Powerpoint redesign project

1. RIT Band Addressed: 201-210
Standards Addressed:E4-5.6 (Compose
effective pieces of writing in response to
prompts) E4-2.8 (Read independently for
extended periods of time to gain information)
E4-1.7 (Evaluate an author’s use of genre to
convey theme)E4-1.4 (Evaluate relationship in
text-theme, etc.) E4-6.8 (Design and carry out
research projects) E4-6.5 (Create written
works, oral and auditory presentations, and
visual presentations.)

2. Original slide flaws-cognitive overload with standards which are not student
friendly, poor color and font choice, cluttered, moving image.
Corrections as per design principles: Good visual design makes easily
understood, and presents matter in clear, appealing manner. Kept design
simple, used balance and symmetry, emphasis of point of learning, harmony
of color choice, as well as using fonts wisely. Used cognitive principles of
continuity, no popups, no animation, no scrolling. Also, coherency-
eliminated unrelated graphics and content.
Entire presentation includes many of Vella’s principles for effective adult
learning, which is important because most students are 18 or older. These
principles are: engagement, teamwork, immediacy of learning, respect for
learners as subjects of their own learning, praxis, sequence, safety, and a
sound relationship between teacher and learner for learning and
development.

3. Created By: Dawn Anderson

4. In order to fully appreciate literature,
one needs to explore all aspects of
the world which contributed to a
work’s creation. Within groups, you
will explore the world at the time in
which the famous Gothic novel,
Frankenstein, was written. Each group will
be assigned one core subject to explore.
Your group will present your findings and
completed activities.

5. Cognitive load theory is used by chunking learning information into schemas,
which classify the learning information by subject area, then tying the
learning back to the novel. The term gothic will be investigated, the history of
the time period, and the scientific relevance of the novel explored. Also,
simple mathematical procedures will be tied in. This design also reduces
working memory load by spending class periods submerged within one
learning activity at a time, as opposed to the teacher presenting and students
learning information by rote memorization. The point of the unit is related
within personal terms, and simplified.

6. To help you to more deeply analyze
and appreciate the famous Gothic
novel, Frankenstein, you will explore
many aspects of the time period. This
includes a background of the author,
gothic elements, and the scientific and
historical significance of the novel’s
themes.

7.  Complete the challenges presented:

8. The original slide was a quest with links to 8 different activities.
According to theory of cognitive overload, this is incorrect, so I removed
the entire slide and replaced it with learning objectives. Gagne’s
instructional design theory includes gaining attention, which was the
purpose of the first two slides, and also informing the learner of the
objective. I also took out UDL flaw of moving slide.

9. Your objective is to learn how to dig deeper through
using research when reading a novel. You will discover
how the time period is reflected within a writer’s
creation. You will learn to recognize and comprehend
the use of Gothic elements. You will use higher level
thinking skills in order to complete activities, including
evaluation of material, analyzing how information
pertains to novel creation, and creating your own
original responses. You will work collaboratively to
create responses using valid evidence from research.

10. Challenge: Click the following link to complete
the Literature web quest.
http://questgarden.com/115/12/6/10112809321
3/task.htm

11. This slide did not need much revision. It contains a web quest which I had
created, and is simple and gets to the point. I added one image to add to
learner interest and engagement within theme, and made the screen more
readable.

12. Challenge: Click the following link to complete
the Literature web quest.
http://questgarden.com/115/12/6/101128093213/task.htm

13.  Challenge: Explore the following historical
events which contributed to Frankenstein’s
creation. Be prepared to present your findings
to the class, including relating the event to the
novel.
 Industrial Revolution, England
 French Revolution
 The Reign of Terror
 Invention of Guillotine

14. The original slide contained missing links. I eliminated one topic to
reduce cognitive overload, and simplified text by explaining what the
learner is to research. Having students use the web to find results of one
subject at a time applies cognitive principle of segmenting by breaking
down learning into small segments, links provide multimedia principle
with sites including words and graphics, coherence principle is used by
focusing on one aspect at a time. All students are also members of history
class, so cognitive learning theory is used by students tying new
knowledge to information from their long-term memory. Also, I followed
design principle of eliminating bullet points. Merrill’s first principles of
activation are used by activating existing knowledge. Integration
principle is used by new knowledge being integrated into the learner’s
world. Principles of interactive engagement are used as students are
actively pursuing information and creating their own learning
environment. This increases motivation and optimizes information
processing.

15. Challenge: Follow links to investigate the time period in
which Frankenstein was written. Evaluate how the
following historical events contributed to the creation
of Frankenstein.
Industrial Revolution, England
French Revolution
The Reign of Terror

16.  Challenge: Using research sites below, discover
how many years it took after Frankenstein was
published for humans to actually create life.
How many years for humans to use electricity
to bring life back to a human after their heart
quits beating? How many years did it take to
harness lightening in a productive way? Make
your own prediction of what is next, and
estimate the number of years it will take.

17. Merrill’s first principles are used. Problem principle is used by engaging
students in real-world problems. Integration principle is used while new
knowledge is integrated into the learner’s world. Keller’s motivation theory
is used, resources and procedures prompt motivation because students
must search internet for dates in order to answer questions, then realizing
the relevance of Mary Shelley’s unintended predictions of the creation of
life. Visual design principles are used to make slide easily understood and
by presenting matter in a clear, appealing manner. UDL principles are used
by correcting colors, fonts, removing distracting graphic, and improving
readability.

18. Task: Use your mathematical skills and research
to discover how many years it took after
Frankenstein was published for humans to actually
create life, use electricity to bring life back to a
human after their heart quits beating, and harness
lightning in a productive way. Make your own
prediction of what is next, and estimate the
number of years it will take.

19.  Go to http://www.usatestprep.com/Member-Login
 Login with your School ID (silverbluffsc)
 Type your Username (IvyMonroe)
 Type your Password (applesauce)
 Complete the assignments listed for today.
 Games can be created to focus on needed standards.

20. UDL principles are applied by improving color and font choices, eliminating
distracting background which in turn improves readability, and replacing
image with a screen shot graphic which illustrates the game which will be
used. Math was the most difficult subject to integrate into this unit, but I
wanted to use a game. This game would be used more as a reward, and to
stimulate the mind. The principles that this game does follow are that it is
proportional to the skill level of the user, it gets progressively more difficult,
and students can launch and operate game independently.

21. http://spikedmath.com/math-games/math-games-for-
kids/frankenstein-math.html
Build your math skills with Frankenstein’s help.

22.  Challenge:
1. Write a poem related to the novel.
2. Create a short story based on the same theme
presented in the novel.
3. Create a modern day scene parallel for a section of
the novel.
4. Create a written dialogue between two of the
characters in a Chinese restaurant who are reading
their fortunes aloud.
5. Create a script for a public service announcement,
commercial, or music video related to the novel.

23. First slide flaws were improved by eliminating
bullet points, adding a relevant image, reducing
cognitive overload by cutting writing options in
half, and by creating well written essay topics
which allow for student creativity and expression
of learning. Also, first slide was unclear as to if
students needed to complete all writing tasks, so
learner objectives were presented at start of
corrected slide. Three choices for learner
expression are offered.

24. Chose one of the following to create a well-written one page response:
Create a news article telling about the monster sighting
Create an alternate ending in which Dr. Frankenstein and the monster have
their final showdown
Create a song or poem to reflect the monster’s feelings

25. Gothic Art and Architecture
Investigation
Your Quest: Prepare yourselves to discuss the
following questions with the class.
1. What are the characteristics of Gothic literature?
Examples? History? To help you, check out:
www.answers.com/topic/gothic-art
2. What are the characteristics of Gothic art?
Examples? History? To help you, check out:
www.artcyclopedia.com/history/gothic.html
3. How do these examples reflect the definition of
“Gothic” in your opinion?

26. UDL principles are followed by increasing
readability, eliminating background which makes
text impossible to read, and reducing cognitive
overload by getting to the point. The purpose of the
slide is for students to find the definition of gothic
on their own, while encompassing literature, art,
and architectural definitions and visual anchors.
Instead of sending students to preselected sites,
students are sent on a quest to create their own
learning experience through exploring the web.

27. Your task is to investigate the term gothic. You will be
expected to explain in your own words what gothic
elements are, including within literature, architecture,
and art.
Once completed, evaluate what gothic literature
elements are present within Frankenstein.

28.  Challenge: Through research, prepare a presentation for the
class explaining how Mary Shelley’s Frankenstein illustrates
the scientific progress of the time, and why it was thought,
and even stated in the novel, that too much knowledge is
dangerous. Be sure to include ethical consequences.
 Magnetism-Use the following to learn how science is
explored throughout the novel.
http://www.nlm.nih.gov/exhibition/frankenstein/index.h
tml
 Current progress of our time creating life.
http://www.ornl.gov/sci/techresources/Human_Genome
/elsi/cloning.shtml
 http://history1900s.about.com/od/medicaladvancesissues
/a/testtubebaby.htm

29. Original slide created cognitive overload, too many
specific sites, and centered only on magnetism. I
corrected this by guiding students to one specific theme
of the novel, then freeing them to seek learning on their
own. Throughout this activity, the web utilizes
technology as a learning tool, and technology as a
learning environment. Original slide did not follow UDL
guidelines, it was hard to read, had unneeded graphics,
and too much information to read. Corrected slide is easy
to read, gets to the point, and is easy to understand.

30. Task: Through group research, prepare a
presentation for the class explaining how Mary
Shelley’s Frankenstein illustrates the scientific
progress of the time, and why it was thought, and
even stated in the novel, that too much
knowledge is dangerous. Be sure to include your
opinion of the ethical consequences of creating
and destroying life.

31.  Go to http://www.usatestprep.com/Member-Login
 Login with your School ID (silverbluffsc)
 Type your Username (IvyMonroe)
 Type your Password (applesauce)
 Complete the assignments listed for today.

32. This is an entirely new slide which I created in order to include a
simulation. This simulation follows many of Clark’s principles for
games and simulations. It aligns with instructional outcomes, matches
objectives, offers structure and learning support, and encourages
reflection of instructional content. It also follows principles from the
Cambridge Handbook of Multimedia Learning. These principles
include using simulators instead of reading from a textbook, it is an
exploratory learning environment, and it focuses primarily on
qualitative understanding based on building and using concrete
models. This simulation is easy to use, is learner centered, and the
work completed during use makes a difference in learning. The
previous slide included HSAP practice, but seniors have taken that
assessment two years ago, so the original slide is irrelevant. UDL
principles used are improving readability, choosing colors wisely,
choosing fonts wisely, and by eliminating the distracting graphic.

33. http://www.thinglink.com/scene/334307262690492417

34. The slide below is a completely new addition. We can use multi-media
elements by showing the class an actual Frankenstein movie production.
Hollywood drastically alters the monster’s character as opposed to the
original novel, and evaluating why is an excellent source of learning for the
students. The principles used when presenting a movie in addition to the
text are dual code and multimedia effects, stories and example cases, deep
questions, and discovery learning. The goal is presented prior to observing
the movie, and students are open to expressing their opinion, there is no
right or wrong answer, but answers must be justified with relevant
information they have learned.

35. Analyze how differently from Shelley’s novel Hollywood
depicts Frankenstein’s monster. Be prepared to discuss
why characters are so drastically changed when
presented on the big screen.
http://youtu.be/p5HCmd-Rjvc

36.  Congratulations! You have completed the
Frankenstein quest, mastered the standards, and
gained knowledge about various subject areas.
 Following student presentations, you will evaluate
each groups presentation and create short summaries
of the information presented.
 Your Frankenstein Unit test will be next Friday.

37. The first Power point used bullets, said what a teacher could have said instead
of included in slide, and does not successfully wrap up unit. The new slide
includes an image of the novel, which is the focus of instruction, and gives
learners one clear task to complete as a summation of the unit. Goal is stated,
and students will work collaboratively. Higher level thinking skills will be used,
students must evaluate material and analyze what facts are the most
important, and then dig into memory to tie information together.

38. To conclude our
Frankenstein unit, you will
create a 3-5 minute
collaborative presentation,
highlighting what new
information you have
learned that is relevant to
the creation of Mary
Shelley’s novel.

39. Gagne’s nine events of instruction are used during this
design. Those include gaining attention, informing the
learner of the objective, stimulating recall of prior learning,
presenting the stimulus, providing learning guidance,
eliciting performance, providing feedback, assessing
performance, and enhancing retention and transfer.
Schema technique is used by chunking information by
subject.
Cognitive information processing is used by guiding learner
input, then viewing the student mind as a computer which
processes information to present output.

40. Design is created for 17-18 year old high school students, and follows
Piaget’s cognitive development theory’s formal operational stage. It
believes that students can think abstractly, reason logically, and draw
conclusions from the information available, and apply the processes to
hypothetical information.
Assimilation also is used as the student comes across a new object or
event and makes sense of it by assimilating the information about the
object.
Vygotsky’s theories are also used through ZPD. The current individual
level of performance is assessed, performance is assisted by teacher, and
future learning is created. Following ZPD, learning takes place when
learners solve problems above actual level, but within potential level
under teacher guidance or peer collaboration.
Overall constructivist learning pedagogy is followed through active
learning, learning-by-doing, scaffolding learning, and collaborative
learning.

41. Contiguity effects-each slide spatially together
Dual code and multimedia effects-multiple modes, verbal, pictorial, auditory, and visual
used.
Testing effect/spaced effects/exam expectations-constant assessments, so slow forgetting,
students know to keep material accessible in memory, long-term retention required.
Generation effect-learning is enhanced when learners produce answers, no answers are there
to recognize.
Organization effects-instead of rereading information, students are exploring it within a new
context.
Coherence effect-distracting, irrelevant material removed.
Stories and example cases-novel teaches themes through stories, which can be generalized to
many situations.
Multiple examples-different disciplines and domains of knowledge used.
Desirable difficulties-students must organize information and find answers themselves.
Manageable cognitive load/Segmentation principle-information chunked, no clutter,
information presented in discrete units to avoid overload.
Deep questions-all questions posed require deep explanations, not one word answers.
Cognitive flexibility-multiple viewpoints, perspectives, and points of view are acceptable.
Goldilocks principle-tasks meet learner characteristics just right.
Discovery learning-teacher provides guides and explicit instruction.