PowerPoint presentations can be effective learning tools if used carefully, but risk disengaging students if not designed well. Presentations work best when they facilitate interaction, like using student response clickers or designing slides to prompt case studies and discussions. Simply lecturing through text-heavy slides doubles as a complete set of class notes and removes the need to pay attention, hindering learning. Images help engage visual learners but text still demands note-taking. The best approach balances text, images, and interactivity to keep students engaged with the material and each other.
Learning Is Enhanced By The Use Of Visual Aidsnoblex1
In higher education teachers often fail to exploit the instructional advantages of audiovisual materials. Teachers in some disciplines use media very heavily and we know that learning is enhanced by the use of visual aids because pictorial representations and symbols clarify verbal explanations and provide additional clues for memory. Effective teachers plan ways to engage the visual sense as an important part of the teaching process, regardless of what they teach. Visual aids are most often used to illustrate or reinforce lecture material, but they can also be used to stimulate discussion and encourage student participation.
Many of us have been the victims of teachers who used media poorly and some may feel that these materials are inappropriate for college-level instruction. As a practical matter, however, there are three factors that tend to keep us from using more instructional media: lack of awareness about their benefits, lack of knowledge about how to use them, and lack of media equipment in our classrooms.
The terms "instructional media" and "audiovisual aids" generally refer to materials that teachers use as lecture support (e.g., slides and transparencies) or as an additional learning stimulus for their students (e.g., films and videos). The term "instructional technology" traditionally includes these materials, but nowadays applies more often to computer-based media and electronic hybrids. As promising as some of these newer forms of media might be, their everyday application by faculty will only occur when classrooms are equipped with the appropriate technology. In this article, we are primarily concerned with the traditional forms of classroom media and their appropriate applications.
It is true that, in many fields, one can teach effectively with only blackboard and chalk, but instructors who do so may be missing an opportunity to be even more successful in their teaching. Blackboards have shaped our education from kindergarten through graduate school and we are loath to abandon an old friend, but as a lecture aid the blackboard has severe limitations. We spend valuable class time writing or drawing on the board, and if a lecture requires detailed diagrams, color-coding, or developmental sequences, the blackboard is inadequate to the job. The simplest audiovisual aids (slides or transparencies) can easily accomplish these tasks.
Researchers long ago settled the question of whether audiovisuals can improve learning - it is clear that they can - and current investigations focus instead on more complex questions, such as the ways media can stimulate critical thinking and help students develop a cognitive framework of the course material.
Source: https://ebookscheaper.com/2022/03/30/learning-is-enhanced-by-the-use-of-visual-aids/
3. Powerpoint has its great advantages of presenting a presentation
that people will understand it easily by its picture and few words
to give meaining about you want to mean
4. Slide presentation software such as
PowerPoint has become an
ingrained part of many instructional
settings, particularly in large classes
and in courses more geared toward
information exchange than skill
development. PowerPoint can be a
highly effective tool to aid learning,
but if not used carefully, may
instead disengage students and
actually hinder learning.
5. Although there are many potential benefits to PowerPoint, there are
several issues that could create problems or disengagement:
Teacher-centered. Students often respond better when instructors have
designed sessions for greater classroom interaction, such as the use of
student response clickers, designing PowerPoint to facilitate case studies,
or use the slides as a replacement for paper worksheets.
6.
7. This single presentation about the anatomy of the human
eye has been rewritten in three different ways:
Text-heavy: this version offers complete phrases and a
comprehensive recording in words of the material. The
text-heavy version can be used as the lecturer's speaking
notes, and doubles as student notes that can be made
available for download either before or after the lecture has
taken place. If the information can be accessed elsewhere,
such as a textbook, it may be preferable to avoid a text-
heavy approach, which many students find disengaging
during the delivery.
Some images: this version sacrifices some of the
completeness of the material to create space for
accompanying images. The mixed approach appeals to
more visual learners while keeping some lecture notes
visible, though perhaps in a more abbreviated format. This
is a common mode of delivery in large classes. However,
there are still some challenges. There is enough material
already present in text format that some students may feel
obliged to write it all down in their own notes, thus paying
less attention to the verbal lecture. Conversely, if the slides
are available for download, some students may be able to
eschew note-taking in class, yet be tempted to consider
these fragmentary notes sufficient for studying for exams.