibility, videotaping, and online production)Coordinated colors Pay particular attention to the graphs, charts, and text boxes.Consider that attendees will print in black and white or grayscale. Run a test print to make sure your colors work when printed in pure black and white and grayscale.Graphics, tables, and graphsKeep it simple: If possible, use consistent, non-distracting styles and colors.Label all graphs and tables.
Give a brief overview of the presentation. Describe the major focus of the presentation and why it is important.Introduce each of the major topics.To provide a road map for the audience, you can repeat this Overview slide throughout the presentation, highlighting the particular topic you will discuss next.
This is another option for an Overview slides using transitions.
This is another option for an Overview slide.
Use a section header for each of the topics, so there is a clear transition to the audience.
Add slides to each topic section as necessary, including slides with tables, graphs, and images. See next section for sampletable, graph, image, and video layouts.
Keep it brief. Make your text as brief as possible to maintain a larger font size.
Add a case study or class simulation to encourage discussion and apply lessons.
Discuss outcomes of the case study or class simulation.Cover best practices.
Summarize presentation content by restating the important points from the lessons.What do you want the audience to remember when they leave your presentation?Save your presentation to a video for easy distribution (To create a video, click the File tab, and then click Share. Under File Types, click Create a Video.)
INSTRUCTIONAL BLOGS AND GAMES Done by: Ahlam Alabri 90258 weblog Shamsa Almuqbali 92099Computer gamesquestions
By the end of this session, the student will be able to:• educational weblogs• educational games• their educational basis and future.
*Definition:A weblog is a website thatallows an author(s) topublish instantly to theInternet
*Educational Advantages ofWeblogs in School:*Engages students to think in words*Promotes creative and criticalthinking*Promotes creative and intuitivethinking*Increased access to qualityinformation*Supports reflection and socialinteraction
*Easy to use*Easy to update*Access*Easy to integrate into other sites*Everyday People*Mobile*News Programs*Special Topics*Cost*Audio/Visual Supports
*Review blogger backgroundinformation*Check blogger reputation at:Technorati.com*Reflect on blogger’s“personal agenda” orintentions*Develop your own standardsfor blog sources
• Describe or introduce yourself to learning community• Reflect on teaching and learning experiences• Post prompts for writing• Post responses to assignments• Publish photos and comments on class activities• Provide online readings for students• Share ideas for teaching and student activities• Communicate with parents and other teachers
Computer Games:• includes games which display only or which use other methods, such as sound or vibration, as their primary feedback device on computers• *In common usage, a "computer game" or a "PC game" refers to a game that is played on a personal computer.
• a computer-controlled game where a video display such as a monitor or television is the primary feedback device.• "Video game" (or "videogame") has evolved into a catchall phrase that encompasses the aforementioned along with any game made for any other device, including, but not limited to, mobile phones, PDAs, advanced calculators, etc.
There always must also be some sortof input device, usually in the form ofbutton/joystick combinations, akeyboard and mouse/trackballcombination (computer games), or acontroller (console games), or acombination of any of the above.
• *Usually there are rules and goals, but in more open-ended games the player may be free to do whatever they like within the confines of the virtual universe.• *Computer games provide more: 1. multimedia 2. Choices 3. motivation for user 4. time for use 5. access
• *video games are designed around a research- supported theory of learning in cognitive science, the science that studies human thinking and learning and can engage deep learning.• *specific types of knowledge and practice are exchanged between the player and the game’s characters.• *to succeed, the player must learn constantly from the game characters and use that knowledge to master the situations in the game.
• instructional video games are long and complex.• *require a basis in learning theory in order to keep players engaged and making progress in a way that will keep them involved.• *to advance, players acquire what they need to master the information and apply the knowledge to demonstrate wisdom at the correct times during the game.• *this requires higher order thinking skills for the users to demonstrate to win.
• Games have an important role to play in learning, from childhood through adulthood.• *One of the fastest growing populations of gamers today is the “over 50″ group.• The sociotechnical framework of computer games provides a rich environment that can be adapted to problem-based learning.• *Games are becoming an acceptable learning option for many educational institutions.
Webquests are an alternative type of instructionalgames using the web to construct and process thegame.Bernie Dodge coined the term and constructionof webquests.“Some Thoughts About Webquests” by Bernie Dodge at:http://webquest.sdsu.edu/about_webquests.htmlWebquest About Webquests:http://webquest.sdsu.edu/webquestwebquest.html