AECT 2014 - Design guidelines for infograhpics
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This document outlines guidelines for designing effective instructional infographics based on a study examining their design elements. The researchers identified 5 key recommendations: infographics should not just be information with graphics; they should allow for multiple pathways; use visuals and structure with less text; include an unexpected element like humor; and focus on compelling, resonant, and coherent aesthetic learning experiences. Additional guidelines address structure/format, content, and use of visual elements. Examples are provided.
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![Determining Design
Guidelines for Instructional
Infographics
joanna dunlap
[University of Colorado Denver]
patrick lowenthal
[Boise State University]
slides @ www.patricklowenthal.com](https://image.slidesharecdn.com/aect2014designguidelinesforinfograhpics-141105111714-conversion-gate01/85/AECT-2014-Design-guidelines-for-infograhpics-1-320.jpg)
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OverviewYou should identify a specific domain, or sub-domain,
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You should identify a specific domain, or sub-domain, within which to provide
support for all students. As examples, you may focus on: peer interactions and friendship formation, communication, physio-motor development, perspective-taking, self-regulation, prosocial behavior, creativity/divergent thinking, etc. Conduct a review of scholarly literature/research on your chosen topic, including our course readings and content. Based on your review of the literature, you will submit a written paper (5-6 pages).
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present critical viewpoints and a range of perspective/issues related to your topic. Discuss research on various approaches, programs, or strategies for supporting children. Also, discuss the ways in which children’s development in this domain is situated in sociocultural contexts, and how educators should be
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How does the literature extend your thinking further? What questions/concerns are raised? Discuss implications for inclusive education, etc.
Use at least 6 relevant scholarly sources (articles from academic journals or scholarly texts). Make connections and references to course readings and texts throughout. You may also use news articles, websites, etc.; however, at least 6 sources must be from scholarly sources
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support for all students. As examples, you may focus on: peer interactions and friendship formation, communication, physio-motor development, perspective-taking, self-regulation, prosocial behavior, creativity/divergent thinking, etc. Conduct a review of scholarly literature/research on your chosen topic, including our course readings and content. Based on your review of the literature, you will submit a written paper (5-6 pages).
Your written paper should include the following components:
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present critical viewpoints and a range of perspective/issues related to your topic. Discuss research on various approaches, programs, or strategies for supporting children. Also, discuss the ways in which children’s development in this domain is situated in sociocultural contexts, and how educators should be
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Use at least 6 relevant scholarly sources (articles from academic journals or scholarly texts). Make connections and references to course readings and texts throughout. You may also use news articles, websites, etc.; however, at least 6 sources must be from scholarly sources
Do not use Wikipedia as one of your sources.
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The Economic Development Case Study is a two-part assignment – the written paper and video
presentation. Economic Development Case studies must be posted prior to April 19th to
receive approval. Case studies are approved on first posted basis – case studies must be unique,
and students are required to review previously posted case studies to alleviate duplicate case
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newspapers, or other quality source. Remember, a low-quality source, or insufficient information
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Your case study should be approximately 750~1000 words long. In your case study paper, you
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• Introduction to the economic development case
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Part 1: Reference summaries
What is your project topic? Describe your definition of technology as it relates to your project topic. In other words, what aspect of technology will you be examining in relation to your topic? (1-2 paragraphs)
What aspect of the social sciences impact or inform your topic? Explain how this topic informs what you are examining. (1-2 paragraphs)
Create a reference list of at least 5 scholarly sources that you will use in your presentation. References should use APA format (6th edition).
For this part of the applied project, you will use resources such as Google Scholar to:
· Locate 5 scholarly or credible sources on your chosen topic
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Reference 1 – Cross-cultural reference
Citation in APA format (5 pts)
Key findings (10 pts)
In 2-3 paragraphs, summarize the main findings in your source.
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Reference 2 – Policy reference
Citation in APA format (5 pts)
Key findings (10 pts)
In 2-3 paragraphs, summarize the main findings in your source.
How do you know that this is a credible/scholarl.
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Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or
accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating
presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective
manner.
Principles of an Effective Presentation:
● You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
● There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective
of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical
errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that
allows your content to be the focus.
● Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper.
In an actual presentation you would not “read” from your slides but rather use them as prompts.
● Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
● References should be listed at the bottom of the slide in slightly smaller text.
● Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
● Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
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Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
See the next page for the Individual Presentation Rubric.
http://www.iasted.org/conferences/formatting/Presentations-Tips.ppt
http://www.wendelberger.com/downloads/ReallyBadPowerpoint.pdf
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Individual Presentation Rubric
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Content: Inquiry and
Analysis
Includes almost all of the main
elements and requirements;
provides in-depth analysis that
demonstrates complete
understanding of multiple
concepts
Includes most of the main
elements and requirements;
provides in-depth analysis that
demonstrates complete
understanding of some
concepts
Includes some of the main
elements and requirements;
provides in-d ...
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Learners will be able to…
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III- Assignment
IV- Agreement
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PresentationsIn a professional career, one may be called upo.docx
Presentations
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentations.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
Making PowerPoint Slides
Beyond Bullet Points: The Better Way to Use PowerPoint
Really Bad PowerPoint and How to Avoid it
Requirements of submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Distinguished
Proficient
Emerging
Not Evident
Value
Content:
Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts
(23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts
(20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts
(18-19)
Does not include any of the main element.
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Presentation RubricIn a professional career, one may be called.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main elements and requirements; does not provide in-depth analy.
Presentation RubricIn a professional career, one may be called.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Beyond Bullet Points: The Better Way to Use PowerPoint
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main.
Presentation RubricIn a professional career, one may be ca.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Beyond Bullet Points: The Better Way to Use PowerPoint
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main.
Reference Laudon, K. C., & Laudon, J. P. (2014). Manag.docx
Reference:
Laudon, K. C., & Laudon, J. P. (2014). Management information systems: Managing the digital firm (13th ed.). Upper Saddle River, NJ: Pearson.
IT 500 Business Intelligence Presentation Guidelines and Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or
accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating
presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective
manner.
“Business intelligence (BI) is a term used by hardware and software vendors and information technology consultants to describe the infrastructure for
warehousing, integrating, reporting, and analyzing data that comes from the business environment, including big data. The foundation infrastructure collects,
stores, cleans, and makes relevant information available to managers” (Laudon & Laudon, 2014).
For this assignment, you will develop a presentation to propose a new business intelligence (BI) application for either your organization or an organization of
your choosing, or to address a real-world problem. Your presentation should be 5–7 slides in length and needs to include the following elements:
Summary of business intelligence
Organizational profile and/or problem statement
Description and purpose of BI solution
Solution
functionality
Data collection methodology
Anticipated results
Limitations of the BI solution
Lessons learned
Use charts, graphs, and images as necessary.
Principles of an Effective Presentation:
You may utilize a product such as Microsoft’s PowerPoint, Adobe Captivate, Prezi, or Google Slides to create your presentations.
There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective
of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical
errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that
allows your content to be the focus.
Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper.
In an actual presentation, you would not “read” from your slides but rather use them as prompts.
http://www.adobe.com/products/captivate.html
http://prezi.com/
http://www.google.com/slides/about/
Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
References should be listed at the bottom of the slide in slightly sma ...
Linkend in ppt
This document discusses interactional norms on LinkedIn from a sociolinguistics perspective. It covers how LinkedIn is constantly changing, concepts like information given/given off and audience design that are relevant to understanding interactions on LinkedIn. It analyzes norms like endorsements, linking and newsfeed interactions between LinkedIn and Facebook. The document then provides tips for doing things on LinkedIn like searching, posting updates and researching companies. It discusses profile elements like photos, headlines, summaries and experience sections. Finally, it suggests being generous by providing feedback and paying knowledge forward to help others.
LinkedIn - Seven ways to tie that doggie down
The document provides suggestions for how a university career center and its students can effectively use LinkedIn. It outlines key LinkedIn statistics, including that it has over 330 million members and students are the fastest growing segment. It then discusses setting goals for using LinkedIn to help students pursue opportunities and identify strong candidates. The rest of the document offers specific suggestions in areas like completing profiles, networking groups, company pages, and sharing content to help achieve these goals.
LM555 ID UNIT BIG6LESSON INFOGRAPHICS LINEAR EQUATIONS
Students will research topics related to slope and linear equations to create a digital infographic. They will use the BIG6 research model to define the task, find resources, gather information, compile their research, and synthesize the data. Students will present their infographics and evaluate their own work and their classmates' infographics. The lesson introduces infographics and the BIG6 research process. Students research their topic, create an infographic, and present it to the class.
P. Shafer TSU Spring 2015 ENGL 1020s Information about Maj.docx
P. Shafer | TSU | Spring 2015 | ENGL 1020s | Information about Major Papers 1 (Personal Essay) and 2 (Research Paper)
The following information is intended to help guide through your two major papers, a personal essay (requiring no outside sources) and a research papers (requiring three sources). The sooner you start on these papers, the sooner we can begin the process of me giving you feedback, you improving your paper, and then me providing even more feedback and you continuing to improve your writing. Of course, every time we go through these feedback stages, your grades will improve as well. Technically, so that you will have the best chance possible to be successful on these two major assignments, they are not due until the end of the semester. So, it is a fairly simple situation: I respect you enough to give you the choice: wait and throw something together at the last minute (in which case you will simply have to accept whatever grade you get), or taking the opportunity to start this process much sooner (and in turn give yourself a real shot at a grade that you and I can both be proud of). It’s up to you.
Major Paper 1: Personal Essay
Major Paper 2: Research Paper
ASSIGNMENT DESCRIPTIONS
descriptive, explanatory, reflective, looks inward (to YOUR own expertise and experience, to the world IN THERE)
argumentative, process analysis, literary analysis, question/answer, problem/solution, looks outward (to OTHER people’s expertise and experience, the world OUT THERE)
ASSIGNMENT REQUIREMENTS
MUST MAKE A POINT and EXPLAIN it
MUST MAKE A CLAIM and SUPPORT it
will rely primarily on EXPLANATIONS and DETAILS
will rely primarily on EVIDENCE and EXAMPLES found in sources
requires NO outside sources (although you may use them if you want to)
requires at least three credible outside sources, may be PRINT, ELECTRONIC, or EMPIRICAL (at least ONE of them MUST be a secondary source--the university definitely wants you to use the library to find this secondary source)
range of 2-4 pages
range of 3-5 pages
MUST be in MLA form (double spaced, 12-pt font, etc.)
MUST be in MLA form (double spaced, 12-pt font, etc.)
does NOT have to follow conventional intro-body-conclusion academic form (although it can, of course)
MUST follow conventional intro-body-conclusion academic form
MUST have a title
MUST have a title
MAY use a conventional thesis question or statement, OR may use an implied these (IF it works well)
MUST have a conventional thesis question or statement, positioned effectively
MUST have direct quotes and in-text citations
MUST have a properly formatted Works Cited page
MAY be submitted to the appropriate drop boxes on eLearn, revised, and edited many times over the remainder of the semester
MAY be submitted to the appropriate drop boxes on eLearn, revised, and edited many times over the remainder of the semester
does NOT have to be uploaded to your ePortfolio on eLearn (although it certainly CAN be)
MUST also be uploaded to your ePortfolio on eLea.
Real-life Data Visualization - guest lecture for McGill INSY-442
Guest lecture given to McGill University undergrad class on Business Intelligence & Analytics, April 2014. Narrative: Data Visualization defined; What *good* visualization is; Visualization in business; a final Exercise in visualizing Higher Education Research data.
Visual Communication and Design for PowerPoint Presentations .ppt
This document provides guidance on effective PowerPoint presentation design. It recommends using PowerPoint to enhance an oral presentation rather than replace it. Presenters should use bulleted points, visual communication tools, and maintain consistency in themes, designs, fonts and colors. Text should be at least 24pt and have high contrast with backgrounds. Graphics and images should relate to the information and reinforce key points. Presenters should keep animation, transitions and non-essential content to a minimum. The goal is to communicate information to the audience effectively through the presentation.
PowerPoint Presentation On giving effective PowerPoint Presentations
This document discusses presentation design techniques and tools such as PowerPoint. It provides tips on simplifying presentations by eliminating waste and focusing on key messages. Visual elements like images, diagrams and white space can help audiences understand and retain information. The document also reviews best practices for using fonts, colors, bullet points and other design elements to create effective presentations.
Developing construct maps for attentiveness
The document describes the development of a construct map for teacher attentiveness based on responses to open-ended assessment items. It involved the following steps:
1. The researchers reviewed literature to identify potential levels of attentiveness and coded responses from teachers and teacher candidates to assessment items.
2. The coded responses were organized into qualitative categories that were hierarchically ordered to show increasing levels of attentiveness.
3. The ordered categories were organized into a construct map diagram to operationalize the attentiveness construct and show how it is measured by the assessment. The goal was to provide an example of developing a construct map for a complex teaching skill based on open-ended response data.
Social Presence, Identity and Online Learning
Scholars across many disciplines have grappled with questions of what it means for a person to
be and interact online. Who are we when we go online? How do others know we are there and
how do they perceive us? Within the context of online learning, scholarly questions tend to
reflect more specific concerns focused on how well people can learn in a setting limited to
mediated interactions lacking various communication cues. For example, how can a teacher and
students come to know each other if they cannot see each other? How can they effectively
understand and communicate with each other if they are separated by space and, in many
instances, time? These concerns are related to issues of social presence and identity, both of
which are complex, multi-faceted, closely interrelated constructs.
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This document provides an overview of formulating a research title. It discusses factors to consider like choosing an interesting topic and avoiding topics that are too broad. It also notes that evidence should come from varied sources. Examples of good and poor research titles are given. Guidelines for writing a title like being brief, concise, and using title case are outlined. The document also contains activities like analyzing sample titles and reflecting on title characteristics. Overall, the document aims to help students understand how to properly formulate an effective research title.
How to Make Infographics with Students the Easy Way
Infographics are powerful visuals that communicate information, data, or knowledge. They’ve been around forever, but it is a rising content type used in teaching and across all industries to present information to a wide range of audiences. Students encounter infographics in their daily lives, and they will continue to do so in college and into their careers. Teaching infographics is a great way for students to understand the importance of communicating visually with an audience. You'll also be helping them to build their visual and data literacy skills! So, if you’re ready to dive into the world of infographics with your students, you should watch this webinar!
We’ll walk you through
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Presentation Rubric In a professional career, one may b
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or
accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating
presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective
manner.
Principles of an Effective Presentation:
● You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
● There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective
of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical
errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that
allows your content to be the focus.
● Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper.
In an actual presentation you would not “read” from your slides but rather use them as prompts.
● Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
● References should be listed at the bottom of the slide in slightly smaller text.
● Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
● Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
● Making PowerPoint Slides
● Really Bad PowerPoint
● 10 PowerPoint Presentation Tips
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
See the next page for the Individual Presentation Rubric.
http://www.iasted.org/conferences/formatting/Presentations-Tips.ppt
http://www.wendelberger.com/downloads/ReallyBadPowerpoint.pdf
https://business.tutsplus.com/tutorials/powerpoint-presentation-tips--cms-29886
Individual Presentation Rubric
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Content: Inquiry and
Analysis
Includes almost all of the main
elements and requirements;
provides in-depth analysis that
demonstrates complete
understanding of multiple
concepts
Includes most of the main
elements and requirements;
provides in-depth analysis that
demonstrates complete
understanding of some
concepts
Includes some of the main
elements and requirements;
provides in-d ...
3.MIL 4. Types of Media (Part 3)- Understanding Propaganda in the Digital Wor...
This document is a presentation on understanding propaganda in the digital world. It defines propaganda, discusses how to identify it, and explains the dangers of propaganda. Specifically, it notes that propaganda hides the truth, manipulates people, and relies on emotion over evidence. It also states that propaganda materials are now often found on social media sites like Facebook. The presentation instructs students to identify examples of propaganda on Facebook and evaluate how propaganda can threaten democracy.
Media and Information Literacy (MIL) 4. Types of Media (Part 3)- Understandin...
Learners will be able to…
define propaganda;
1. discuss how to identify propaganda materials;
2. analyze the spread of propaganda in social media;
3. evaluate the dangers of propaganda; and
4. value the importance of understanding propaganda.
I- Propaganda
A.Definitions
B.Importance of Understanding Propaganda
C.How to Spot Propaganda
D.Propaganda in the Digital World
II- Performance Task: Written Work
III- Assignment
IV- Agreement
3.MIL 4. Types of Media (Part 3)- Understanding Propaganda in the Digital Wor...
This document is a presentation on understanding propaganda in the digital world. It defines propaganda and discusses why it is important to be aware of propaganda materials. It provides tips on how to spot propaganda, such as looking for attacks on people instead of issues and reliance on emotion over evidence. The presentation notes that propaganda materials are now often found on social media sites like Facebook and discusses the dangers of undetected propaganda for democratic countries. Students are assigned a performance task to analyze a potential piece of propaganda found on Facebook and evaluate its characteristics.
PresentationsIn a professional career, one may be called upo.docx
Presentations
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentations.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
Making PowerPoint Slides
Beyond Bullet Points: The Better Way to Use PowerPoint
Really Bad PowerPoint and How to Avoid it
Requirements of submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Distinguished
Proficient
Emerging
Not Evident
Value
Content:
Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts
(23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts
(20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts
(18-19)
Does not include any of the main element.
Infographics for Nonprofits - Forefront Member Breakfast Series
Subtitled, "When Good Fact Sheets Go Bad," Delia Coleman and Kathleen Murphy of Forefront discuss the do's and don'ts of nonprofit infographics. This deck covers the basics of visual storytelling, proper data use, and design principles for non-designers.
Presentation on Powerpoint Creation
The document discusses various visions for the future of education as technologies and societies change. It covers visions for budgeting, paradigms, authority, information systems, adaptation to change, and education itself. It also provides guidance on effective PowerPoint presentation design to enhance learning rather than distract from content.
Presentation RubricIn a professional career, one may be called.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main elements and requirements; does not provide in-depth analy.
Presentation RubricIn a professional career, one may be called.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Beyond Bullet Points: The Better Way to Use PowerPoint
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main.
Presentation RubricIn a professional career, one may be ca.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Beyond Bullet Points: The Better Way to Use PowerPoint
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main.
Reference Laudon, K. C., & Laudon, J. P. (2014). Manag.docx
Reference:
Laudon, K. C., & Laudon, J. P. (2014). Management information systems: Managing the digital firm (13th ed.). Upper Saddle River, NJ: Pearson.
IT 500 Business Intelligence Presentation Guidelines and Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or
accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating
presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective
manner.
“Business intelligence (BI) is a term used by hardware and software vendors and information technology consultants to describe the infrastructure for
warehousing, integrating, reporting, and analyzing data that comes from the business environment, including big data. The foundation infrastructure collects,
stores, cleans, and makes relevant information available to managers” (Laudon & Laudon, 2014).
For this assignment, you will develop a presentation to propose a new business intelligence (BI) application for either your organization or an organization of
your choosing, or to address a real-world problem. Your presentation should be 5–7 slides in length and needs to include the following elements:
Summary of business intelligence
Organizational profile and/or problem statement
Description and purpose of BI solution
Solution
functionality
Data collection methodology
Anticipated results
Limitations of the BI solution
Lessons learned
Use charts, graphs, and images as necessary.
Principles of an Effective Presentation:
You may utilize a product such as Microsoft’s PowerPoint, Adobe Captivate, Prezi, or Google Slides to create your presentations.
There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective
of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical
errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that
allows your content to be the focus.
Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper.
In an actual presentation, you would not “read” from your slides but rather use them as prompts.
http://www.adobe.com/products/captivate.html
http://prezi.com/
http://www.google.com/slides/about/
Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
References should be listed at the bottom of the slide in slightly sma ...
Linkend in ppt
This document discusses interactional norms on LinkedIn from a sociolinguistics perspective. It covers how LinkedIn is constantly changing, concepts like information given/given off and audience design that are relevant to understanding interactions on LinkedIn. It analyzes norms like endorsements, linking and newsfeed interactions between LinkedIn and Facebook. The document then provides tips for doing things on LinkedIn like searching, posting updates and researching companies. It discusses profile elements like photos, headlines, summaries and experience sections. Finally, it suggests being generous by providing feedback and paying knowledge forward to help others.
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P. Shafer TSU Spring 2015 ENGL 1020s Information about Maj.docx
P. Shafer | TSU | Spring 2015 | ENGL 1020s | Information about Major Papers 1 (Personal Essay) and 2 (Research Paper)
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Major Paper 1: Personal Essay
Major Paper 2: Research Paper
ASSIGNMENT DESCRIPTIONS
descriptive, explanatory, reflective, looks inward (to YOUR own expertise and experience, to the world IN THERE)
argumentative, process analysis, literary analysis, question/answer, problem/solution, looks outward (to OTHER people’s expertise and experience, the world OUT THERE)
ASSIGNMENT REQUIREMENTS
MUST MAKE A POINT and EXPLAIN it
MUST MAKE A CLAIM and SUPPORT it
will rely primarily on EXPLANATIONS and DETAILS
will rely primarily on EVIDENCE and EXAMPLES found in sources
requires NO outside sources (although you may use them if you want to)
requires at least three credible outside sources, may be PRINT, ELECTRONIC, or EMPIRICAL (at least ONE of them MUST be a secondary source--the university definitely wants you to use the library to find this secondary source)
range of 2-4 pages
range of 3-5 pages
MUST be in MLA form (double spaced, 12-pt font, etc.)
MUST be in MLA form (double spaced, 12-pt font, etc.)
does NOT have to follow conventional intro-body-conclusion academic form (although it can, of course)
MUST follow conventional intro-body-conclusion academic form
MUST have a title
MUST have a title
MAY use a conventional thesis question or statement, OR may use an implied these (IF it works well)
MUST have a conventional thesis question or statement, positioned effectively
MUST have direct quotes and in-text citations
MUST have a properly formatted Works Cited page
MAY be submitted to the appropriate drop boxes on eLearn, revised, and edited many times over the remainder of the semester
MAY be submitted to the appropriate drop boxes on eLearn, revised, and edited many times over the remainder of the semester
does NOT have to be uploaded to your ePortfolio on eLearn (although it certainly CAN be)
MUST also be uploaded to your ePortfolio on eLea.
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Online video is believed to help build social presence and community in online courses. But do students actually watch these videos? And what do they think of them? Do they always build social presence for every student? This mixed methods exploratory study investigates students’ perceptions of online video and the degree to which different uses of online video (e.g., video announcements, instructional screencasts, and video feedback) help establish and maintain social presence. The results of the study and the implications for faculty and instructional designers will be discussed in this session.
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Educational technology professionals must be digitally literate. Part of this involves effectively managing one’s web presence. In this presentation, I will argue that educational technology professionals need to practice what they preach by attending to their web presence. I will share strategies for crafting the components of a vibrant and dynamic professional web presence such as creating a personal website, engaging in social networking, contributing and sharing resources/artifacts, and attending to search engine optimization (SEO).
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This document summarizes a study on student perceptions of online video use. It found that students generally perceive video as establishing more social presence and prefer asynchronous video over other media. Specifically, students valued instructional videos the most, followed by video announcements and feedback. One-on-one synchronous video was rated as establishing the strongest social presence while group synchronous text-based communication the weakest. Factors like timeliness, video length and focus also impacted perceptions. The discussion notes that different communication tools and a variety of asynchronous and synchronous options best meet student needs and accessibility considerations.
WCET 2014
A study was conducted to investigate instructor perceptions of integrating mobile devices into the classroom. Results from interviews with six instructors found that instructors often needed to modify assignments to incorporate mobile devices, students were actively engaged using mobile devices to find and share information, and mobile devices generally facilitated achievement of learning outcomes. However, more focused training for instructors on integrating mobile devices was still needed.
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AECT 2014 social presence and video
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AECT 2014 - Design guidelines for infograhpics
- 1. Determining Design Guidelines for Instructional Infographics joanna dunlap [University of Colorado Denver] patrick lowenthal [Boise State University] slides @ www.patricklowenthal.com
- 2. BACKGROUND
- 8. METHOD
- 11. Aesthetic Learning Experiences Immediacy Malleability Compellingness Resonance Coherence
- 12. RESULTS
- 16. Top 5
- 17. infographic RECOMMENATIONS Not simply information + graphics Allow multiple pathways Use visuals + structure; less text Unexpected element (e.g., humor)
- 18. infographic RECOMMENATIONS Not simply information + graphics Allow multiple pathways Use visuals + structure; less text Unexpected element (e.g., humor)
- 19. infographic RECOMMENATIONS Not simply information + graphics Allow multiple pathways Use visuals + structure; less text Unexpected element (e.g., humor)
- 20. infographic RECOMMENATIONS Not simply information + graphics Allow multiple pathways Use visuals + structure; less text Unexpected element (e.g., humor)
- 21. infographic STRUCTURE & FORM Concise 1-2 pages Clear & dominant title Only essential elements
- 22. infographic STRUCTURE & FORM Concise 1-2 pages Clear & dominant title Only essential elements
- 23. infographic STRUCTURE & FORM Concise 1-2 pages Clear & dominant title Only essential elements
- 24. infographic CONTENT Clear focus and (concise) purpose Content rules! Visuals don’t improve bad content Captures the essence of an idea Provide sources (when appropriate)
- 25. infographic CONTENT Clear focus and (concise) purpose Content rules! Visuals don’t improve bad content Captures the essence of an idea Provide sources (when appropriate)
- 26. infographic CONTENT Clear focus and (concise) purpose Content rules! Visuals don’t improve bad content Captures the essence of an idea Provide sources (when appropriate)
- 27. infographic CONTENT Clear focus and (concise) purpose Content rules! Visuals don’t improve bad content Captures the essence of an idea Provide sources (when appropriate)
- 28. Infographic: VISUAL ELEMENTS Only relevant visuals Use visual representations of relationships Use simple visuals
- 29. Infographic: VISUAL ELEMENTS Only relevant visuals Use visual representations of relationships Use simple visuals
- 30. Infographic: VISUAL ELEMENTS Only relevant visuals Use visual representations of relationships Use simple visuals
- 32. AERA Poster
- 33. POD Poster
- 34. Inspiration
- 35. 1st Attempt
- 36. 2nd Attempt
- 37. Examples
- 38. Examples
- 40. Bitter Medicine - Inequalities in Healthcare Tanna Lewis
- 41. The Militarization of the Police Force - From Iraq to Iowa Kelly Mihalik
- 42. Human Trafficking Daniel Medina
- 43. Patrick Lowenthal patricklowenthal@boisestate.edu www.patricklowenthal.com CONTACT ME slides @ www.patricklowenthal.com
Editor's Notes
- http://www.noupe.com/wp-content/uploads/2012/04/23-beer.jpg
- http://thumbnails-visually.netdna-ssl.com/what-are-the-odds_50290d9b95578_w1500.png
- https://drive.google.com/file/d/0B76TEOiQtlswRGt2Ri11N0RZLW8/view
- https://magic.piktochart.com/output/2922003-untitled-infographic#
- https://docs.google.com/document/d/1XugiMW0IuwPdSJ_tbY3qn53SfDssw42SB03sv4pFNdo/edit