POWERPOINT SLIDES MODULE 8

1. Joyce Davis

2.  PRINTED LESSON WAS USED TO CONVEY CONTENT INFORMATION AS
WELL AS TO ASSESS LEARNING IN CORRESPONDENCE STUDY.
 PRINTED MATERIALS CAN ENHANCE TEACHING, LEARNING, AND
MANAGING IN DISTANCE EDUCATION.
 TWO KINDS OF INSTRUCTOR-CREATED PRINT MEDIA CAN
SIGNIFICANTLY IMPROVE THE DISTANCE EDUCATION ENVIRONMENT—
THE COURSE SYLLABUS AND THE INTERACTIVE STUDY GUIDE.

3.  COURSE TITLE
 COURSE MEETING DATES, TIMES, AND LOCATIONS
 NSTRUCTOR INFORMATION, INCLUDING NAME, OFFICE ADDRESS,
TELEPHONE NUMBER, E-MAIL ADDRESS, BIOGRAPHICAL INFORMATION,
AND EMERGENCY CONTACT INFORMATION
 OFFICE HOURS
 TEXTBOOK AND COURSE MATERIALS COURSE POLICIES
 ATTENDANCE POLICIES

4.  CLASS SCHEDULE WITH TOPIC LIST (IF THE COURSE IS A
SYNCHRONOUS ONE WITH REGULARLY SCHEDULED CLASS SESSIONS)
 TOPIC LIST AND TOPIC ORGANIZATIONAL CONCEPT MAP (IF THE
COURSE IS AN ASYNCHRONOUS ONE WITH TOPICS THAT CAN BE
STUDIED AT THE LEARNER’S DISCRETION)
 COURSE GOALS AND OBJECTIVES
 READING ASSIGNMENTS WITH LINKS TO TOPICS
 TEST AND EXAMINATION INFORMATION

5.  GRADING SCHEME
 PROJECT EVALUATION CRITERIA
 STUDENT PRECOURSE ASSESSMENT
 STUDENT POSTCOURSE ASSESSMENT ADDITIONAL INFORMATION

6.  THE INTERACTIVE STUDY GUIDE IS A STRUCTURED NOTE- TAKING
SYSTEM THAT LEADS THE LEARNER THROUGH A SERIES OF CONCEPTS,
AND THAT REQUIRES SOME ACTIVE AND INTERACTIVE INVOLVEMENT
BY THE STUDENT
 ISG HANDOUT, SPECIFICALLY, ARE IMPORTANT TO THE DISTANCE
EDUCATOR. FIRST, THE USE OF HANDOUTS IMPROVES STUDENT NOTE
TAKING AND MAKES IT MORE EFFICIENT. SECOND, THE ISG IS A
MANAGEMENT TOOL THAT DIRECTS COURSE ACTIVITIES BEFORE,
DURING, AND AFTER INSTRUCTION

7.  ISG IS DIFFERENT FROM OTHER HANDOUTS BECAUSE IT IS MORE
ORGANIZED AND MORE SYSTEMATICALLY SEQUENCED THAN OTHER
TYPES. THE ISG CONSISTS OF TWO PARTS—THE DISPLAY (WITH THE
WORD PICTURE) AND THE NOTES SECTION STEPS TO PRODUCING ISG.
 IDENTIFY THE BEHAVIORAL OBJECTIVES FOR THE LESSON.
 CREATE A DETAILED OUTLINE OF TOPICS THAT RELATE TO EACH
OBJECTIVE.
 FOR NARRATIVE SECTIONS, IDENTIFY THE KEY WORDS.
 USE GEOMETRIC SHAPES TO SHOW RELATIONSHIPS OR VISUALS TO
ASSIST THE LEARNER IN UNDERSTANDING EACH SECTION.
 CREATE WORD PICTURES FOR THE NARRATIVE SECTIONS BY LEAVING
BLANKS IN THE NARRATIVE WHERE STUDENTS WILL FILL IN THE KEY
WORDS.

8.  SIZE. LETTER SIZE IS VERY CLOSELY RELATED TO LEGIBILITY. LARGE,
BOLD LETTERING IS EASIER TO SEE AND READ THAN IS SMALLER
LETTERING.
 FONT. SANS SERIF FONTS SHOULD BE USED INSTEAD OF FONTS WITH
SERIFS, THE THIN EXTENSIONS TO LETTERS OFTEN USED IN
TEXTBOOKS AND PRINTED DOCUMENTS
 COLOR AND CONTRAST. COLOR IS OFTEN MISUSED IN TELEVISION.
COLORS SHOULD BE BOLD AND SIMPLE AND SHOULD NOT BE
OVERDONE.
 ALIGNMENT. CENTERING TEXT FOR TELEVISION DISPLAY IS NOT AS
EFFECTIVE AS ALIGNING TEXT TO THE LEFT. LEFT-JUSTIFIED TEXT
SEEMS TO BE MOST LEGIBLE.

9.  THE ELEMENTS OF DESIGN ARE COMBINED ACCORDING TO THE
GUIDELINES PROVIDED BY THE PRINCIPLES OF DESIGN. THERE ARE
SIX PRINCIPLES:
1. BALANCE IS THE SENSE OF EQUILIBRIUM IN A VISUAL. THE TWO
KINDS OF BALANCE ARE FORMAL AND INFORMAL.
2. THE CENTER OF INTEREST IS THE VISUAL FOCAL POINT OF THE
GRAPHIC AND SHOULD RELATE TO ITS PURPOSE.
3. EMPHASIS IS CLOSELY RELATED TO THE CENTER OF INTEREST.

10. 1. UNITY MEANS THAT A VISUAL HOLDS TOGETHER TO CONVEY ITS
PURPOSE
2. CONTRAST REFERS TO THE CHARACTERISTICS OF AN OBJECT THAT
CAUSE IT TO STAND OUT
3. RHYTHM COMES FROM REPETITION THROUGH VARIETY AND IS USED
TO DRAW A VIEWER THROUGH THE VARIOUS OBJECTS IN A VISUAL