The document discusses evaluating the effectiveness of a just-in-time training app mockup based on multimedia learning principles. It identifies three main design flaws: 1) duplicating audio narration with on-screen text, 2) displaying animations/visuals simultaneously with related text, and 3) including extraneous trivia boxes that could cause cognitive overload. The evaluation finds these elements could reduce learning by directing trainees' attention away from the core content or requiring them to do unnecessary processing of redundant or irrelevant information. Removal of such redundant or extraneous material from the training would help improve the learning experience.
English Attack! combines the latest EFL pedagogical principles with online entertainment (short clips from films, TV, music; games; social networking) to create an innovative learning resource which is fully complementary with instructor-led English language learning.
Improving Nuclear Training with Engaging Presentationsjljensenjr
Description of a 90-minute course designed to help instructors in the nuclear power industry create and deliver better training presentations while saving time and effort.
SALT Conference Paper - Application of Thiagi's Four-door Modelrpowell285
This paper includes content covered in the presentation Russ Powell and Brandon Carson gave at the 2009 SALT Interactive Technologies Conference in Arlington, VA on their experience and lessons learned at Sun Microsystems while applying Thiagi's four-door model for eLearning to WBT projects.
The document discusses effective use of PowerPoint for instruction. It notes that PowerPoint can engage students if used carefully, but may disengage them if overused. It identifies potential benefits like engaging multiple learning styles. Challenges include presentations being too teacher-centered or lacking feedback. Approaches like using images with limited text, interactive polls, and narrated slideshows with separate lecturer notes are recommended. Best practices include avoiding too much reading of slides, using readable fonts, contrasting text colors, and sparingly using transitions.
This report analyzes the decision by the Digital Media Design Technology (DMDT) program to not sell Adobe Student Edition software to students. It finds that this decision disadvantages students in several ways. It costs too much for students to purchase the individual software programs themselves. The campus labs have limited hours and availability. Many students do not have enough time after class to work on projects due to other commitments like work or long commutes. Selling a student edition at a discounted price would allow students to access the necessary software from home and make better use of their time. The report recommends negotiating an agreement with Adobe to sell a student edition specifically for DMDT students.
The document summarizes the benefits of the SimulTrain® project management simulator. It allows users to acquire project management skills through interactive exercises in only a few hours. Over 85,000 people have used it successfully. The document also describes how the simulator has been used by various companies to train their employees in project management best practices.
Lynetta Powell recommends approving the purchase of the Web Courseworks software package to manage the distributed learning for the Military Police Captain’s Career Course. The course currently has a reserve component that receives half of their training online, but there is no way to manage the entire program. Web Courseworks would help address this need, as it provides training solutions like tutorials, simulations, and game-based learning. While there are some upfront costs and change management challenges to adopting a new system, Web Courseworks' clients like Verizon and McDonalds have found it effective for training employees. The package also uses an evidence-based approach to design instruction that could help improve commanders' training.
Advantages and disadvantages of using games for learningwalshps
This document discusses the advantages and disadvantages of using games for learning. Some key advantages are that games can engage learners through experiential learning, interaction in games helps learners understand information better, and it creates an "engaged learning design." Game design can also influence instructional design by analyzing perspective, narrative, and interactivity among learners. However, games may also present developmental challenges for learners and game culture could disadvantage learners if not designed correctly.
English Attack! combines the latest EFL pedagogical principles with online entertainment (short clips from films, TV, music; games; social networking) to create an innovative learning resource which is fully complementary with instructor-led English language learning.
Improving Nuclear Training with Engaging Presentationsjljensenjr
Description of a 90-minute course designed to help instructors in the nuclear power industry create and deliver better training presentations while saving time and effort.
SALT Conference Paper - Application of Thiagi's Four-door Modelrpowell285
This paper includes content covered in the presentation Russ Powell and Brandon Carson gave at the 2009 SALT Interactive Technologies Conference in Arlington, VA on their experience and lessons learned at Sun Microsystems while applying Thiagi's four-door model for eLearning to WBT projects.
The document discusses effective use of PowerPoint for instruction. It notes that PowerPoint can engage students if used carefully, but may disengage them if overused. It identifies potential benefits like engaging multiple learning styles. Challenges include presentations being too teacher-centered or lacking feedback. Approaches like using images with limited text, interactive polls, and narrated slideshows with separate lecturer notes are recommended. Best practices include avoiding too much reading of slides, using readable fonts, contrasting text colors, and sparingly using transitions.
This report analyzes the decision by the Digital Media Design Technology (DMDT) program to not sell Adobe Student Edition software to students. It finds that this decision disadvantages students in several ways. It costs too much for students to purchase the individual software programs themselves. The campus labs have limited hours and availability. Many students do not have enough time after class to work on projects due to other commitments like work or long commutes. Selling a student edition at a discounted price would allow students to access the necessary software from home and make better use of their time. The report recommends negotiating an agreement with Adobe to sell a student edition specifically for DMDT students.
The document summarizes the benefits of the SimulTrain® project management simulator. It allows users to acquire project management skills through interactive exercises in only a few hours. Over 85,000 people have used it successfully. The document also describes how the simulator has been used by various companies to train their employees in project management best practices.
Lynetta Powell recommends approving the purchase of the Web Courseworks software package to manage the distributed learning for the Military Police Captain’s Career Course. The course currently has a reserve component that receives half of their training online, but there is no way to manage the entire program. Web Courseworks would help address this need, as it provides training solutions like tutorials, simulations, and game-based learning. While there are some upfront costs and change management challenges to adopting a new system, Web Courseworks' clients like Verizon and McDonalds have found it effective for training employees. The package also uses an evidence-based approach to design instruction that could help improve commanders' training.
Advantages and disadvantages of using games for learningwalshps
This document discusses the advantages and disadvantages of using games for learning. Some key advantages are that games can engage learners through experiential learning, interaction in games helps learners understand information better, and it creates an "engaged learning design." Game design can also influence instructional design by analyzing perspective, narrative, and interactivity among learners. However, games may also present developmental challenges for learners and game culture could disadvantage learners if not designed correctly.
Key Principles in Using Multimedia - IECTA Jan 22.pptx.pdfJohan Syah
The workshop gives some basic principles of using multimedia sources in online lessons. This is to achieve the main objectives of every lesson: engaging and effective.
The document discusses considerations for using video in the classroom and provides a structured approach. It recommends first determining the learning goals and audience. Key factors to consider include what students should learn, the learning environment, and any technical issues. The document then suggests choosing an approach that best suits the learning goals, such as showing actions, providing descriptions or instruction. It lists the top 10 types of educational videos as talking head lectures, archive footage, instructional videos, interviews, video blogs, case studies, student-created videos and more. Lastly, it addresses delivery methods like integrating video into other learning methods or streaming videos for flexible access.
This document summarizes chapters 5 and 6 from Clark's book on multimedia learning. It discusses the modality principle, which found that using audio to describe graphics is more effective than text. Graphics and audio avoid overloading the visual channel. The redundancy principle is also summarized, finding it is better not to provide both text and audio with graphics as it can overload learners. Exceptions are provided when there is no graphic or the learner needs text support. Examples are given and the document provides exercises for students to apply these principles.
This white paper discusses the use of visual, audio, and textual elements in e-learning materials. It explores the pedagogical rationale for including these elements and the implications for students with disabilities. While these elements can benefit many students, they also present accessibility challenges. However, the paper argues that through understanding pedagogy and accessibility issues, instructional designers can create complex e-learning solutions that are both engaging and accessible by applying techniques like amending multimedia elements with features like video descriptions. The key is for designers to have a strong grasp of the elements they use and how to incorporate accessibility, rather than simply making materials text-based in an effort to make them accessible.
The documents discuss PowerPoint presentations and best practices for creating effective presentations. PowerPoint is a Microsoft program used to create digital slideshows to accompany oral presentations. It is important to keep presentations clear, simple and consistent with matching design, limited text and images, and consistent formatting. Presenters should focus on engaging the audience rather than the PowerPoint software itself.
PowerPoint presentations can be an effective presentation tool when used properly. They allow inclusion of text, graphics, sound and video on individual slides that can be arranged and displayed to an audience. When designed well according to best practices, PowerPoint can make learning easier and more engaging for students while also making presentations more concise and visually focused for business purposes. However, overreliance on PowerPoint features and simply reading slides verbatim can have negative effects and bore an audience. Proper analysis of needs, audience and environment, along with creation and evaluation according to principles of visual design, can help ensure PowerPoint enhances rather than detracts from a presenter's message.
Proposal for writing an instructional bookletYeonKyung Lee
1. The document is a proposal from YeonKyung Lee requesting authorization to create an instructional booklet on how to design effective PowerPoint slides.
2. The proposed booklet would provide easy design methods in three categories - background, font, and content - to help students improve poorly designed slides and enhance their presentation skills.
3. The methods aim to make slides more readable and understandable through visualization techniques like customized backgrounds, appropriate font usage, and combining words with graphs and images. A timeline and the author's qualifications are also included.
This document provides an overview of principles for effective e-learning course development, including the multimedia, contiguity, modality, and redundancy principles. It discusses how to incorporate words, graphics, interactions and audio/video according to these principles. For example, the multimedia principle indicates that e-learning courses should include both words and graphics to aid understanding, while the redundancy principle recommends avoiding identical text and narration when graphics are present. The document also provides contact information for the instructor and notes regarding assignments.
This document provides instructions for students to create effective self-edited and self-reflective video essays. It outlines a process where students film videos of themselves at the beginning and end of a course and edit them together with commentary. Students reflect on their strengths/weaknesses, progress toward goals, and areas to continue improving. The document recommends designing courses with multiple video assignments and provides sample questions and editing software options. It suggests ways the approach could be adapted for other skills like writing and reading by incorporating files like concept maps, highlighted text, or book descriptions into the videos.
Republication of benchmarking data on how long it takes to create different kinds of learning including: Instructor-Led Training and three different levels of eLearning.
Cody took an English technical writing course and enjoyed it more than expected. They learned about different writing styles for business documents and felt prepared to create any business document. The course objectives covered rhetoric, writing, design, collaboration, ethics and culture, and applied technology. For each objective, Cody discussed the skills and software/tools learned, such as resume writing, mobile app prototyping using Marvel, video presentations using iMovie, and proposal writing in Word. Overall, Cody felt the course prepared them well for future business interactions.
Video Lectures: How To and Best PracticesTeresa Potter
Studies have shown that using multimedia content such as video lectures can improve student learning and performance. Medical students who used multimedia performed better in operating rooms and needed less study time. A study testing different types of video lectures found positive impacts on student learning for all video lecture types. Students also generally remember images more efficiently than written or spoken content alone. When creating multimedia content, instructors should consider their instructional goals, the needs of the content, best practices, and available resources.
The memorandum discusses using multimedia for online diversity training. It recommends using simulations, streaming videos, and audio to enhance the training. Simulations allow employees to experience scenarios to promote critical thinking. Streaming video can incorporate lessons and clips to eliminate lag time. While audio removes excess text, some learners prefer reading. The training aims to promote respect among coworkers from different backgrounds and show the benefits of diversity. Multimedia tools would make the training more engaging but require technical support.
This document discusses virtual learning environments and design principles for online education. It notes that design is a process, not a product, and discusses concepts like coherence, complexity, and legibility. It also covers the advantages and disadvantages of visual, textual, and audio elements in online learning. Best practices include supplementing graphics with audio alone instead of redundant text, avoiding unnecessary information, and using a conversational tone to enhance learning through personalization.
1. The document discusses using technology for teaching and learning based on principles of efficiency, effectiveness and enhancement (3Es).
2. It introduces the concept mapping tool Inspiration and shows how it can be used to organize content in an efficient and effective manner to meet learning goals.
3. Students are instructed to find another concept mapping tool, describe its educational value, and reflect on how their Inspiration example meets the 3Es criteria.
The document discusses the process of developing e-content. It begins by defining e-content and the two approaches to e-learning - self-paced and instructor-led. It then outlines the six phases of e-content development: analysis, design, development, testing, implementation, and evaluation. Each phase is described in 1-2 sentences. It also discusses instructional design models and the ADDIE model. The document provides details on developing individual e-content modules, including elements such as objectives, content, practice activities, and assessments. It outlines standards for developing various components of an e-content module such as text, audio, video, images, animation, and simulations.
Power point can be a highly effective tool toregmary
The document discusses effective uses of PowerPoint for lectures and presentations. It outlines advantages such as engaging multiple learning styles and improving audience focus. Challenges include a lack of feedback on student learning and PowerPoint presentations not helping students organize notes. Three approaches are described: text-heavy, mixed text and images, and image-heavy. Other uses discussed include case studies, student response systems, using PowerPoint as a worksheet, narrated downloads, Presenter View, best practices for construction, and other ideas like animations.
This document provides tips and best practices for designing effective PowerPoint presentations. It discusses 5 key recommendations:
1. Plan the content first before designing slides. The content should drive the design.
2. Use a plain, clean background without unnecessary templates or details that distract from the message.
3. Have one main idea or assertion per slide expressed in a single sentence.
4. Support the headline idea with graphic evidence like photos, images, charts or diagrams rather than just bullet points.
5. Not every presentation point requires a slide - use blank slides or other visual tools when PowerPoint is not the best format. The tips are backed by research showing that removing extraneous information improves learning
CHAPTER 12 ����������
�
�� �
������������
Engineers use oral presentations to efficiently and effectively transfer information to a wide
range of audiences. Usually, the setting and circumstances allow for direct interaction between the
speaker and the audience. Oral presentations are a common method of evaluating the progress of a
project and the progress of the individual. The ability to present oneself and one’s project in a com-
petent and succinct manner enhances one’s college and career development.
Multiple components make up an oral presentation: 1) the audience, 2) the content and organi-
zation, 3) visual aids, and 4) the speaker. Student design teams have control over the last three
items, but little control over the audience. Thus, a presentation goal is to prepare effective visual
aids and a presentation method to capture and maintain the attention of the audience. As with writ-
ing, styles of oral presentation are numerous. All good presentations rely on clarity of expression, an
easily followed train of thought and well thought-out visual aids that illustrate key points in the talk.
High-quality visual aids can make or break a presentation as can poor organization and a sloppy
presentation style (e.g., mumbling, talking to one’s feet or failing to make eye contact with the audi-
ence).
�
�����
��
Since presentations are always prepared for an audience, the presenter must evaluate the
audience and determine the best way to pique its interest. Determine who will attend the presenta-
tion. Gather informaiton on the technical awareness of the audience as a whole and the degree of
familiarity that the audience has in the subject. For instance, a presentation on modeling weather
patterns in the Pacific Ocean would be different for an audience of middle school students versus
one prepared for an audience of applied mathematicians. By assessing the audience correctly, the
speaker determines the best way to interest the audience. Explain why the presenter(s) finds the
subject interesting. Convey enthusiasm when explaining how it was determined what the best
Introductory Engineering Design 139
Chapter 12: Oral Presentations
140
course of action was that led to the solution. The interested audience then responds with questions
and comments that show an appreciation for the content and the style of the talk.
Audiences rarely have a uniform composition. Those attending may include, for instance, peers,
managers, contractors, vendors and clients. Before discussing any specific details, present back-
ground information for those who have a limited level of expertise in the subject matter. This informa-
tion helps bring the audience up to a common knowledge level.
Often, the audience includes those who are assessing the work itself and the capabilities of the
presentation team. These individuals probably understand the topic well. For instance, an instructor
evaluates a design team as a.
This document discusses using visual representations to enhance student learning of plot diagramming. It provides instructions for an integration activity where students identify a topic that can be taught using visuals combined with other instructional elements. Examples of a plot diagram are included with labels for exposition, rising action, climax, falling action, denouement, characters, setting, conflict, protagonist, and antagonist.
Presentation697 week3 Powerpoint Presentation of a redesign for PLO 3tommygee2
EDU 697 Week 3 Powerpoint presentation of a redesign of EDU 652 Anatomy of a Drum solo absorb activity, to fulfill PLO 3 "Exemplify ethics in technology use."
Dr. Keith Pressey, it is explained that the protocol of the 2 SKill-set Method is designed to prelude any possibility of Moral, Professional or Fiscal turpitude.
Word work file a 30.asd Week 2 Assignment EDU 697 tommygee2
Our first iteration in EDU 697 Assignment was "Supporting the Needs of All Learners" where the challenges of meeting the needs of all learners for teaching drums is discussed.
EDU 697 Week 2 Dr. Keith Pressey
PLO 3 and/or PLO 4
More Related Content
Similar to Week 5 assignment evaluating jit training EDU 626
Key Principles in Using Multimedia - IECTA Jan 22.pptx.pdfJohan Syah
The workshop gives some basic principles of using multimedia sources in online lessons. This is to achieve the main objectives of every lesson: engaging and effective.
The document discusses considerations for using video in the classroom and provides a structured approach. It recommends first determining the learning goals and audience. Key factors to consider include what students should learn, the learning environment, and any technical issues. The document then suggests choosing an approach that best suits the learning goals, such as showing actions, providing descriptions or instruction. It lists the top 10 types of educational videos as talking head lectures, archive footage, instructional videos, interviews, video blogs, case studies, student-created videos and more. Lastly, it addresses delivery methods like integrating video into other learning methods or streaming videos for flexible access.
This document summarizes chapters 5 and 6 from Clark's book on multimedia learning. It discusses the modality principle, which found that using audio to describe graphics is more effective than text. Graphics and audio avoid overloading the visual channel. The redundancy principle is also summarized, finding it is better not to provide both text and audio with graphics as it can overload learners. Exceptions are provided when there is no graphic or the learner needs text support. Examples are given and the document provides exercises for students to apply these principles.
This white paper discusses the use of visual, audio, and textual elements in e-learning materials. It explores the pedagogical rationale for including these elements and the implications for students with disabilities. While these elements can benefit many students, they also present accessibility challenges. However, the paper argues that through understanding pedagogy and accessibility issues, instructional designers can create complex e-learning solutions that are both engaging and accessible by applying techniques like amending multimedia elements with features like video descriptions. The key is for designers to have a strong grasp of the elements they use and how to incorporate accessibility, rather than simply making materials text-based in an effort to make them accessible.
The documents discuss PowerPoint presentations and best practices for creating effective presentations. PowerPoint is a Microsoft program used to create digital slideshows to accompany oral presentations. It is important to keep presentations clear, simple and consistent with matching design, limited text and images, and consistent formatting. Presenters should focus on engaging the audience rather than the PowerPoint software itself.
PowerPoint presentations can be an effective presentation tool when used properly. They allow inclusion of text, graphics, sound and video on individual slides that can be arranged and displayed to an audience. When designed well according to best practices, PowerPoint can make learning easier and more engaging for students while also making presentations more concise and visually focused for business purposes. However, overreliance on PowerPoint features and simply reading slides verbatim can have negative effects and bore an audience. Proper analysis of needs, audience and environment, along with creation and evaluation according to principles of visual design, can help ensure PowerPoint enhances rather than detracts from a presenter's message.
Proposal for writing an instructional bookletYeonKyung Lee
1. The document is a proposal from YeonKyung Lee requesting authorization to create an instructional booklet on how to design effective PowerPoint slides.
2. The proposed booklet would provide easy design methods in three categories - background, font, and content - to help students improve poorly designed slides and enhance their presentation skills.
3. The methods aim to make slides more readable and understandable through visualization techniques like customized backgrounds, appropriate font usage, and combining words with graphs and images. A timeline and the author's qualifications are also included.
This document provides an overview of principles for effective e-learning course development, including the multimedia, contiguity, modality, and redundancy principles. It discusses how to incorporate words, graphics, interactions and audio/video according to these principles. For example, the multimedia principle indicates that e-learning courses should include both words and graphics to aid understanding, while the redundancy principle recommends avoiding identical text and narration when graphics are present. The document also provides contact information for the instructor and notes regarding assignments.
This document provides instructions for students to create effective self-edited and self-reflective video essays. It outlines a process where students film videos of themselves at the beginning and end of a course and edit them together with commentary. Students reflect on their strengths/weaknesses, progress toward goals, and areas to continue improving. The document recommends designing courses with multiple video assignments and provides sample questions and editing software options. It suggests ways the approach could be adapted for other skills like writing and reading by incorporating files like concept maps, highlighted text, or book descriptions into the videos.
Republication of benchmarking data on how long it takes to create different kinds of learning including: Instructor-Led Training and three different levels of eLearning.
Cody took an English technical writing course and enjoyed it more than expected. They learned about different writing styles for business documents and felt prepared to create any business document. The course objectives covered rhetoric, writing, design, collaboration, ethics and culture, and applied technology. For each objective, Cody discussed the skills and software/tools learned, such as resume writing, mobile app prototyping using Marvel, video presentations using iMovie, and proposal writing in Word. Overall, Cody felt the course prepared them well for future business interactions.
Video Lectures: How To and Best PracticesTeresa Potter
Studies have shown that using multimedia content such as video lectures can improve student learning and performance. Medical students who used multimedia performed better in operating rooms and needed less study time. A study testing different types of video lectures found positive impacts on student learning for all video lecture types. Students also generally remember images more efficiently than written or spoken content alone. When creating multimedia content, instructors should consider their instructional goals, the needs of the content, best practices, and available resources.
The memorandum discusses using multimedia for online diversity training. It recommends using simulations, streaming videos, and audio to enhance the training. Simulations allow employees to experience scenarios to promote critical thinking. Streaming video can incorporate lessons and clips to eliminate lag time. While audio removes excess text, some learners prefer reading. The training aims to promote respect among coworkers from different backgrounds and show the benefits of diversity. Multimedia tools would make the training more engaging but require technical support.
This document discusses virtual learning environments and design principles for online education. It notes that design is a process, not a product, and discusses concepts like coherence, complexity, and legibility. It also covers the advantages and disadvantages of visual, textual, and audio elements in online learning. Best practices include supplementing graphics with audio alone instead of redundant text, avoiding unnecessary information, and using a conversational tone to enhance learning through personalization.
1. The document discusses using technology for teaching and learning based on principles of efficiency, effectiveness and enhancement (3Es).
2. It introduces the concept mapping tool Inspiration and shows how it can be used to organize content in an efficient and effective manner to meet learning goals.
3. Students are instructed to find another concept mapping tool, describe its educational value, and reflect on how their Inspiration example meets the 3Es criteria.
The document discusses the process of developing e-content. It begins by defining e-content and the two approaches to e-learning - self-paced and instructor-led. It then outlines the six phases of e-content development: analysis, design, development, testing, implementation, and evaluation. Each phase is described in 1-2 sentences. It also discusses instructional design models and the ADDIE model. The document provides details on developing individual e-content modules, including elements such as objectives, content, practice activities, and assessments. It outlines standards for developing various components of an e-content module such as text, audio, video, images, animation, and simulations.
Power point can be a highly effective tool toregmary
The document discusses effective uses of PowerPoint for lectures and presentations. It outlines advantages such as engaging multiple learning styles and improving audience focus. Challenges include a lack of feedback on student learning and PowerPoint presentations not helping students organize notes. Three approaches are described: text-heavy, mixed text and images, and image-heavy. Other uses discussed include case studies, student response systems, using PowerPoint as a worksheet, narrated downloads, Presenter View, best practices for construction, and other ideas like animations.
This document provides tips and best practices for designing effective PowerPoint presentations. It discusses 5 key recommendations:
1. Plan the content first before designing slides. The content should drive the design.
2. Use a plain, clean background without unnecessary templates or details that distract from the message.
3. Have one main idea or assertion per slide expressed in a single sentence.
4. Support the headline idea with graphic evidence like photos, images, charts or diagrams rather than just bullet points.
5. Not every presentation point requires a slide - use blank slides or other visual tools when PowerPoint is not the best format. The tips are backed by research showing that removing extraneous information improves learning
CHAPTER 12 ����������
�
�� �
������������
Engineers use oral presentations to efficiently and effectively transfer information to a wide
range of audiences. Usually, the setting and circumstances allow for direct interaction between the
speaker and the audience. Oral presentations are a common method of evaluating the progress of a
project and the progress of the individual. The ability to present oneself and one’s project in a com-
petent and succinct manner enhances one’s college and career development.
Multiple components make up an oral presentation: 1) the audience, 2) the content and organi-
zation, 3) visual aids, and 4) the speaker. Student design teams have control over the last three
items, but little control over the audience. Thus, a presentation goal is to prepare effective visual
aids and a presentation method to capture and maintain the attention of the audience. As with writ-
ing, styles of oral presentation are numerous. All good presentations rely on clarity of expression, an
easily followed train of thought and well thought-out visual aids that illustrate key points in the talk.
High-quality visual aids can make or break a presentation as can poor organization and a sloppy
presentation style (e.g., mumbling, talking to one’s feet or failing to make eye contact with the audi-
ence).
�
�����
��
Since presentations are always prepared for an audience, the presenter must evaluate the
audience and determine the best way to pique its interest. Determine who will attend the presenta-
tion. Gather informaiton on the technical awareness of the audience as a whole and the degree of
familiarity that the audience has in the subject. For instance, a presentation on modeling weather
patterns in the Pacific Ocean would be different for an audience of middle school students versus
one prepared for an audience of applied mathematicians. By assessing the audience correctly, the
speaker determines the best way to interest the audience. Explain why the presenter(s) finds the
subject interesting. Convey enthusiasm when explaining how it was determined what the best
Introductory Engineering Design 139
Chapter 12: Oral Presentations
140
course of action was that led to the solution. The interested audience then responds with questions
and comments that show an appreciation for the content and the style of the talk.
Audiences rarely have a uniform composition. Those attending may include, for instance, peers,
managers, contractors, vendors and clients. Before discussing any specific details, present back-
ground information for those who have a limited level of expertise in the subject matter. This informa-
tion helps bring the audience up to a common knowledge level.
Often, the audience includes those who are assessing the work itself and the capabilities of the
presentation team. These individuals probably understand the topic well. For instance, an instructor
evaluates a design team as a.
This document discusses using visual representations to enhance student learning of plot diagramming. It provides instructions for an integration activity where students identify a topic that can be taught using visuals combined with other instructional elements. Examples of a plot diagram are included with labels for exposition, rising action, climax, falling action, denouement, characters, setting, conflict, protagonist, and antagonist.
Similar to Week 5 assignment evaluating jit training EDU 626 (20)
Presentation697 week3 Powerpoint Presentation of a redesign for PLO 3tommygee2
EDU 697 Week 3 Powerpoint presentation of a redesign of EDU 652 Anatomy of a Drum solo absorb activity, to fulfill PLO 3 "Exemplify ethics in technology use."
Dr. Keith Pressey, it is explained that the protocol of the 2 SKill-set Method is designed to prelude any possibility of Moral, Professional or Fiscal turpitude.
Word work file a 30.asd Week 2 Assignment EDU 697 tommygee2
Our first iteration in EDU 697 Assignment was "Supporting the Needs of All Learners" where the challenges of meeting the needs of all learners for teaching drums is discussed.
EDU 697 Week 2 Dr. Keith Pressey
PLO 3 and/or PLO 4
Week 6 introduction to topics as a learning activity EDU 652tommygee2
The document discusses a needs assessment being conducted at the S.C. Midlands Academy for the Performing Arts. Juniors and seniors are being asked to demonstrate their understanding of percussion skills by designing a topic presentation that could be added to the curriculum for underclassmen. Parents and students have been informed of the school's high standards and their accountability. The goal is to engage students in active learning and have them take ownership of the process. Feedback from the activity will help evaluate what concepts have been effectively learned.
Week 6 assignment 2 critical thinking questions EDU 655 tommygee2
This document is a student's responses to critical thinking questions for an online course. The student provides summaries of key points from readings on instructional design and technology. They discuss trends in media production skills for instructional designers, potential coursework and projects to strengthen skills, and leading academics in the field. The student also prioritizes areas of focus and proposes action steps to enhance proficiency and career opportunities.
Presentation anatomyofadrumsolo from EDU 652tommygee2
This document provides instructions for students to create and implement a solo drumming activity. It outlines the steps for warming up, developing ideas, and beginning an improvised solo. These include practicing rudiments to warm up, developing a beat or rhythm to explore creatively, and gradually adding accents and random strokes over a basic shuffle beat. The goal is to encourage independent thinking and improvisation, which are core parts of solo drumming. Students are also instructed to record some of their practice runs, including their take on the opening groove from "Ain't That A Shame" as an example. References for further reading are also provided.
Presentation5 satisfactionsurvey from EDU 652 Week 5tommygee2
This document outlines a survey about students' experiences with online learning. It contains 5 open-ended questions about what students like about online courses, how age and gender affected their choice of online learning, their future plans to take online courses, their satisfaction with online learning accomplishments, and their views of their institution compared to others. The document discusses keeping the survey engaging with varied question types, avoiding predictability and monotony, and keeping it short with a feedback option to quickly obtain and review results.
Presentation1 a rough draft of a ppt. presentation of technology toolstommygee2
The document discusses various audio-visual technologies used in distance education programs, including video conferencing, audio conferencing, PowerPoint presentations, mobile applications, and academic social media. It summarizes research finding that the top three technologies relied on by distance education programs use the Internet for course delivery. While audio-visual technologies can be effective in virtual learning environments, some institutions are concerned about quality issues and lack of infrastructure to support online schooling. Overall, audio-visual technologies are helpful when properly implemented, and difficulties adopting distance education programs are usually due to lack of resources rather than issues with the technologies themselves.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Digital Artefact 1 - Tiny Home Environmental Design
Week 5 assignment evaluating jit training EDU 626
1.
Week
5
Assignment
Evaluating
JIT
Training
EDU
656
Technology
Solutions
for
JIT
Training
&
Learning
Thomas
Wilson
Phillip
Orlando
November
27,
2012
2.
One
of
the
first
things
which
was
blatantly
obvious
when
we
viewed
the
Training
App
Mockup
was
the
usage
of
“Associated
Audio”
which
is
according
to
the
text
(Clark
&
Mayer
2011,
Ch.
7,
Pg.
135
Applying
the
Redundancy
Principle)
It
says
in
Redundancy
Principle
1:
Do
Not
Add
On-‐Screen
Text
To
Narrated
Graphics-‐
what
we
see
throughout
the
Ppt.
presentation
is
this
reoccurring
and
it’s
a
confusing
use
of
too
much
content
which
will
cause
Cognitive
Overload
because
the
employees
will
be
doing
extraneous
processing
(Thinking
about
the
narration
and
the
text
and
not
upon
the
content)
It
states
further
in
the
text
“If
you
are
planning
a
multimedia
program
consisting
of
graphics
(such
as
animation
video,
or
even
static
pictures
or
photos)
explained
by
narration,
should
you
also
include
on-‐screen
text
that
duplicates
the
audio?
We
say
emphatically
“NO!!!”
(Design
Flaw
1-‐
no
audio
narration
duplicating
text)
Another
area
we
noticed
was
the
usage
of
the
Cow
Bessie
on
at
least
half
of
the
slides
which
was
actually
distracting,
In
the
text
in
Ch.
5
“Applying
the
Contiguity
Principle”
Pg.
101
“Avoid
Simultaneous
Display
of
Animations
and
Related
Text”
You
may
want
to
use
an
animation
to
depict
movement
such
as
to
show
how
much
to
perform
a
computer
application
or
to
illustration
how
equipment
works.
If
the
animation
is
playing
at
the
same
time
as
the
text
is
displayed,
the
learners
can
either
view
the
animation
or
read
the
descriptive
text.
If
they
read
the
text,
they
miss
much
of
the
animation
or
if
they
watch
the
animation
then
they
will
read
the
text
after
the
animation
has
run”
In
other
words
for
our
purpose
using
a
visual
of
a
Cow
Bessie
to
assist
the
learner
is
actually
counterproductive
and
they
will
either
pay
attention
to
the
visual
of
3.
the
Cow
and
not
the
text.
(Design
Flaw
2-‐
Don’t
display
animation/visuals
and
related
text
at
the
same
time)
The
third
area
which
was
noticeable
as
to
need
improvement
was
the
addition
to
the
presentation
of
extraneous
content
of
a
trivia
box/window
to
one
side
of
the
slide
which
was
another
thing
which
would
cause
the
learner
(employee)
to
experience
a
possible
momentary
cognitive
overload
again
by
having
them
do
extraneous
processing
of
irrelevant
information,
which
isn’t
germane
to
the
primary
goal
of
teaching
employees
how
to
make
a
latte.
In
the
text
(Clark
&
Mayer,
Ch.
7
Applying
the
Redundancy
Principle)
on
pg.
139,
Evidence
for
Omitting
Redundant
On-‐Screen
Text
(we
pick
up
the
thought)
“Kalyuga,
Chandler,
and
Sweller
(1999,
2000)
provide
complimentary
evidence.
One
group
(non-‐redundant)
received
training
in
soldering
(that
is,
techniques
for
joining
metals)
through
the
use
of
static
diagrams
presented
on
a
computer
screen
along
with
accompanying
speech,
whereas
another
group
(redundant
group)
received
the
same
training
along
with
on-‐screen
printed
text
duplicating
the
same
words
as
the
audio.
On
a
problem
solving
transfer
test
involving
trouble
shooting,
the
non-‐redundant
group
outperformed
the
redundant
group-‐
producing
an
effect
size
of
.8
in
one
study
and
greater
than
1
in
another.
(Though
this
isn’t
exactly
the
same
as
what
was
mentioned
about
the
trivia
box/window
the
principle
is
sound
in
that
presenting
two
type
of
conflicting
content
isn’t
a
good
usage
of
time
or
resources
in
a
Training
Presentation
such
as
this
which
we’re
talking
about
improving.
(Design
Flaw
3-‐
Having
conflicting
content
(text)
on
the
slide
with
the
primary
one
of
teaching
the
employees
how
to
make
a
latte.
The
next
thing
(
the
fourth
one)
which
could
use
improvement
was
the
way
4.
that
the
slides
were
made
in
Slide
4,
5,
6,
and
7
seem
to
be
in
a
manner
of
speaking
to
be
“talking
down”
to
the
reader
as
if
they
were
10
years
old,
or
the
like.
This
isn’t
to
go
along
with
any
citation
but
simply
putting
it
in
layman
terms,
that
it’s
demeaning
for
a
presentation’s
syntax
to
be
speaking
to
a
target
population
as
if
they
were
mentally
deficient.
(Design
Flaw
4,
don’t
have
the
speech
which
is
over
half
of
the
presentation
appearing
to
be
speaking
to
the
target
audience
in
a
condescending
tone)
And
finally
last
but
not
least
also
not
a
cited
flaw
is
that
there
are
spurious
(
unnecessary)
visuals
in
Slides
4
&
8,
because
it’s
obvious
that
there
is
a
further
delineation
(weakening
of
the
effectiveness
of
this
presentation)
of
this
presentation.
(Design
Flaws
4
&
5-‐
don’t
have
the
language
the
presentation
is
written
(the
text)
in
to
be
of
a
condescending
tone,
and
avoid
the
use
of
unnecessary
visuals
which
could
detract
from
the
overall
quality
of
the
presentation)
5.
References
I
e-‐learning
and
the
Science
of
Instruction
Clark,
R.C.
Mayer
R.E.
(Authors)
Pfeifer
Publishing
(2011
3rd
ed.)
Ch
5,
pg.
101
Ch.
7,
pg.
135,
139,
ISBN
978-‐0-‐470-‐87430-‐1