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dougmay

Articles: Design - 0 views

  • The less clutter you have on your slide, the more powerful your visual message will become.
    • rabraham
       
      This is something that will help transform presentations.  Keeping it simple will ensure the audience stays engaged.
  • Instead of a copy of your PowerPoint slides, it is far better to prepare a written document which highlights your content from the presentation and expands on that content.
    • rabraham
       
      This is a great way to keep the talking points limited.  I think it will be great to use with students who are absent for the lessons too.
    • bdoudwaukee
       
      I was glad to see that they still advise giving a document if the thought is to not give out the slide handouts. This is good for students who are absent.
  • You will be able to notice more extraneous pieces of visual data that can be removed to increase visual clarity and improve communication.
    • rabraham
       
      Slide Sorter view helps you to see the big picture of the entire presentation put together.
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  • But including a healthy amount of white space sharpens viewers’ focus by isolating elements.
    • rabraham
       
      This is a key element to remember.
    • dougmay
       
      I wouldn't have thought of this, but this slide looks good. The old thought process was to not have extra space.
  • Highlight the key phrases that you will help you rehearse for your presentation
    • rabraham
       
      This is a good step to simplify what the audiences sees and may keep them interested because they can't simply read the rest of the information.
  • Listeners will get bored very quickly if they are asked to endure slide after slide of animation. For transitions between slides, use no more than two-three different types of transition effects and do not place transition
    • suzdohrer
       
      I've struggled with using animations for transitions and lists. Now I read it may not be worth it. Yeah, back to basics and keep it simple.
    • Evan Abbey
       
      I will admit that I never use animations or transitions in any of my presentations. Not even a subtle fade. Not only is it extra junk, but it can add an hour to your development time. The most I do are builds. If I have a slide with an important point that I want to reveal, I will make two copies of the slide, and delete the "revealed" info on the first one. Then when I advance to the next slide, voila, I have a "transition".
    • dougmay
       
      With my students presentations, It sooooo delayed their presentations with all of their animartions and transitions. I, too, kept thinking of these articles.
  • Gill Sans
  • Cut out the extraneous content. Speak to that content when you present
    • suzdohrer
       
      This is when I move the cut text or additional text notes to the "Notes" section of the powerpoint, below the slide shot. Then, I like to print-out the slides to show the notes for my presentation.
    • bdoudwaukee
       
      I was thinking that I would be using the notes area much more too. I've even been using it to keep the information of where I got the image on the slide so that I can decide where to add that later.
    • Evan Abbey
       
      For many people, the notes section is really good. If you haven't tried the presenter view within Power Point, it is worth trying. On your computer, you can see your current slide, the next slide coming up, the notes that you have, and a timer/clock. The audience only sees your slide.
    • ney4cy
       
      I have done so few PowerPoints but this was a great tip. I will be checking out my notes section and presenter for sure.
  • The blurred backgrounds set off the stark white illustrations for quick visual processing:
    • suzdohrer
       
      I do not have an artisticy background, but I now think this blurred background image will be a use ful tool.
  • You can achieve this through consistent type styles, color, image treatment, and element placement throughout the slide deck.
    • suzdohrer
       
      Another artistic point of placement and imagery through cohesiveness. I worry that I do not have the natural talent to put this together on my own, but I do see the real difference.
    • chaneline
       
      Some presenters use lots of different colors, fonts and backgrounds.  May it's just because they can and they haven't taken this course.  The visual clutter distracts from the content and decreases the cohesiveness.
    • mrswalker_
       
      I like creating templates using Google Slides to ensure that colors and fonts translate to all of the slides in a deck.
    • Evan Abbey
       
      We kind of pooh-pooh color and design elements in learning, as though it is just pretty-ness. But, it does have a big effect, and it is worth it to improve one's sense of color combination.
  • If you have a detailed handout or publication for the audience to be passed out after your talk, you need not feel compelled to fill your PowerPoint slides with a great deal of text.
    • mgoodwin5
       
      I think this is a great point. The more I'm reading about what should (or is appropriate) be on a slide for the best presentations, it is better to have less, than more.
    • Evan Abbey
       
      Do you think the "after" is important? Is it better to pass it out after or before?
    • ney4cy
       
      interesting point.At the presentation I attend Monday afternoon the speaker handed out a document before he started his talk. in a way I liked being able to dot notes or highlight an idea or concept I wanted to review more closely later, but on the other hand it was very distracting to be leafing through the document trying to find the page that matched up with what he was discussing. I guess I would say it is better to wait till after your talk is done.
  • Use the same font set throughout your entire slide presentation, and use no more than two complementary fonts (e.g., Arial and Arial Bold).
    • mgoodwin5
       
      This is something that we stress to our students, since based on what students will usually do is have many different text fonts and sizes. They tend to use whatever looks best for each slide, instead of having the presentation look more smooth and have a togetherness.
    • mrswalker_
       
      I like using two fonts on slides: one to convey the big idea (title) and another to convey the supporting ideas (text).
    • Evan Abbey
       
      My rule of thumb is no more than two. One for headers, one for text (though I often use the same for each). I use a sans-serif font for my text, and either the same sans-serif font for my headers, or a designer font to communicate a special theme. I never use serif fonts.
    • ney4cy
       
      Okay,Okay no more Comic Sans
  • Use the same font set throughout your entire slide presentation, and use no more than two complementary fonts (e.g., Arial and Arial Bold).
  • Images can be very powerful and effective if used with careful intention.
    • mgoodwin5
       
      This is so true. Many times the image used, is what immediately gets the audiences attention and interest. Images are very powerful. i.e. "A picture is worth a thousand words."
    • mrswalker_
       
      I like the idea of using text over images, but it has to be the right image! This creates one image for students to remember, rather than an idea and an image.
  • Lots of extras actually take away meaning because they become a distraction.
    • mgoodwin5
       
      As goes with the statement, "Less is more." I completely understand that too much can be a distraction for the eye. Too much on a slide, take s away the meaning and I feel it also makes a person wonder what they should focus on, such as what is the most important point I'm supposed to be receiving from this slide?
    • dougmay
       
      Agreed!
  • The first step is admitting that you have a problem
    • mgoodwin5
       
      Many of my slides in my presentations either look like this, or have started out like this. This is exactly what I need to work on! Eliminating some of the bullet points and a lot of text!
  • Depending on your content, you may be able to convert each bullet point into a separate image on one slide or over several slides.
    • mgoodwin5
       
      Here is what I'm going to work towards doing. Since learning about Zen, I realize I'm definitely adding too much to my slides, whether it be text or bullets. By using images, or at least less text and bullets, it appears presentations will be much more appealing and interesting to the audience. I really like the idea of using the images instead of any text at all. Then the presenter (me) will expand on the meaning of the image or what it stands for.
  • Your slides should have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas on your slide with your logo or other unnecessary graphics or text boxes that do not contribute to better understanding.
    • chaneline
       
      This point has been huge for me.  I really thought I would want to fill up the slide with information, not any more.  I see the power of simplicity of the white or negative space.
    • mrswalker_
       
      This is a great idea- I like the idea of negative space better than white space. My classroom is really bright so light text on a dark background sometimes works better than white.
  • No audience will be excited about a cookie-cutter presentation, and we must therefore shy away from any supporting visuals, such as the ubiquitous PowerPoint Design Template, that suggests your presentation is formulaic or prepackaged.You can make your own background templates which will be more tailored to your needs.
    • chaneline
       
      This lead me to think about use of a white background.  I was so afraid of it because it seemed boring, but with the use of visuals, a white background can be powerful and increase the interest of the slide.
  • Avoid off-the-shelf clip art (though your own sketches & drawings can be a refreshing change if used consistently throughout the visuals).
    • chaneline
       
      Some presenters overuse cartoon type Clipart, maybe because it's easier, that's what they are used to, they are trying to be funny/cute or they haven't learned the power of a visual image/picture within a presentation.  
    • aboevers
       
      I don't think I will be drawing my own art either!
  • Go through your bullet points and try to highlight the main point of each bullet point. Try to bold only the key parts of each point — limit it to as few words as possible.
    • mrswalker_
       
      Great idea to take it step by step rather than just trying to cut a lot of information at once. 
  • Go through your bullet points and try to highlight the main point of each bullet point. Try to bold only the key parts of each point — limit it to as few words as possible.
  • It is very common for people to “brain dump” all of their ideas or thoughts into “stream of consciousness” bullet points as they create slides.
    • chaneline
       
      I think this happens because you want to make sure that all of the points you feel are important are given to the audience.  It has been one of the most eye opening concepts from this course.  I made note cards for my presentation, rather than putting all of the info on the slide. " Redundancy effect" is powerful!
    • bdoudwaukee
       
      Yes, I had always thought bullet points were a good thing! Oh how wrong I was!
    • ney4cy
       
      I thought bullet points would be superior to long connected text or narrative on a slide. I really felt it was the most effective way to get your message out. Now I have seen the light!
    • vmcgee
       
      Me too.  I have been using bullet points extensively all year.  Google slides makes it very easy to do so...
  • The best slides may have no text at all
    • bdoudwaukee
       
      It is interesting to go to presentations while I'm taking this class. I took the ISEA's mandatory reporter training last week and it was an RN on a video with powerpoint slides for 3 hours. Lots of text, the crayon template and a graph that she kept going back to that you couldn't even read due to tiny font. Death by PowerPoint!
    • Evan Abbey
       
      This is true. It also is somewhat of a curse. You can get to the point where you can't see any presentation without being critical of it :)
    • vmcgee
       
      Absolutely.  Just today I had to give a presentation to a class on behalf of another teacher.  It had WAY too much text and I had great difficulty keeping the attention of 13 year old students.  I couldn't help but think of this class while presenting.
    • dougmay
       
      In the past, I would have a hard time with no text. My thought was that the slide should do the work. My students did presentations and I kept wanting to critique their slides.
  • Presenters are usually guilty of including too much data in their on-screen charts
    • bdoudwaukee
       
      This can be tricky when you really need to get all of the data in the hands of your audience. What to leave out?
    • ney4cy
       
      I guess this is where the analog planning is helpful. Along with the elevator test.
  • though your own sketches & drawings can be a refreshing change if used consistently throughout the visuals)
    • bdoudwaukee
       
      I had not thought about the use of your own sketches and drawings. I would be afraid that it would look corny, like the clip art, but I'm also intrigued to try this!
    • ney4cy
       
      It does sound interesting. I think it would nice to try student drawings too when using this if educators or students themselves.
  • The trick becomes finding just the right image(s)
    • bdoudwaukee
       
      This is where I feel that I could take hours second guessing my choice of image, or trying to edit it to work.
    • ney4cy
       
      I agree. I have already been out looking, and I just keep looking and looking. I am hoping it will get easier the more experience I have creating PowerPoints.
    • dougmay
       
      This can seem to take more time than the planning.
  • Use high-quality graphics including photographs.
    • mrswalker_
       
      My students LOVE seeing pictures of themselves in a presentation. I try to use student examples as often as possible to create images for presentations.
    • Evan Abbey
       
      This is a great idea! Especially for younger students!
  • But boring an audience with bullet point after bullet point is of little benefit to them
    • aboevers
       
      This reminds me of that first video we watched for this class and the gun image. That has stuck with me and it is all because of the image of the gun!
    • Evan Abbey
       
      I guess this goes to speak of the power of an image.
    • ney4cy
       
      I just sat through a presentation Monday afternoon on PLCs and Short Data Cycle. The presentaer was very engaging but his PowerPoint was not! Too much text and bullets very few images. I found myself critiquing his slides instead of listening to the message!
  • The right color can help persuade and motivate. Studies show that color usage can increase interest and improve learning comprehension and retention
    • aboevers
       
      Color can do so much, like make you feel stronger/weaker, or energize/soothe. That was why they painted our visiting team locker room pink!
  • This looks like they were going for the full-bleed background image effect but just missed
    • aboevers
       
      One of my classrooms has a projector that is slightly to the right and the image bleeds to the white board behind the screen. It is very distracting for me and my students!
  • in your slide deck
    • aboevers
       
      I have recently heard of a presentation set of slides referred to as a deck, but we certainly do not need 52 slides to present!
    • Evan Abbey
       
      Well, this depends. Some presenters make one master deck and then "hide" the slides they don't want. For the next preso, they hide different slides. Also, it depends on how you use your slides. If you talk for each slide, then 52 is way to many. But if you are using builds or quick sequences of slides as a substitute for bulleted lists, you can get there pretty quick. My rule of thumb is one slide every two minutes, but I do have one preso with 70 slides in it for a 45 minute preso. It is the exception, not the rule.
    • ney4cy
       
      At a recent in-service the speaker had 3 PowerPoints open he retrieved slides from different presentations based on our dicussion. It made the informtion much more relevant to our school but at the same time created a distraction when he couldn't find a slide and had to flip back and forth.
  • the golden rule of PowerPoint presentations — always do what is right for your audience.
    • aboevers
       
      Shouldn't the rule state, "Present unto others as you would like presented to you?"
    • Evan Abbey
       
      Ha! Hilarious!
  • add unrelated “decorations
    • aboevers
       
      Keep the idea of purpose in mind constantly.
    • ney4cy
       
      This is was my typical slide! ALL bullet points.
    • pkmills
       
      Somehow that simple idea got very lost along the way.
  • “Sorry I missed your presentation. I hear it was great. Can you just send me your PowerPoint slides?” But if they are good slides, they will be of little use without you.
    • pkmills
       
      If someone had said this to me, I would have. Now if they say it to me I still will send them the slides. Ha Ha.
  • You can take your own high-quality photographs with your digital camera,
    • pkmills
       
      I ran into soem object that I need for my presentation that were "iffy" for me in the copyright area, so I decided to take my own pictures instead. I feel great about how it turned out.
  • So make sure your slides pass what I call the glance test: People should be able to comprehend each one in about three seconds
    • pkmills
       
      Love this idea. It's a good way for me to see if I am travelling down the right road.
  • Live long and prosper.
    • pkmills
       
      I found out that "Live long and prosper" was added by Leonard Nimoy for character and was based in his Jewish teachings.
  • By getting out of the Slide View and into the Slide Sorter view, you can see how the logical flow of your presentation is progressing. In this view you may decide to break up one slide into, say, two-three slides so that your presentation has a more natural and logical flow or process.
    • pkmills
       
      I used the sticky notes at the begginnig to check the flow of my presentation. I will use the sorter to check the presentation at the end of the creation process.
  • Try to avoid text-heavy (and sleep inducing) slides like this one
    • vmcgee
       
      I gave a presentation today on behalf of another teacher that was structured much like this slide.  It had too much text and information on it, and I found myself racing to get through it before I lost the attention of my audience.  Afterwards, it completely felt like a waste of time.
  • Not sure what two guys shaking hands in front of a globe has to do with the fertility rate in Japan. Yet even if we were talking about "international partnership" the image is still a cliché.
    • vmcgee
       
      It seems like I have seen some sort of "handshake" image a thousand times.  It is overused and carries no meaning - which I think defeats the purpose of an image in a slide.
  • An audience can’t listen to your presentation and read detailed, text-heavy slides at the same time (not without missing key parts of your message, anyway
    • vmcgee
       
      This is probably the topic that has had the greatest effect on my presentations so far.  I have done about 3 different presentations since this course began, and I am now always concentrating on not having my students read slide material while I talk.
  • Very few audiences enjoy paragraph-length bullet points.
    • dougmay
       
      I can't think of anybody, let alone a few people.
  • It’s okay to cover details verbally that are not reflected in your bullet points.
    • dougmay
       
      I am having a hard time adjusting to this thought. In the past, I wanted to include everything in the slides. Now I thinking of it more of an outline for me.
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  • This introduces distracting visual noi
    • dougmay
       
      Why would anyone do this? How could they think that this is ok?
kmcastaneda

Articles: Design - 1 views

  • it is far better to prepare a written document which highlights your content from the presentation and expands on that content. Audiences are much better served receiving a detailed, written handout as a takeaway from the presentation, rather than a mere copy of your PowerPoint slides
    • Wendy Arch
       
      I see how this is a better way to format information.  Any suggestions on adapting this for the instructional format?  Specifically I'm thinking about online courses and flipped instruction.  If I also post the written notes in addition to the presentation, what prompts students to bother with the presentation?  Or do I just need to let it go and be okay with students getting the information in anyway that works fro them?
  • If the photographic image is secondary in importance, then I decrease the opacity and add a Gaussian Blur or motion filter in Photoshop.
    • Wendy Arch
       
      Anyone know if there is a way to do this without Photoshop?
    • Karen Stern
       
      I would like to know this also! I've checked on Atomic Learning as suggested in one of the lessons, but it does not seem easy to navigate.
  • You can then save the PowerPoint file as a Design Template (.pot) and the new template will appear among your standard Microsoft templates for your future use. You can also purchase professional templates on-line (for example: www.powerpointtemplatespro.com).
    • Wendy Arch
       
      Good reminder!  I want to improve my presentation abilities - not reinvent the wheel.
    • Evan Abbey
       
      One thing I do is to recycle past presentations. I very rarely every start from scratch. Sure, the objectives have changed, so 3/4 of the presentation might be new, but having some of the slides already done from the start helps me during the planning phase. It's almost like having a couple pairs in Gin Rummy.
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  • Learn more: PresentationPro.com has some great Flash tutorials including one on color. Go to the CreativePro.com to learn more about color. Dummies.com has a good short article on how to create a Color Scheme in PowerPoint.
  • Serif fonts were designed to be used in documents filled with lots of text. Serif fonts are said to be easier to read at small point sizes, but for on screen presentations the serifs tend to get lost due to the relatively low resolution of projectors. San-serif fonts are generally best for PowerPoint presentations,
    • Wendy Arch
       
      Dangit!  Serif fonts are much more visually appealing to me.  I use them for everything.  I guess not anymore... :-(
    • amytlach
       
      The example below is a great illustration.  I tend to lean towards serif for most things, but will definitely think about this going forward.
    • Evan Abbey
       
      Further research on this suggests that sans serif is better for large quantities of text too, as long as it is being read via digital device. Only for printed text are serifs the way to go.
  • Your slides should have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas on your slide with your logo or other unnecessary graphics or text boxes that do not contribute to better understanding. The less clutter you have on your slide, the more powerful your visual message will become.
  • (and save teleprompter text for the “notes” field, which the audience can’t see).
    • Wendy Arch
       
      This is an important thing for me to remember.  I don't have to eliminate my content -- I just don't put it on the slide.  That's what my verbal presentation is for.
  • Flow. You can direct people’s eyes to certain areas of a slide to emphasize important points.
  • If they fall below 24 pt then you might be on to something. Also, look at the number of lines you use for your bullet points. If you use more than two lines anywhere, then they’re definitely leaning text heavy. Depending on the type of presentation, two lines might even be too much.
    • Wendy Arch
       
      Not less than 24 pt font and not more than two lines (and even that is suspect).  Got it!
    • kliston
       
      These guidelines are quick and easy to remember when creating a PowerPoint. I need to have "if you have to decrease the size below 24, you have to many words" on a poster in my office.
  • Depending on your content, you may be able to convert each bullet point into a separate image on one slide or over several slides. This approach isn’t always feasible, but it is far more visually appealing than yet another slide filled with bullet points.
    • Wendy Arch
       
      This is an interesting idea!  I like it.  I think it will also help reinforce the main ideas instead of (potentially) leaving viewers guessing at what you said.
    • kliston
       
      I couldn't agree more. I think this strategy is something that will really leave a lasting impression with the audience.
    • Karen Stern
       
      I also like this idea! "Speak" through the images rather than text. It will be something interesting to try!
    • amytlach
       
      This hits home for me when trying to evoke emotion or memories with an audience as well.  Finding the right image will pay off in the end. 
    • amytlach
       
       
  • Don’t submit to the urge to add unrelated “decorations” to the slide. Be strong.
    • kliston
       
      I need to remember not to submit to the urge to add an image to each slide. Especially if the image does not directly relate to content on the slide.
    • Karen Stern
       
      I agree! The image should only be present if it enhances the presentation, not just to fill space!
    • amytlach
       
       
    • kmcastaneda
       
      Ha!  'Be strong' made me laugh...this reminds me of therapy.  Reworking how we attach to making presentations really is a lot of letting go and rearing up of not-so-favorable tendencies I have not just in presentation making, but in all of my life!  
  • In this view you may decide to break up one slide into, say, two-three slides so that your presentation has a more natural and logical flow or process. In this view you will be able to capture more of the gestalt of your entire presentation from the point of view of your audience.
    • kliston
       
      Using the Slide Sorter View is something that I had never thought of but I can see how this would help create consistency for the audience. I would like to start using this view when creating my presentations.
  • Sometimes the image is actually a pretty good one but it just needs a bit of editing so that the text will pop out more.
    • kliston
       
      eeping the image simple is something that I need to keep in mind. The whole "less is more" idea helps the text pop on the screen and create that last impression with the audience.
  • Remember, the slides are meant to support the narration of the speaker, not make the speaker superfluous.
    • Karen Stern
       
      I need to remember this! The slides in my presentation should only support what I say, not compete for the attention of the audience. Reading about the Cognitive Load Theory helped me understand this.
    • amytlach
       
      I think I'm going to put this statement along with the points on this list on a one pager that can be front and center when begining preparations for presentations during my initial planning quiet time.  Would also be good to share with other as a review of this class when asked.
    • Evan Abbey
       
      This is difficult for many to learn. Typically, we think creating the best slides you can = the most informative. Creating something that is purposefully NOT as informative in order to force the audience to better attend to the presenter is counter-intuitive at first.
  • to be passed out after your talk
    • Karen Stern
       
      I don't want my handouts competing with the presentation for the attention of the audience. This is a good reminder to give them out after the presentation is over.
    • Evan Abbey
       
      I think this is a quick and easy item for anyone to do to make them a better presenter.
  • what's your intention?
    • Karen Stern
       
      I like this reminder. What is the purpose of an image that I am adding? Is is serving this purpose? Does it need to be cropped or otherwise edited? Will there be any text with it? Now these will be questions that I will ask with every picture.
    • amytlach
       
       
    • kmcastaneda
       
      True true.  Keeping in mind the WHY and the INTENTION is going to eliminate a lot of unnecessary clutter, and, keep me feeling more focused and streamlined.  And CONFIDENT in cutting what I do, because I'll need to keep cutting a lot from my presentations!
  • But including a healthy amount of white space sharpens viewers’ focus by isolating elements.
    • Karen Stern
       
      This is a good reminder. Just like silence should not always be filled, white space on slides should not always be filled.
    • Evan Abbey
       
      I like the technique that is used in the example below. It took a picture that doesn't blend with the white background, which is kind of a no-no. But by making it appear as a photograph, and then rotating it slightly, it makes it very stylish on the all white background. It makes it look like one cohesive slide as opposed to having the image take up about a fourth of the screen.
  • Remove all extraneous copy from bullet points
    • Karen Stern
       
      I like the reminder of this step: remove any excess words! I can see how this will make me focus on the main point of each bullet, and possibly separate each point into a distinct slide.
    • amytlach
       
       
  • glance test: People should be able to comprehend each one in about three seconds.
    • amytlach
       
      I know that I've heard this before with variable times for viewing, but great to think about with every slide that is being created. Keep at it!
  • However
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  • Admit your
    • amytlach
       
      I love this as a reminder....24 point font....no smaller!
  • slide has a text problem
  • main phrases
  • on the
  • phrases
  • Highlight the key phrases that you will help you rehearse for your presentation
  • Speak to that content when you present
    • amytlach
       
      This was a big take away for me in a previous lesson.  Use it as a starting for the conversation and talk to the points listed, not a reading of the list or points that are listed. 
    • amytlach
       
      Amy Tlach
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  • It’s also important to stick to a consistent visual style in your slide deck.
    • Karen Stern
       
      I can see how the continuity of slides really creates a cohesive presentation. I know that it drives me nuts when I see a presentation with multiple font styles or a frequent switch of background colors.
  • the star, of course, is your audience
    • kmcastaneda
       
      To remember that the audience wants to FEEL is key for me.  So the question - What am I presenting to elicit feelings and WHY should they care? - guides my work.  
  • Don’t let your message and your ability to tell a story get derailed by slides that are unnecessarily complicated, busy,
    • kmcastaneda
       
      So true.  Sometimes I want info in there because it's related, BUT, it gets in the way of my being able to TELL THE STORY! Key.  
  • “Sorry I missed your presentation. I hear it was great. Can you just send me your PowerPoint slides?” But if they are good slides, they will be of little use without you.
    • kmcastaneda
       
      Ha!  Exactly.  This made me giggle.  So true.  I want to strive for this - that my preparation will be so that if someone missed it, they really missed it.  
  • never, ever turn your back
  • Always be asking yourself, “How much detail do I need?”
  • guilty of including too much data
  • appropriate
  • limit the bars to 4-8.
  • evokes feelings
  • is emotiona
  • can help persuade and motivate.
  • can increase interest and improve learning comprehension
    • kmcastaneda
       
      I do not underestimate the power of visuals, and color is huge - Saturation, combinations, tone, contrast...it can make or break the staying power of your message!
  • retention
  • if you plan to keep most of the lights on (which is highly advisable) then a white background with black or dark text works much better
  • sans-serif font and is professional yet friendly and “conversational.”
    • kmcastaneda
       
      I agree.  Sans-serif feels more inviting, casual, playful, yet clear and less cluttered because the tails and frills are gone.  I've never read of anything suggesting fonts for certain types of written communication, so, this is great guidance for me!
  • Spend time in th
  • Slide Sorter view, you can see how the logical flow of your presentation is progressing.
  • You will be able to notice more extraneous pieces of visual data that can be removed to increase visual clarity and improve communication.
  • How many different ways could we use the same image (at different resolutions) inappropriately or use a different image in a way that is less effective than the one on the left?
  • image is cropped for better balance
  • transparent box is added to help the text pop out
    • kmcastaneda
       
      I've never thought of this effect.  I'm going to try it.  
  • Think of your slides as billboards. When people drive, they only briefly take their eyes off their main focus — the road
    • kmcastaneda
       
      Great metaphor for this.  The GLANCE test.  We all can relate.  This reminds me of, when reading the first few lines of a book or essay or article, will the audience feel 'hooked'?  In other words, why should they bother reading/viewing/listening to me?!  Give them something to rile their curiosities, stir their emotions, connect with such human universal resonance to a problem or concern they have that it urges them to go deeper...
  • Lots of extras actually take away meaning
  • they become a distraction
  • overtax the audience’s cognitive resources
    • kmcastaneda
       
      I have thought, in the past, that the audience needed ALL the information I could give.  Yet, now I can reframe that idea as it actually harms the audience.  It's counter-intuitive.  This reframe for me is priceless, because I want to be liked and considered the expert.  Yet, when I give too much, knowing it does the OPPOSITE of what I want really helps me commit to slimming and trimming down to the core essence, to make it easy and, in fact, MORE IMPACTFUL to and REMEMBERED by my audience.  
  • Photos should be taken by the same photographer or look as if they are
    • kmcastaneda
       
      Difficult to strive for but so extremely critical for people to buy into my professionalism and expertise.  And it's simply more visually easy to digest.  If the audience is jarred, they're less likely to care about what I say.  Even these overlooked, small considerations are actually cornerstone to overall impact, I'm learning.  They're like the subconscious, responsible for 90-95% of what choices we make, and we don't even realize it!  It's the stuff that speaks to our instinctual and intuitive nature, to out 'subtle' bodies.  
  • Illustrations should be done in the same style.
  • streamline the text and incorporate simple visual element
  • moves to the message about quality, and then focuses on one beautiful grape from the “yield”:
    • kmcastaneda
       
      I talk about this in my art classes, the principle of design called Movement.  I relate it to how your eyes travel or follow a path from one point to another, like connecting the dots.  
  • use contrast to focus attention
    • kmcastaneda
       
      I love silhouettes. White over black or another dark color is my favorite with silhouettes.  
  • your eye wouldn’t know where to begin, and the quote would have lost its power:
    • kmcastaneda
       
      Yes, just because space is there doesn't mean we must fill it.  Spaciousness allows the audience to feel spacious.  Period.  Breatheability.  
  • if we’d paired the text with a larger or more detailed image,
  • allows viewers to quickly ascertain a slide’s most important elements:
  • visual unity look as though the same person created them
    • kmcastaneda
       
      Unity also helps to bring cohesiveness to the look of a brand. It all lends to the audience feeling you're competent, an expert, clear, and easy to work with.  
  • make your message feel cohesive
  • consistent type styles, color, image treatment, and element placement throughout the slide deck
    • kmcastaneda
       
      To remember that it's important for consistency THROUGHOUT THE SLIDE DECK, entirely.  This is why Slide Sorter view is so good.  Placement and composition is important here, too.  
  • there’s beauty and clarity in restraint
    • kmcastaneda
       
      Ahhhh!  Love this!  It's a new quotable for me.  :)
  • you’ll free people up
  • to really hea
  • and adopt
    • kmcastaneda
       
      Ultimately, this is what we want.  Simplicity, relevant support of images to illustrate the INTENTION, spaciousness to make people feel free, easy, and cementing the info for recall and memory permanence...
  • shiny, seductive elements
    • kmcastaneda
       
      Overwhelm can be remedied by remembering - Just because we CAN doesn't mean we should...
  • Pretend as though you are an audience member
    • kmcastaneda
       
      Like in teaching, it's advisable to become the student before you introduce a subject.  
  • golden rule of PowerPoint presentations — always do what is right for your audience.
  • Very few audiences enjoy paragraph-length bullet points
    • kmcastaneda
       
      I need to remember the very basics - don't I want my audience to actually ENJOY my presentation?!  Of course I do!  But I forget to lead with this, and I can't afford not to lead with this.  After all, they could be doing a million other things with their time but if they're with me, and I'm up front, I sure need to overdeliver with high value in a way that makes them feeling 1) they're better for having been with me, 2) that they grew or learned in a way that they can apply easily into their lives, and that it 3)was not only not a waste of time, but was an EXPERIENCE...and they'd even come again!
  • try to highlight the main point of each bullet point
  • Think of it as an approach to rehearsing your slides
  • What key part of each bullet point
  • Focus on the
  • cover details verbally that are not reflected in your bullet points
  • one relevant
  • Replace bullet points with images
    • kmcastaneda
       
      Brilliant!  Like visual bullet points instead.  Like cues or clues.  :)
  • trick becomes finding just the right image
candace berkley

Articles: Design - 0 views

  • The less clutter you have on your slide, the more powerful your visual message will become.
    • stac34
       
      As a person who likes clean lines and simplicity, I apprecaite this statement. I think less can definitely be more!
    • brendahack
       
      It seems to be proven over and over when we see examples of noise and clear slides.
  • By getting out of the Slide View and into the Slide Sorter view, you can see how the logical flow of your presentation is progressing.
    • stac34
       
      This is a great place to proofread and edit to ensure that the presenatation flows and keeps a common theme throughout. I think that it would be easy to spot slides that need some work when looking at all of them at once.
  • Presenter tiles image
  • ...48 more annotations...
  • 8) Presenter tiles image
  • Presenter tiles image
    • stac34
       
      Do people seriously do this??
  • People should be able to comprehend each one in about three seconds.
    • stac34
       
      This is a good rule of thumb, I think that is why the visual on the page is so important to help quickly understand the content.
    • jsoland
       
      I really like this as well. I have such a difficult time figuring out what text to include. This will definitely help me to minimize and focus on what's really important.
  • What key part of each bullet point do you need to mention during your PowerPoint presentation?
    • stac34
       
      This is a good point when thinking about trying to get closer to the "six words per slide" rule. Keeping in mind the key details can help decrease the use of words that are not needed.
  • convert each bullet point into a separate image
    • stac34
       
      Great idea! After deciding the important details on a slide, rather than just including those find a visual that represents what the bullet points would have siad. The presenter will still have to explain what the visuals mean, but that should happen anyway, much bettter than sentences next to bullet points!
    • brendahack
       
      I like this, but also wonder if it is too noisey. Do you think it could be divided into several slides of reasons, or does that become too many slides?
  • Avoid using PowerPoint Clip Art or other cartoonish line art.
    • KIM BYRD
       
      I have been a sucker over the years to use generic clipart. I thought this was something we could do. Now I know we need to use human images to bring more personal aspects to the presentation.
    • brendahack
       
      :) You are not alone on this one.
  • No audience will be excited about a cookie-cutter presentation
    • KIM BYRD
       
      I absolutely thought using templates were what you were supposed to do. Ooops.
  • Make sure you know the difference between a Serif font (e.g., Times New Roman) and a Sans-Serif font (Helvetica or Arial
    • KIM BYRD
       
      When creating a presentation, so not mix these fonts. The articles stated to stay with Helvetia and Arial with only two colors per slide.
  • Text within images is but one way to use text/data and images harmoniously
    • KIM BYRD
       
      I look forward to trying this out and adding gradian to the picture.
  • Presenters are often tempted to fill it up with additional content that competes for attention
    • KIM BYRD
       
      If I had a photo that contained white space on the edges, I usually put a border around it. I did not realize we were to keep the white space open in order to create "open space" needed in a presentation.
  • “Sorry I missed your presentation. I hear it was great. Can you just send me your PowerPoint slides?” But if they are good slides, they will be of little use without you. Instead of a copy of your PowerPoint slides, it is far better to prepare a written document which highlights your content from the presentation and expands on that content.
    • jsoland
       
      I'm embarassed to admit this, but it had never occured to me to prepare a handout other than a copy of the slides until this course.
  • Clip art is chosen
  • Clip art is chosen
  • Avoid off-the-shelf clip art
    • jsoland
       
      So, this example is pretty extreme in how bad it is, but I'm really starting to dislike anything clipart. It seems it is never appropriate.
    • candace berkley
       
      Wow. This anecdote makes the point very clear: The presentation is to aid the presenter, not replace the presenter.
  • Have a visual theme
    • candace berkley
       
      I get this concept: Theme is established through consistent choices in color, font, placement, images and not through templates.
  • Use color well
    • sarahjmoore
       
      Another issue I have seen with color is the projector. I have seen a lot of pretty presentations that were turned horrible by the projector. My principle was trying to promote some school spirit and had his slide in school colors (purple background and yellow text). Purple backgrounds were turned pure black when projected. It looked ok, but the point was completely missed. I think it is important to keep it simple and test it out if I can before I give it to help prevent that issue. 
  • cheesy sound effects
    • sarahjmoore
       
      This makes me think of my dear education professor in college. He was 70 something and loved teaching. He tried so hard to keep up with the times, and he must have had someone show him the audio buttons because every slide in his presentations would have a different sound effect. It wasn't really engaging, just annoying. But, we all knew how hard he worked and that he truly loved teaching. 
  • entire presentation
    • sarahjmoore
       
      This view will also be more effective without all of the bullets and large chunks of text. 
  • es the image is actually a pretty good one but it just needs a bit of editing so that the text will pop out more.
    • sarahjmoore
       
      This is one of the biggest struggles I have will use full background images. The text doesn't pop like I want it to. I like the idea of adding in the transparent box. 
  • add one relevant image to the slide
    • sarahjmoore
       
      This is where I feel I get stuck. I want them to be more engaging then this, but I also don't want to have simply concept pictures. 
  • with images
    • sarahjmoore
       
      I think this would be really effective if you reveal them as you talk about them creating that flow of content. I know when I first looked at this slide I started to try and understand the meaning of each photo. I would have to force myself as an audience member to wait for the presenter to explain them. 
  • The slides themselves were never meant to be the “star of the show” (the star, of course, is your audience).
    • brendahack
       
      Good to keep in mind. It is not about you or the images you choose, or the words we use. It is about the audience and having them on the journey with us.
  • If you have a detailed handout or publication for the audience to be passed out after your talk, you need not feel compelled to fill your PowerPoint slides with a great deal of text
    • brendahack
       
      I am excited to present with this point in mind. I know it will be different, but I think it will be a good different.
  • Some animation is a good thing, but stick to the most subtle and professional (similar to what you might see on the evening TV news broadcast).
    • brendahack
       
      I am still thinking about this. How much is too much? This statement of what you might see on the evening news is helpful. I do think some animation, like fade, does make it flow and perhaps more interesting, but you can definately have too much of a good thing.
  • Pretend as though you are an audience member for your upcoming presentation. Do any slides feel text heavy? Be honest with yourself. Remember the golden rule of PowerPoint presentations — always do what is right for your audience. Very few audiences enjoy paragraph-length bullet points.
    • brendahack
       
      I have certainly been gulity of this. How small can I make the font to get it all to fit on one slide. Find the main message and clear away the rest.
  • Think of your slides as billboards. When people drive, they only briefly take their eyes off their main focus — the road — to process billboard information. Similarly, your audience should focus intently on what you’re saying, looking only briefly at your slides when you display them.
    • brendahack
       
      Keep it simple. Over and over, probably the most powerful message throughout. I really think they made the point with the bill board analogy.
    • aneppl
       
      Very good point. On Wednesday when I presented I had a very minimal powerpoint, 12 total slides for the hour. But I was talking, sharing stories, had humor, and had plenty of table discussions. Slowly I can get better at this
  • Here, for example, your eye takes in the cluster of grapes, then moves to the message about quality, and then focuses on one beautiful grape from the “yield”:
    • brendahack
       
      Great example. Rather like painting. You want to have the eye move from one spot to the other, dicovering your message as they go. Nice!
  • So when adding elements to your slides, have a good reason:
    • jsoland
       
      I think this is important for images as well as text. I need to keep in mind that sometimes just having the words on a slide can be as powerful as an image.
  • It’s functioning like a teleprompter
    • jsoland
       
      We always need to keep in mind that the presentation and slides are for the audience, not the presenter. If we need a teleprompter than we don't know the material enough to be presenting.
  • you’re just reading the slides to your audience. Boring.
    • aneppl
       
      I'm learning slowly. This morning in a presentation, I still had one slide that was heavy in text. For a split second I almost starting reading, but then I paused and let staff read it to themselves. Then we went on. I survived.
  • In some cases, the bullet points may not be conducive to matching visuals
  • In some cases, the bullet points may not be conducive to matching visual
  • In some cases, the bullet points may not be conducive to matching visuals
  • In some cases, the bullet points may not be conducive to matching visuals
    • aneppl
       
      Do you need the bulleted list at all in the below slide? The magazine cover would serve as the reminder to both the presenter and audience on the main topics. 
  • your logo
    • aneppl
       
      For several years our district required us to use "approved" powerpoint templates. At first I thought they were kind of cool, I was proud of the district for being so professional right! But as I developed more and more presentations, it was sometimes hard to fit all the text on the slides I wanted. Well...now I know better, both the templates and the extensive text are not appropriate. We pretty much use google presentations now so I need to learn more about using blank templates within google. 
  • If the photographic image is secondary in importance, then I decrease the opacity and add a Gaussian Blur or motion filter in Photoshop
    • aneppl
       
      It totally understand this and given my art and computer background I know I could do this. However, I am a long way from seeming to have time to do this when some of our presentations are literally being built leading right up to the presentation...Planning is key
  • You can give a good presentation without any images at all, but if you do use images in slides, try to keep these eleven tips in mind.
    • aneppl
       
      So if there are times where it might be ok to use clip art, would it be recommended to use clip art throughout the presentation rather than switching between photos/images and clipart?
    • aneppl
       
      Not that I want to use any clip art...
  • Similarly, your audience should focus intently on what you’re saying, looking only briefly at your slides when you display them.
  • Similarly, your audience should focus intently on what you’re saying, looking only briefly at your slides when you display them
  • Similarly, your audience should focus intently on what you’re saying, looking only briefly at your slides when you display them
  • Photos should be taken by the same photographer or look as if they are. Illustrations should be done in the same style.
    • aneppl
       
      This kind of answers my question from the end of the previous article...consistency is good. 
  • White space is the open space surrounding items of interest
    • aneppl
       
      The white space was one of the things I liked about using Prezi.
  • Aim for something like this simple slide above.
  • But if you plan to keep most of the lights on (which is highly advisable) then a white background with black or dark text works much better. In rooms with a good deal of ambient light, a screen image with a dark background and light text tends to washout, but dark text on a light background will maintain its visual intensity a bit better.Learn more:
    • candace berkley
       
      I have never considered the amount of light in the room and how that might affect the presentation. I will have to experiment with lights on and lights off to see if I can detect any difference.
    • candace berkley
       
      really like the simplicity of this slide and how powerful that percentage becomes by enlarging the font and minimizing the amount of words.
    • candace berkley
       
      How many times have I seen students use the same old graphics in presentations? I need to direct them to other sources, such as some of the ones available through Heartland. How do you help them find unique graphics (or not to be satisfied with using the same graphics as everyone else)?
tvalline

Articles: Design - 2 views

  • The less clutter you have on your slide, the more powerful your visual message will become.
    • merle64
       
      This is a huge takeaway for me--less is truly more. But the "less" needs to be thoughtful, not just less.
  • According to the Segmentation Principle of multimedia learning theory, people comprehend better when information is presented in small chunks or segments.
    • merle64
       
      I wonder if this applies to young children, too, in terms of showing a few slides, then breaking for an activity or application, then returning to a few additional slides?
  • Again, nothing should look accidental. This looks like they were going for the full-bleed background image effect but just missed. Now the software background template can be seen just enough to become a bit of noise
    • merle64
       
      This may look like many of my slides.  I considered that the "border" rather than "noise"--which is a bit like using a scrapbooking model rather than a presentation model.
    • nathanjenkins
       
      Yes, the border would seem to help.  Is there a way to fit to screen?  Is there a tool for this technique?  It often seems to be an issue for me.  
  • ...27 more annotations...
  • So make sure your slides pass what I call the glance test: People should be able to comprehend each one in about three seconds.
    • merle64
       
      This glance test matches with the elevator test taught earlier.  If the presenter is able to pass the elevator test in terms of clarity, the audience should be able to pass the glance test with the slides.
  • If sharing this approach prevents just one audience from suffering through another bullet-point-intensive, “death by PowerPoint” session, my efforts were not in vain.
    • merle64
       
      What a concrete, do-able approach to editing slide text down to the bare bones, or even replacing text entirely with visuals.  
  • Make sure you know the difference between a Serif font (e.g., Times New Roman) and a Sans-Serif font (Helvetica or Arial).
    • marydirksen
       
      I am so glad to have this explained! I did not know the difference between Serif and Sans-Serif.
  • f you have a detailed handout or publication for the audience to be passed out after your talk, you need not feel compelled to fill your PowerPoint slides with a great deal of text.
    • marydirksen
       
      Thanks to Zen Presentations, I did this very thing today at a faculty inservice. The atmosphere was light and fun and simple and I gave them a one page handout that was full of bullets. Thank you Zen!
    • nathanjenkins
       
      I am excited about changing my presentations and eliminating the wordiness.  I am a true believer in putting more work into the hands of the students, and they will hopefully become more in-tuned with the material.  
  • “white space”
    • marydirksen
       
      I like the repeated emphasis on white space. It has a very clear look.
  • Think of your slides as billboards.
    • marydirksen
       
      This comparison presents a strategy that will be very easy to remember.
  • Avoid off-the-shelf clip art
    • marydirksen
       
      Thank you for this strategy. Clip Art tends to cheapen the message.
  • Some animation is a good thing, but stick to the most subtle and professional
    • nathanjenkins
       
      I have been to many presentations where animation on the slides took over (often during technology meetings).  The only thing it said was that the tech guy knows his programs.  It was often distracting and limited the true expression of the material.
  • Similarly, your audience should focus intently on what you’re saying, looking only briefly at your slides when you display them
    • nathanjenkins
       
      I absolutely agree, but when the presentation is posted on a large screen in the front of the class it will be difficult to not have the students stare at the screen the entire time.  This kind of seems contradictory.  If we are trying to make catchy and interesting slides, why are we also only wanting them to take a brief glance?
  • Use the same font set throughout your entire slide presentation
  • You can use video clips within PowerPoint without ever leaving the application or tuning on a VCR. Using a video clip not only will illustrate your point better, it will also serve as a change of pace thereby increasing the interest of your audience. You can use audio clips (such as interviews) as well.
    • medidiigo
       
      I have never tried to use video or sound bites in my presentations. I would like to figure out how to do this
    • tvalline
       
      I also believe incorporating video clips into my presentations will help keep the attention of the audience, as well as, add interest and hopefully deepen understanding.
  • Even worse is to take a free comp from a photo website and stretch it out. This introduces distracting visual noise (and says you are either cheap, lazy, or both). If you cannot afford images (or do not have a camera, etc.), then it's better to use none at all
    • medidiigo
       
      This author "makes no bones about it" when expressing his opinions. His adjectives are a bit harsh..here, and elsewhere....but point taken.
  • Sometimes the image is actually a pretty good one but it just needs a bit of editing so that the text will pop out more. The slide on the left below is not horrible but the balance is off and the text does not pop out as much as it could. For the slide on the right below, the image is cropped for better balance, giving more space for the text to breath (and a transparent box is added to help the text pop out a bit more, though there are other ways to do this).
    • medidiigo
       
      I have been experimenting with creating a transparent box to help the text show up when there is a picture with background that interferes. I am still not happy with the effect that I got. I'm thinking there is probably a better way.
    • tvalline
       
      I would also like to perfect this technique.  I agree that it helps the text stand out much better.
  • White space is the open space surrounding items of interest. Presenters are often tempted to fill it up with additional content that competes for attention. But including a healthy amount of white space sharpens viewers’ focus by isolating elements. In this example, if we’d paired the text with a larger or more detailed image, your eye wouldn’t know where to begin, and the quote would have lost its power:
    • medidiigo
       
      Here, I'm wondering why they didn't enlarget he picture to cover the full screen as suggested earlier, and put that transparent box behind the text. Maybe they tried that and preferred this look. I find myself trying different things versions of my slides now as I am working on my current presentation project.
  • Presentation software gives us many shiny, seductive elements to work with. But there’s beauty and clarity in restraint. Use simple visuals that support your message, and you’ll free people up to really hear — and adopt — your ideas.
    • medidiigo
       
      This is well stated. It's a good point to take from the article and remember as I create my presentations.
  • It can be challenging to reduce and simplify
    • medidiigo
       
      True. More so than I thought it would be
  • Follow these steps to reduce and simplify your text-heavy bullet points — your audience will thank you. Live long and prosper.
    • medidiigo
       
      This is a good strategy for recreating old text-heavy PowerPoint presentations that need a fresh look.
  • (the star, of course, is your audience)
    • Joe Brekke
       
      Fantastic reminder. 
  • “negative space.”
    • Joe Brekke
       
      My architect friends always talk about this as well. 
  • The best slides may have no text at all.
    • Joe Brekke
       
      Let me transcribe that for myself so I remember: "The best slides have no text at all." Got it. 
  • Try to avoid cheesy clip art like this.
    • Joe Brekke
       
      Why do they still make this stuff and offer it? 
  • decrease the opacity and add a Gaussian Blur or motion filter in Photoshop
    • Joe Brekke
       
      I'm adding this suggestion to the tool belt. 
  • Image is lame & has nothing to do with contentNot sure what two guys shaking hands in front of a globe has to do with the fertility rate in Japan. Yet even if we were talking about "international partnership" the image is still a cliché.
    • Joe Brekke
       
      This just made me laugh out loud :-) 
  • People should be able to comprehend each one in about three seconds.
    • Joe Brekke
       
      Here's another easy-to-remember tip to pass on to my students. 
  • Use high-quality graphics including photographs
    • tvalline
       
      Guilty.  I'm looking forward to working through my various presentations replacing my plethora of cartoon graphics with emotion-provoking photographs.
  • Audiences are much better served receiving a detailed, written handout as a takeaway from the presentation, rather than a mere copy of your PowerPoint slides
    • tvalline
       
      I found this interesting.  I often wish I could just take the power point handout and be on my way since many times the presenter just reads the slides to the audience.  I can read.
  • Remove all extraneous copy from bullet points
    • tvalline
       
      This is where I falter.  It's hard to simplify information to just one or two words, even though it is often more effective.  I will be working on this.
joyisuful

Articles: Design - 12 views

  • The best slides may have no text at all.
    • mnollsch
       
      NO words at all will challenge me since I am so verbal.  But I can see the value in it.
    • kbelland21
       
      I agree. I thought this point was interesting. I never thought of not having any text on a slide.
    • Kristina Dvorak
       
      No words?! This is good though, I have often thought how I can encourage my to take notes and I hate giving out my presentations.  This will do it!  
    • Evan Abbey
       
      No words is definitely outside of the box type thinking. It also requires you to have a great interplay with your visuals.
    • fshellabarger
       
      I LOVE this! It would be great for setting a stage for a story with a single image. No words needed! If there's no text, your audience can really listen to your words while taking in the image instead of trying to read and listen.
    • tjbudd
       
      I'm lucky enough to have access to good images (photography is a family hobby) and access to photoshop. This is much tougher without the right tools.
    • nettiemarie
       
      this is challenging but an interesting thought... would work for a dramatic statement
    • pattyharris123
       
      I am very verbal, also, but also put a great deal on slides. This is going to be a good challenge for me!
  • But if they are good slides, they will be of little use without you. Instead of a copy of your PowerPoint slides, it is far better to prepare a written document which highlights your content from the presentation and expands on that content.
    • mnollsch
       
      This reinforces my thinking to go back to providing a notes page and then editing my powerpoints to make them simpler.
    • mnollsch
       
      These slides are helpful examples
    • pattyharris123
       
      I always thought "good" slides had good content. It makes sense that you should put little on the slides and then talk about the content, rather than load the slide with info.
  • ...59 more annotations...
  • try to highlight the main point of each bullet point. Try to bold only the key parts of each point — limit it to as few words as possible.
    • mnollsch
       
      Good tip.  I found in looking at many of my presentations I had already highlighted key words.  So why did I add all the other text?
    • Kristina Dvorak
       
      This is a helpful idea, I have never thought to do this before.
    • we4nails
       
      I agree - this is a really logical way to pair down my wordy slides without loosing important content. It also encourages note taking in the right way for students.
    • pattyharris123
       
      Occasionally, I have highlighted text on a slide, but I thought I was only putting relevant information on the slide with lots of bullets. Ugh. I could have probably gotten by (I now know I could have) with only putting the hightlighted word and another word or two on the slide, instead.
    • mnollsch
       
      So much about PP I don't know how to do! I think it's time to take an advance PP class.
    • pattyharris123
       
      I have realized the same. I thought I knew PP pretty well, but starting to work on these new slides (and all the new information) has almost blown me away! I have a friend who just aced a college PP class - I am hoping she can help me work through some of the "new" stuff to me. I don't want PP to be too time comsuming, but I want them to be effective.
  • I often use images of people in my slides, as photography of people tends to help the audience connect with the slide on a more emotional level.
    • kbelland21
       
      Makes sense when trying to tell a story and connect with the audience on an emotional level.
    • pattyharris123
       
      I definitely need to switch over to photography. I tend to use cutesy images. Not really sure why other than I like them. Using photos would bring a point home now if the right image is used.
  • People should be able to comprehend each one in about three seconds.
    • kbelland21
       
      Good rule of thumb.
    • Patty Harrell
       
      3 seconds - will be a challenge.I will really have to try to think about  the audience and what might attract their attention..
    • Evan Abbey
       
      If it takes longer, then I think a presenter should be quiet and give them time. It isn't that we can't give some silent time to read... it is just that we don't like to, I think.
    • david moeller
       
      Three seconds seems like a good time to transition anyway. 3 seconds of quite between slides, audience gets the glance and then the presenter talks...
    • tjbudd
       
      I struggle with this when I present charts and graphs. The takeaway is to simplify the graph or chart to highlight what I'm trying to say.
    • pattyharris123
       
      We shouldn't need the time to read with only a few words on the slide. I like to give that "wait time" AFTER I have spoken. Still work work the same way - giving the audience time to comprehend.
  • Remember the golden rule of PowerPoint presentations — always do what is right for your audience.
    • kbelland21
       
      When creating and preparing for a presentation, it is important to put yourself in the position of the audience.
  • It’s okay to cover details verbally that are not reflected in your bullet points.
    • kbelland21
       
      I am guilty of including a lot of information on presentations. I need to remember that I can include information that is not a bullet point.
    • Evan Abbey
       
      This is a pretty straightforward example of this process. It really isn't too hard once it is laid out like this, but it isn't a natural step for me either.
  • convert each bullet point into a separate image
    • kbelland21
       
      Great idea if it is possible with the slide content.
    • pattyharris123
       
      In my opinion, the slide would get too cluttered and distracting to do this.
  • Think of your slides as billboards. When people drive, they only briefly take their eyes off their main focus — the road — to process billboard information
    • Kristina Dvorak
       
      This is a good correlation and great tip.  
    • we4nails
       
      I agree, this is one of my favorite tips so far, it made me rethink a couple of my slides!
  • So when adding elements to your slides, have a good reason: Does the audience need to see your logo on each slide to remember who you work for? Does that blue swoosh add meaning? If not, leave it off
    • Kristina Dvorak
       
      This is good information and should be done during the 'analog' stage.
    • tjbudd
       
      This one is tough because some companies demand the logo be placed on slides.
  • If they fall below 24 pt then you might be on to something. Also, look at the number of lines you use for your bullet points. If you use more than two lines anywhere, then they’re definitely leaning text heavy.
    • Kristina Dvorak
       
      Good guideline for checking up on myself.
  • Nothing in your slide should be superfluous, ever.
  • Follow these steps to reduce and simplify your text-heavy bullet points
    • Kristina Dvorak
       
      I like the steps used in this process.  I think the most challenging part of designing presentations is figuring out what is most important.  This seems so helpful in making those decisions.  
    • pattyharris123
       
      The most challenging part of design would be figuring out what to use to engage the audience (ie photograph). If we have the end design in mind, and know what our main points are, the text should be easily simplified.
    • Patty Harrell
       
      Not sure how I will manage to leave superfluous behind. I'm so used to looking for ways to incorporate it. I do agree  it would improve presentation when I think about what I like to see when I am listening to a presentation. 
  • Instead of a copy of your PowerPoint slides, it is far better to prepare a written document which highlights your content from the presentation and expands on that content.
    • Patty Harrell
       
      YIKES! both of these look impossible! I have listened to presentations like this and the presenter doesn't always read them and I can't see them well enough to read-it's very frustrating. Eye chart is exactly what I think of.
  • Use high-quality graphics including photographs.
    • Kristina Dvorak
       
      Coming from an art teacher, this is GREAT advice!
    • Evan Abbey
       
      Even coming from a very non-artistic person... this is GREAT advice! I couldn't make art when I try, but I can make crap... which means I know crappy visuals when I see them :)
    • pattyharris123
       
      This IS great advice, but...I will miss the cutesy graphics. (Just kidding.) Looking for the higher quality graphics that are appropriate is going to take some time.
  • “Wipe Left-to-Right” (from the “Animations” menu) is good for a bullet point
  • The right color can help persuade and motivate.
    • pattyharris123
       
      I never really thought about this before for a presention. However, I know when I dress for certain events, I look for outfits of a certain color so it only makes sense that this would be even more appropriate for presentations!
  • color usage can increase interest and improve learning comprehension and retention.
  • Cool colors work best for backgrounds
  • Warm colors generally work best for objects in the foreground (
  • white background with black or dark text works much better.
  • San-serif fonts are generally best for PowerPoint presentations,
  • video clips to show concrete examples promotes active cognitive processing, which is the natural way people learn.
  • people comprehend better when information is presented in small chunks or segments.
  • Spend time in the slide sorter
    • Patty Harrell
       
      There is a first time for everything. I have not ever done this, but it makes good sense, so I will start using it.
    • Evan Abbey
       
      I think this is true for many people. Power Point used to not let you re-arrange slides from the normal view (via that sidebar). You had to go to this view to re-arrange things. Then it got easier to use. The slide sorter is a tool that encourages a creative look at the big picture of one's presentation
  • extras actually take away meaning
    • Patty Harrell
       
      I want their attention to be focused and not distraccted by "extras" I better remember this.
  • including a healthy amount of white space sharpens viewers’ focus
    • tjbudd
       
      Good point. Leaving white space seems like wasting valuable real estate for presenting our message but in reality, the white space makes understanding our message easier.
  • This is all too common.
    • Patty Harrell
       
      Another thing I am guilty of although I usually just don't use these, but I'm not sure how to do this correctly. 
    • tjbudd
       
      I see this very commonly. Presenters don't take the time to find quality images. They google a topic and pull very low resolution photos to include in their presentation. The resolution is fine for a website but grainy when displayed large.
  • what's your intention?
    • Patty Harrell
       
      Why am I using this image? If I can't answer that clearly-I need to pick another.
  • Your slides should have plenty of “white space” or “negative space.”
    • we4nails
       
      I teach students about the parallel of white space with rests in music, I never thought about how that should be used in presentations before!
  • Best if you limit the bars to 4-8.
    • we4nails
       
      This is helpful to me, as I like to use charts, but have a hard time determining where to stop with information - balancing the need to know with the why do I care.
  • You can achieve this through consistent type styles, color, image treatment, and element placement throughout the slide deck
    • we4nails
       
      Again, I like the idea of consistency without the use of the templates. We are often drawn to the templates because they are consistent, but there are so many other ways to create the same effect.
  • relevant
    • we4nails
       
      I need to remember that this means relevant to the AUDIENCE!
  • Now the software background template can be seen just enough to become a bit of noise
  • Have a visual theme, but avoid using PowerPoint templates
    • david moeller
       
      It's interesting that the software we use to create presentations has bad presentation templates..
    • pattyharris123
       
      The templates were one of my original "draws" to PowerPoint. They made things so easy to get started.
  • mage is lame & has nothing to do with content
    • david moeller
       
      But it made me laugh! :-)
  • Presentation software gives us many shiny, seductive elements to work with
    • david moeller
       
      It does. and all the examples here really help me to identify what is quality and what is not..
  • bullet points in your slides are way too text heavy?
    • david moeller
       
      answer: almost every time i create a powerpoint. :-/
    • tjbudd
       
      I did this in the past. I actually stopped using powerpoint because students didn't like it. I think I used the slides (as an outline) more than my students. I moved to telling more stories and relating topics to current interests and events. Students are much more engaged.
  • Remove all extraneous copy from bullet points
    • david moeller
       
      This is difficult! but it is rewarding once the final product comes out nice and clean...
  • The software was designed as a convenient way to display graphical information that would support the speaker and supplement the presentation.
    • jessicawoods8
       
      These words stand out to me: support and supplement.
  • use no more than two-three different types of transition effects and do not place transition effects between all slides
    • jessicawoods8
       
      Good to remember to use no more than 2-3 different types of transition effects. 
  • Again, if it is included in the software, your audience has seen it a million times before.
  • Again, if it is included in the software, your audience has seen it a million times before.
    • jessicawoods8
       
      Great point! I have seen some images or borders that are overused on PowerPoints! 
  • You can give a good presentation without any images at all, but if you do use images in slides, try to keep these eleven tips in mind.
    • jessicawoods8
       
      Imagining a presentation without visuals would have been crazy to think about before this class! 
  • Here’s an “after” slide to illustrate:
    • jessicawoods8
       
      This slide is great because it leaves me wanting to know more about the topic. I would really pay attention to the speaker because I would be intrigued by the visual! 
  • The less clutter you have on your slide, the more powerful your visual message will become.
    • fshellabarger
       
      This is good to remember. We need to be okay with letting go of the need to "fill the slide". I know that I personally struggle with thinking I should add more visual appeal.
  • decrease the opacity and add a Gaussian Blur or motion filter in Photoshop
    • fshellabarger
       
      I never thought about whether an image is your primary or secondary focus on any given slide. The idea of fading the picture to the back for secondary is an interesting technique to make what needs to stand out more do just that.
  • the image is still a cliché
    • fshellabarger
       
      This is good to note. It is time for us to step away from cliche pictures that will prevent our instruction from making an original, meaningful connection with our audience.
    • tjbudd
       
      Presenters and teachers get in a hurry to create their visuals and use anything to fill the page. What I'm learning is that these images do more damage than good by distracting our audience.
  • help you remember what to cover but won’t make it easier for the audience to digest it.
    • fshellabarger
       
      It's interesting to see how something that can try to make the speaker more comfortable can actually work against the purpose they are speaking for. We need to ask ourselves, what is more important: our audience or our script?
  • Focus on the main phrases
    • fshellabarger
       
      This is a helpful reminder. It really hit me when I read one of the lessons in simplifying that stated we should never have a full sentence on a slide. We only need enough text for it to be memorable when we are sharing on it. In some cases, text may not even be needed to do this.
  • Even worse is to take a free comp from a photo website and stretch it out
    • tjbudd
       
      It's fine to use these images as comps until you decide whether or not the image will work but the high res image should be used in a final presentation.
  • the star, of course, is your audience
    • joyisuful
       
      Have to always keep this in mind.  The audience is the star- how can I make sure they feel satisfied after I'm finished withe my presentation?
  • If you have a detailed handout or publication for the audience to be passed out after your talk, you need not feel compelled to fill your PowerPoint slides with a great deal of text.
    • joyisuful
       
      This is something I have really learned in this class and had some interesting conversations with some people about this.  From my conversations I have learned that  people in occupations other than teaching have different oppinions about this.
  • And this is even better…
    • joyisuful
       
      I have to keep this in mind and keep working on keeping text as little as possible.
  • You can take your own high-quality photographs with your digital camera
    • joyisuful
       
      I need to take my own pictures more often.  My presentation is about history though so this is hard but give lots of presentations where I can take or use my own photographs.
  • You clearly need a consistent visual theme throughout your presentation, but most templates included in PowerPoint have been seen by your audience countless times (and besides, the templates are not all that great to begin with).
    • joyisuful
       
      This is hard for me.  I really like some of the templates in Keynote and don't feel like the audiences have seen them- the problem is they aren't always compatible with Powerpoint and sometimes have to present on a computer that only has Powerpoint.
  • Fonts communicate subtle messages in and of themselves, which is why you should choose fonts deliberately.
    • joyisuful
       
      Sometimes I'm like a kid when it comes to fonts and spend lots of times looking for a "cool" one.  I need to always remember that simple is better!
    • Patty Harrell
       
      The thing is some kids have trouble with some of the letters in the fonts suggested. I use comic sans because I like the way the a and the g look. For special ed students with moderate disability, it looks more familiar to the way they are learning to print.
  • Think like a designer when you arrange slide elements.
    • joyisuful
       
      I'm not a designer and think I'm not very good at thinking like one- a weakness of mine.  I need to keep the design elements in mind.
evanabbey

ollie1-cohort8: Iowa Online Teaching Standards - 11 views

  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • jbowar
       
      It seems that this has become very important in today's educational world:  using data to make decisions.  We do that in face-to-face courses, so it would make sense that it would be important in online coursework as well.
  • Assists students with technology used in the course
    • jbowar
       
      With so many tools available, this one could be tricky.  The instructor has to have content and pedagogical knowledge, while also being savvy with technology.  That can be a tough mix for some.
    • Deborah Cleveland
       
      Videos are one way to walk participants through some of the technology tool issues. One trick I've learned is to try to be generic in my videos. This way I can reuse them in different courses. I've even shared some with other instructors to use in their courses. I wonder if it would be worthwhile to create some general criteria that technology tutorials need to include and then post them in a community space (Agora?) so that we could swap video tutorials. Hmmm...
    • Melissa Wicklund
       
      Technology is so important in our classrooms today.  I believe that teachers need the TPACK knowledge in order to teach content and technological knowledge.  
    • Tyler Youngers
       
      It can be difficult to address the myriad of technology issues for a course, but having a working knowledge of the technology used and knowing where to find the answer is key. Also, it is important to stay updated on new technologies so you can be flexible with the changes.
  • ...49 more annotations...
    • jbowar
       
      This is a really basic standard, but so important to remember in an online course.  The instructor has to be savvy with educational strategies and content but also with technological skill.
  • Selects and understands how to evaluate learning materials
    • jbowar
       
      With so many tools to use available, this is one of the hardest things for me.  It's important to remember that the tool just has to "get the job done" sometimes, not necessarily be the flashiest or most current.  If it works, use it, right?
    • bgigar
       
      Agreed - I am doing this on a personal computer because I cannot load software to my work laptop that is connected to the state network.
    • bgigar
       
      previous comment by B Gigar
    • Evan Abbey
       
      The criteria seems to be addressing specifically materials (such as online lessons or resources) that you might use in the classroom. Just because a resource is labeled "coolestthingever" doesn't mean it fits within your class. Though it might not be addressing technology, per se, we have to align our tech use with our objectives as well. In this case, not only do we want the tool to get the job done, but also do it in a way that is simple for students (as Barb mentioned... can't be having too fancy tools when you can't install them)
  • Has experienced online learning from the perspective of a student
    • jbowar
       
      So important!  This is one of the benefits of taking the OLLIE courses.  I have already been able to realize some things that I should change, just based on being an online student now instead of the instructor.  Great standard.
    • Evan Abbey
       
      I'm going to admit I had a similar experience. I actually interviewed for my job at Heartland thinking it was for technology integration (the positions that Tyler, Marisa, Erica, and Alex have). Then they mentioned it was for online learning. Small problem... I had never taken an online course before. So now, I was "helping lead" agency policy on online learning with no experience whatsoever. I took an online class... an awful one, and learned a few things of what not to do. But taking other online courses has helped me tremendously in being better versed for what makes good online teaching.
  • Understands student motivation and uses techniques to engage students
    • jbowar
       
      It seems that choice has a big part to play in this standard.  Having lots of tools available with technology helps the instructor to provide this choice.
    • Marisa Dahl
       
      I agree having choice increases engagement, however, as this is stated, I would rather have technology increase authentic engagement not compliance.  
    • Melissa Wicklund
       
      Choice does increase engagement and students online need to know that they have choice about how they are learning and what ways they can show what they have learned from the content.  Writing may not be everyone's strong suit and videos may fit best for others.
  • Continuously uses data to evaluate the accuracy
    • jbowar
       
      We focus strongly on data in face-to-face learning, so it would make sense that data should be used just as much in online coursework.  It might even be easier to get data in online coursework as a result of the tools available.  
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Sam Oppel
       
      I think of this as formative assessment. This seems to be one of the most effective tools we have for student learning.
    • Evan Abbey
       
      In essence, it is. Some people define formative assessment to be all about helping assess the student. This is about self-assessing your work as a teacher (and the teaching that you are doing). The tough part here is gathering data that allows you to evaluate effectively.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • Sam Oppel
       
      The core of good teaching is WHAT we teach and how we teach it. Making sure we align with the Iowa Core solidifies WHAT we teach.
    • evanabbey
       
      Good point!
  • Understands the differences between teaching online and teaching face-to-face
    • Sam Oppel
       
      We want to give students an experience that is even better than face-to-face. In other words, we don't want to given them less or be missing anything they would be getting from face-to-face instruction.
    • Sue Schirmer
       
      This is so important!! I get so frustrated with people who say "I teach this face-to-face so I can just put it online" Not everything is appropriate in every venue!
    • meliathompson
       
      I agree that not everything can be taught in an online fashion. There are just some areas that need to be face-to-face but yet there are others that can easily be adapted to online teaching. I think about a lot of science courses that would require lab work so that would require some face-to-face time. I took this into consideration when thinking about what course I was going to put together. I really wanted to do something with Team Teaching but I don't think it is really appropriate for an online course but it could be done if thought about for awhile.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • Sam Oppel
       
      It is very important that students share what they are learning with both the instructor and each other.
    • Sue Schirmer
       
      Yes! building the social interactions (so very important for adult learners) can easily be done in an online format, but must be done with intention!
    • Shannon Hafner
       
      I have received several comments from course evaluations that the best part of the course was assignments that allowed them to share their experience with other participants and learn from each other.
    • Shannon Hafner
       
      Previous comment from Shannon Hafner
    • Evan Abbey
       
      I think students in online classes really like the opportunity to share, but it isn't a given that sharing = meaningful experience. Sometimes, sharing is just posting and others are ignoring it (or replying "I agree!"). Creating activities that elicit good collaborative feedback are challenging to do, but the payoff is that the course is highly meaningful.
    • meliathompson
       
      This is one of my favorite aspects about teaching online. I love the team collaboration. As teachers and professionals, we need to learn from each other. No one knows all the answers and what might work for one person might work for others. I am always willing to share new ideas and would hope to instill that on my students that would be taking my class.
    • Alex Glade
       
      I think this is especially important in online courses. Teachers need to consciously incorporate opportunities for collaboration into any course (online or face-to-face), however it is even more important in online courses. A certain amount of collaboration will always occur in a face-to-face course, even if it is not facilitated by the instructor. However, an online environment places a few more limits on the opportunities for collaboration unless they are incorporated in the course.
    • Marisa Dahl
       
      I believe online learning has a lot of potential for effective differentiation. The teacher doesn't have to be the one to deliver all of the instruction. Students can have access to different tasks and resources depending on ability, interests, and work habits.
    • Evan Abbey
       
      Online learning can be leveraged in ways that allow students to access their own resources and their own learning opportunities. However, there is a law of diminishing returns here. If there are too many opportunities or too little guidance and delivery from the instructor, it can become the wild west. Every time we offer this course, many participants comment that the Cool Tools site is so overwhelming. That is in the context of a guided lesson and a guided activity by the teacher, for adults. I can see how K-12 students can easily be wandering without quite a bit of guidance.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Marisa Dahl
       
      Moodle offers a safe controlled evironment that fosters collaboration with other students. Even when students are working outside the walls of a school they are still can be learning along side others. It is important to embrace that feature. 
    • Evan Abbey
       
      This is a good point. It is the "walled garden" approach, allowing you a lot of freedom to learn/explore/collaborate within, but keping you safe from things outside. There are places where you want students to interact with things "outside", but those have to be well thought out.
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
  • Understands and uses data from assessments to guide instruction
    • Marisa Dahl
       
      For some reason my highlighting and comment isn't work so I will put a sticky note here instead.  - Understanding and using data is important in all learning environments. 
  • Understands and uses data from assessments to guide instruction
  • • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • Marisa Dahl
       
      This is important both both face to face and in an online learning environment. I believe it is easier to provide it online because they can provide so many more resources guided towards their needs and interests. 
    • bgigar
       
      It does require the instructor to pay attention to posts and requests, and to do some specific questioning of participants to provide the appropriate resources.
    • bgigar
       
      previous post by B Gigar
    • Tyler Youngers
       
      A well crafted online course can absolutely meet the different needs of students, learning styles, interests, and students with special needs, but it is a lot of front-end work. What's great about the online classroom is that you are aware that your students are connected and being in the connected environment allows for greater flexibility on the fly.
  • course evaluation and student feedback data
    • Sue Schirmer
       
      As Evan had mentioned before, especially with changing technologies, it is more important than ever to evaluate and continually improve our courses
    • Evan Abbey
       
      We'll look at improving our courses through revision more in Instructional Design (and a bit in Assessment, Feedback, and Evaluation for those who take it as well). This course will help reinforce for us the need to continuously evaluate our use of technology, including the new updates within the tools themselves.
    • Tyler Youngers
       
      I've not been in an online environment where I was the sole instructor and desired evaluations and student feedback, but I have sought this information in my face-to-face classes and found it to be extremely valuable.
  • Selects and uses technologies appropriate to the content that enhance learning
  • Selects and uses technologies appropriate to the content that enhance learning
    • Deborah Cleveland
       
      The lesson "Introduction to Online Tools" has helped me sift through some of the most popular tools and their primary functions/purposes. For example, one time I was using a wiki in a course...when a discussion forum would have been much more effective. When i go back and review the purpose of a wiki it became a lot easier to see that I had chosen the wrong tool.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Deborah Cleveland
       
      Building rapport with participants is so important. It will prevent participants from falling through the cracks.
    • Shannon Hafner
       
      If a participant feels comfortable contacting the instructor for guidance at the beginning of the course, the supportive attitude will continue throughout the course.
    • Shannon Hafner
       
      Previous post by Shannon Hafner
    • kathyperret
       
      Agree. Online rapport is essential. (Kathy Perret) 
    • Melissa Wicklund
       
      The instructor does need to be available to answer questions and allow flexibility (depending upon the learning group).  The instructor should take into consideration the students, their environment, and motivation to learn the new material.
    • Tyler Youngers
       
      Another crucial aspect to being an online instructor. You must have an online presence that establishes the rapport that you would typically do in the face-to-face classroom. However, I think norms must be established because being online 24/7 is not a reasonable expectation for the instructor. A set of online office hours might be important or a dedicated time to communicate via a #edchat or something might be a good way to connect with your students.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Deborah Cleveland
       
      Setting clear expecations on assignments and assessments will help you get the evidence of learning that you need and also help ensure student success.
    • Shannon Hafner
       
      I agree that having clear expectations is key to student success. We have always posted a detailed syllabus but found students still had a lot of questions - so, we added a webinar in the first week of the course that explains the course policies and requirements and always time for questions and concerns. This webinar has been very well accepted and has reduced the value of individual questions.
    • Shannon Hafner
       
      Previous post by Shannon Hafner
    • Evan Abbey
       
      Shannon, I like your example here. This is a good illustration of how it takes multiple approaches and some customizing by the teacher to make things most effective.
  • Adheres to, models, and guides ethical behavior, including technological use (ITS 8)
    • Deborah Cleveland
       
      Including course policies is a good idea. Hopefully, they aren't needed, but in the event that an issue pops up it is good to have course policies to fall back on.
    • carolynasmith
       
      Agreed, it's better to have developed policies in advance rather than not have a plan to deal with problems if they arise.
    • Tyler Youngers
       
      AUP are important for online courses. I think they should be short and sweet and should be easily accessible in case of an issue that needs to be resolved.
  • align with course objectives and assessment
    • bgigar
       
      We need to remember this one - adding tools that do not really add to the learning is not productive
    • bgigar
       
      previous post by B Gigar
    • carolynasmith
       
      I agree the tools  must enhance the learning not distract from it.
  • Is knowledgeable and has the ability to use computer programs
    • bgigar
       
      Online instruction requires some tech savvy :)
    • bgigar
       
      previous post by B Gigar
    • kathyperret
       
      Online instruction requires a growth mindset and the willingness to improve through the use of a variety of online tools. (Kathy Perret) 
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
    • bgigar
       
      I think it is a good idea for instructors to share information about their background/expertise with students to establish credibility.
    • bgigar
       
      previous post by B Gigar
  • 6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6) • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A) • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a) • Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b) • Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e) • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Shannon Hafner
       
      This is very important early on in the course to assure student success throughout the course. Often the student is so afraid of not meeting course requirement, they just need a little boost of confidence. Once they settle into the routine of the course they gain confidence and can focus on digesting the content and collaborating with others.
    • bgigar
       
      Can't get my name to show up if I share to OLLIE Iowa - B Gigar
    • Shannon Hafner
       
      Creates a safe environment, managing conflict - Participants need to feel comfortable competing assignments and commenting back to each other. I have received comments on course evaluations from participants who stress about assignments that ask them to provide suggestions to other students. Shannon Hafner
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • carolynasmith
       
      This is exciting and frightening since new technologies are developed so frequently it's difficult to stay current.
    • kathyperret
       
      Agree. Technology is changing everyday! One thing I have found helpful is to develop a network of a variety of educators with different areas of expertise. We formed a Voxer group. They are my "go-to group" when I have questions about tools, their use, new advancements, etc... Twitter is also a good source to stay current. (Kathy Perret)
  • Iowa Teaching Standards
    • kathyperret
       
      I like that the Proposed Online Teaching Standards align to the Iowa Teaching Standards. This is helpful so that teachers don't feel they are being asked to do something different. 
  • Provides and communicates evidence of learning
    • kathyperret
       
      Online learning must include ways to communicate and learn with and from others (just as this DIIGO assignment is asking us to do!) 
    • ericalea
       
      Yes, great point! 
    • Alex Glade
       
      This is an important point. As the points above mention the importance of data in evaluating courses and instructional strategies, this provides evidence (data) of student learning. This data demonstrates the level of learning, which is important for students and can also contribute to the evaluation of instructional strategies implemented within the course.
  • Designs the structure of the course and the presentation of the content to best enhance student learning
    • kathyperret
       
      The design elements in online learning are essential. I'm looking forward to learning more about this and designing my course to reflect STUDENT LEARNING rather than dispersing my knowledge on a subject. (Kathy Perret) 
  • Networks with others involved in online education for the purpose of professional growth
  • with o
  • Networks with others involved in online education for the purpose of professional growth
  • Networks with others involved in online education for the purpose of professional growth
    • kathyperret
       
      Networking is a critical component of any online learning - whether it be a formal course or being a connected educator through tools like Twitter, Blogs, Voxer, etc... Learning needs to be dimensional and collaborative! (Kathy Perret) 
    • Melissa Wicklund
       
      My ISU cohort has been an essential part of my learning during my Master's program.  I believe that a cohort has been the best way for me to go through my master's program because I developed relationships with individuals from across the state and nation.  These individuals have supported and challenged my thinking.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • kathyperret
       
      It is important to build skill not only to work with willing learners, but learners who push the limits. Effective online learning utilizes effective classroom management practices. (Kathy Perret)
    • carolynasmith
       
      This is something I had not really thought about. How to deal with inappropriate technology use.  I look forward to learning how to deal with these situations.
    • Melissa Wicklund
       
      These situations are a part of my everyday job.  We have an AUP but making sure students, teachers, and staff are following through with these expectations is difficult at times.  Appropriate consequences for the behavior are also important.
  • Provides substantive, timely, and constructive feedback to students
    • kathyperret
       
      Timely feedback is an essential part of online (and face-to-face) learning. (Kathy Perret) 
    • Alex Glade
       
      Providing descriptive, timely feedback is a necessity in any course. Learning is limited without feedback. Relevant feedback promotes more learning from a task and helps to limit misunderstanding of content and/or the expectations of the teacher.
  • and understands how to teach the content to students
    • carolynasmith
       
      The "and" is extremely important here. Both understanding the content and being able to deliver it in a way that is understandable to student is essential for any course.
    • Alex Glade
       
      I believe that this has the biggest impact on student learning. Instructors (whether online, face-to-face, or some other hybrid) must understand effective instructional practices or students will not learn the material. Content knowledge is obviously important, but it does not result in student learning without a solid understanding of best practices in instruction.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • carolynasmith
       
      So important for students to know what the expectations are for a course.
  • Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position
    • ericalea
       
      This is important in any field, and online teaching and learning is no different. Teachers must be competent in the content they're teaching in order to best serve their students.
  • multiple learning needs
    • ericalea
       
      Teaching online gives us a great opportunity to meet learning needs of many students. 
  • Applies research, knowledge, and skills
    • ericalea
       
      Diigo is a great resource to show students who are working on research as well! 
  • privacy
    • ericalea
       
      Using Diigo as we are now, in a group, is a great time to talk about privacy and positive online interactions with students. 
  • assessment
    • ericalea
       
      Again, online learning in many cases mirrors learning in a classroom; multiple and varied assessments are and have always been best practice.
  • multiple assessment instruments
    • Alex Glade
       
      It is important to include a variety of assessments. I can see how it would be easy to fall into the habit of using a couple of forms of assessments within an online course, but a variety of tools provides a better measure of student learning.
  • s ability to enhanc
    • evanabbey
       
      Sharing the annotation here
  •  
    I shared this annotation because having been a student in online courses since high school, I've found this learning standard is often overlooked. The community aspect is crucial to making everyone feel a part of the learning environment and for keeping students engaged in the learning process. I've had professors/instructors who maintained little online social presence and consequently, I felt disengaged and disjointed from the course. On the other hand, I've had professors/instructors who were deliberate in attaining this learning standard and the end result was much more positive.
kluttenegger

Articles: Design - 0 views

  • You can then save the PowerPoint file as a Design Template (.pot) and the new template will appear among your standard Microsoft templates for your future use. You can also purchase professional templates on-line (for example:
    • leahjmiller
       
      Awesome!  I didn't know that you could do this.
    • cherylfletcher
       
      Good to know.
  • Colors can be divided into two general categories: Cool (such as blue and green) and Warm (such as orange and red). Cool colors work best for backgrounds as they appear to recede away from us into the background. Warm colors generally work best for objects in the foreground (such as text) because they appear to be coming at us.
    • leahjmiller
       
      I often don't think in terms of the cool/warm colors but just try to pick colors that go together.  Now I will be more mindful.
  • Lots of extras actually take away meaning because they become a distraction.
    • leahjmiller
       
      Throughout the course readings, I've come to really understand this.  The great examples speak for themselves.
  • ...32 more annotations...
  • Do any slides feel text heavy? Be honest with yourself.
    • leahjmiller
       
      I realize that my slides have been very text heavy in the past.  Now it is easy to think, duh, why put all the text on the slide, if I'm going to be sharing the information with my audience anyways.
  • This happens when you take a low-rez jpeg (from a website, for example) and stretch it out.
    • leahjmiller
       
      This is very frustrating to me.  I've experienced this many times and I often end up picking a different picture.
    • cherylfletcher
       
      This is a hard topic to explain to people. I have worked with staff for many years explaining bigger is better. You can always make it smaller and be ok but the oppposite is not true.
  • People should be able to comprehend each one in about three seconds
    • dahrens20
       
      Being a business teacher I'm seeing a lot of similar traits to building resumes and app letters...the effectiveness of white space and as  mentioned here the eye test.
  • A clear visual hierarchy allows viewers to quickly ascertain a slide’s most important elements:
    • dahrens20
       
      These slides are really hitting home with me with the larger font on the statistic. I'm realizing now that I haven't utilized statistics this way in the past in my presentations and will change that going forward!
    • berlandson
       
      I also find myself trying to be "consistent" so I don't vary the font size.  This illustrates how important it is to emphasize the important!
  • The arrow comes in later to underscore the point: Our future looks good!
    • dahrens20
       
      I've never seen a chart with the added emphasized arrow...I like it!  It definitely grabs your attention right away!
  • you hate bullet points
    • dahrens20
       
      I'm definitely agreeing with using as few as bullet points as possible after looking through all the articles and lessons in this class. You're making me think real hard how I'm going to approach my college computer class that I teach. Obviously we aren't in PPT very long compared to the other Microsoft applications but never have I discouraged using bullets...now you're making this hard on me!  : )  There will definitely be some itmes and ideas that I take from this class and learn it forward.
  • Try to bold only the key parts of each point — limit it to as few words as possible.
    • dahrens20
       
      Very simple but yet very productive!
    • pfineran
       
      I have done this far too often in the past and also been in presentations that used too many bullets. I'm very excited to learn how to avoid this pitfall.
    • pfineran
       
      When I first learned how to work with PPT, I thought animations and fades and such were a plus. Now I realize they get a little distracting.
    • pfineran
       
      This a great rule of thumb to go by!
    • pfineran
       
      As someone who is very visual in the way I process information, I can see that this second example would be what I would prefer. It's simple and it's a lot less to take in.
    • pfineran
       
      I thought too much white space was a bad thing. Here it actually works to make the image/text stand out. I always thought there had to be strict balance.
  • if it is included in the software, your audience has seen it a million times before
    • kluttenegger
       
      This seems so incredibly obvious, yet I have never considered it. The same clip art is being reused through the world and many presenters are probably unaware.  With high schoolers at least, I think overly cheesy or old graphics are a quick way to lose both credibility and engagement.
    • berlandson
       
      In my personal finance class I have always used the company slides with my changes.  I was worried most about content and then last year one of my students asked if I had considered using a different template for each unit (it was stated in a kind way, just wondering way) and it made me see the need for change.  Last year I just changed templates....which they liked.  I wish they could see the changes this class is bringing for me!
  • Use appropriate charts
    • kluttenegger
       
      The power of these charts lies in their simplicity. When we usually see charts in PD or staff meetings they are cram too much information into one slide. While I'm very unfamiliar with creating charts, I think well-designed and visually simple ones could enhance several of my presentations.
  • contains watermark
    • kluttenegger
       
      I'm not sure there is a quicker way to advertise that your selection of images is lazy than to have a gigantic watermark plastered on a screen.  Students also need to be reminded how poorly this can reflect on a presenter.
  • Think of your slides as billboards
    • kluttenegger
       
      This combined with the three second rule mentioned above are helpful tips, but also very practical. You don't need a degree in design to consider how quickly your slide can be comprehended.  I've never considered how quickly people give up on a slide that is confusing, but we all do it.
    • cherylfletcher
       
      Great concept. We only put important information on a billboard and that should follow suit on presentation.
  • Follow these steps to reduce and simplify your text-heavy bullet points
    • kluttenegger
       
      I was getting a bit frustrated at being told why so many slides are crap but not having enough practical advice to prevent it. This list of steps is incredibly helpful. I can't wait to try and simplify some of my presentations, though I'm scared how long it may take for such a text heavy person like myself!
  • Image is stretched vertically & distorted
    • berlandson
       
      This is a #1 "bad presentation" thing for students!  Sometimes I think they think they are at the mercy of the software and decide "I can't do anything about the strange picture"!  Distorted images draw the audience to the image rather than the message!
  • And this is even better…
    • berlandson
       
      This really proves "a picture is worth 1000 words"..the slide started out so wordy and see it move to one "word" is impressive!
  • Remove all extraneous copy from bullet points
    • berlandson
       
      Love this advice.  Hard for teachers to walk away from "the list", but this advice improves "the list"!
  • Your slides should have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas on your slide with your logo or other unnecessary graphics or text boxes that do not contribute to better understanding. The less clutter you have on your slide, the more powerful your visual message will become.
    • gsmutz
       
      Before this class, I had never thought about how important the white space was.  I am looking forward to making my powerpoint effective by using the white space to my advantage.
    • cherylfletcher
       
      White space - guess I always thought it looked blank and needed to be filled. I will have to practice this one.
  • If the photographic image is the primary area I want the audience to notice (such as a picture of a product), then the image can be more pronounced and little (or no) text is needed.
    • gsmutz
       
      I like how this idea was explained.  If the picture is the focal point, make it stand out!  If the text is the focal point, blur the picture and the text will draw the eye first.
  • Spend time in the slide sorter
  • Spend time in the slide sorter
  • Spend time in the slide sorter
    • gsmutz
       
      I don't think I have ever used this screen on powerpoint.  This will be beneficial to make sure my slides have a consistent theme and that they flow nicely.
    • cherylfletcher
       
      I remember when I have worked with staff who do not use powerpoint very much how excited they were to see the slide sorter. Some of them had deleted slides in the past because they were in the wrong order. OH MY!
  • Can you just send me your PowerPoint slides?” But if they are good slides, they will be of little use without you
    • cherylfletcher
       
      This happens at a lot of the conferences I attend. I get the documents with links and things but the actual presentation? It should NOT be any good without the speaker.
  • Use high-quality graphics including photographs.
    • cherylfletcher
       
      The AEA provides great clip art and real photography. I push it to my staff but I feel they use the google images way to much and they are not always appropriate.
  • Unity. Slides with visual unity look as though the same person created them and make your message feel cohesive. You can achieve this through consistent type styles, color, image treatment, and element placement throughout the slide deck. Here’s a pair of slides to illustrate:
    • gsmutz
       
      I like how this looks.  How do you find images that you can do this with (put on any color screen)?  I also notice how each image is placed in line with the other images.
  • Step 4b: Replace bullet points with images
  • Step 4b: Replace bullet points with images
    • gsmutz
       
      This is a good way to get more pictures and less text.  It would also be easy to present on, given the pictures that you were showing.  I am assuming you show the whole slide at once, and not get one picture animated after another.
  • Step 4b: Replace bullet points with images
  • informed
katekrieg

AEA PD Online: Log in to the site - 0 views

  • prepare a written document which highlights your content from the presentation and expands on that content.
    • scott fillner
       
      It seems like a no brainer, but I think it is such a valid piece of the presentation to consider...amount of text & handouts that support.
    • alberhasky
       
      Scott, I agree. I can see how a handout is better than a slide full of text.
    • emoses
       
      Bullets are my go-to in all my presentations. And I hate to just read off the screen; it's very boring for everyone! They can read - why am I reading it to them? My only notes I bring are the slides from the presentation, and I think it would be more beneficial to bring background notes/information as opposed to just repeating what they're reading.
  • Limit transitions & builds
    • scott fillner
       
      It is funny how this has transitioned from the beginning of PPT. I remember many years ago teaching in a different district where transitions with sounds were encouraged for students. Never really understood even at that time how this was needed.  The kids think it is neat, but it is quite the distraction. I can viviidly remember a student who completed a presentation for enrichment coming back with transitions and sound effects \where their content came in a letter at a time....ugh :)
  • presented in small chunks or segments
    • scott fillner
       
      This is no different when we consider scaffolding success criteria for students. Thinking about organization, flow, and scaffolding learning.
  • ...26 more annotations...
  • White space.
    • scott fillner
       
      I learned the value of white space for our Art teacher.  We were discussing what is visually appealing and if certain ways of arranging information actually help make it stick.  That led us to a chat about white space.
  • Replace bullet points with images
    • scott fillner
       
      This will be a focal point of my presentation improvement for this class. Since my presentation is for welcoming new parents, then I should be able to replace information with images, and provide a handout to enhance presentation.
    • alberhasky
       
      This is the really tricky part, I think. Finding the right image and incorporating it into the presentation with visual appeal takes time and effort.
    • carolborchard
       
      This will be the hardest for me because I don't enjoy searching for things on the computer. 
    • carolborchard
       
      This will be the hardest for me because I don't like to search for things on the computer/internet.
  • try to
    • alberhasky
       
      Audience and purpose are key! We should not add images just for the sake of adding images, but because the context deems it appropriate and beneficial. Good to keep in mind!
  • f you will be presenting in a dark room (such as a large hall), then a dark background (dark blue, grey, etc.) with white or light text will work fine. But if you plan to keep most of the lights on (which is highly advisable) then a white background with black or dark text works much better.
    • alberhasky
       
      Keeping the light source of the room in mind is great advice! I can see how that's helpful for design.
  • Lots of extras actually take away meaning because they become a distraction. They overtax the audience’s cognitive resources.
    • alberhasky
       
      Seems like this is an important theme throughout this course: simplicity!
  • Go through your bullet points and try to highlight the main point of each bullet point.
    • alberhasky
       
      I think this is an excellent and easy strategy to start editing text-dependent slides!
  • But boring an audience with bullet point after bullet point is of little benefit to them
    • micintosh
       
      It is amazing how I now look at the audience and the slides to see how they react.  The last presentation had many bullets points which made me shutter, and the audience was also disengaged.
  • Regardless of what font you choose, make sure the text can be read from the back of the room.
    • micintosh
       
      This is so true. I was just at a presentation where half of the audience kept asking what the slide said because the font was too small.
    • emoses
       
      I think there should be a standard size on font (nothing smaller than 30 or something). This would force people not to put so much on the slide!
  • A clear visual hierarchy allows viewers to quickly ascertain a slide’s most important elements
  • convert each bullet point into a separate image
  • If you chose the slide on the right you could also have a simple line chart fade in as you talk about the declining rate as a long-term trend.
    • micintosh
       
      The example on the right seems to go against some of the suggestions in this lesson about design.  The text pops out, but in the picture is a little small and the graph on top of the picture seems like a lot of clutter.
  • Your slides should have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas on your slide with your logo or other unnecessary graphics or text boxes that do not contribute to better understanding. The less clutter you have on your slide, the more powerful your visual message will become.
    • emoses
       
      I don't know why, but for some reason I do not like having white space! I feel like it should always be filled with something, because there's always something to look at or learn. Doing less of the "white space"/"negative space" would give my note-takers a nice breather! I also have to determine what my audience needs to know to succeed, as opposed to what all I can cram in 40 minutes!
    • carolborchard
       
      I think we will need to accept that what is on the screen isn't equal to the value gained from the slides. I tend to gauge the value of presentations I attend by how much data I saw, how fast I had to take notes or how fast I had to follow along with the slides. I need to re-train my thinking that the slides are the focus aid but not the whole content of the presentation.
  • Avoid using PowerPoint Clip Art or other cartoonish line art.
    • emoses
       
      Another mistake made - I always like to have visuals to help my visual learners a bit, and I do like the options that Google Slides has for pictures, but for some reason I think cartoons could be fun for the students. My attempt at making my presentations "fun" has fallen short (and I think my classes would wholeheartedly agree!) Real-life images would be much more compelling and help the students relate a little more.
    • francysmaureen
       
      I like ClipArt because of the weight inside the document or presentation vs a picture that weights more. Whenever I create a Kahoot in my class, I prefer ClipArt. I don't knwo why the author hates it so much
  • You clearly need a consistent visual theme throughout your presentation, but most templates included in PowerPoint have been seen by your audience countless times (and besides, the templates are not all that great to begin with).
    • emoses
       
      It's hard to remember that students are seeing presentations again, and again, and again, so making your presentation unique would definitely help your class. I'm guilty of template usage just because I don't like white space, and I think making it a bit more colorful helps? However, thinking about putting actual pictures in the background, as opposed to templates, would be a better idea, and get the message across much better!
  • Color evokes feelings. Color is emotional. The right color can help persuade and motivate. Studies show that color usage can increase interest and improve learning comprehension and retention.
    • emoses
       
      I am a big fan of color, but I think too much color can give the students a headache! I'm always presenting in my classroom, with one light off, so it's somewhat dark, and I usually use darker colors too. I try to make the information stand out by using light or white text, but in the end, it really does get hard to read sometimes. 
  • to never, ever turn your back on the audience and read text from the slide word for word.
    • francysmaureen
       
      If we ever read word by word from a slide we are not giving a presentation. Just like in school, we had some words on cards, we never read from them. I don't know why they insist on this. To me, this is obvious.
    • carolborchard
       
      How many times have we seen this happen by people who speak/present for their livelihood? Don't turn away from the audience!
  • People should be able to comprehend each one in about three seconds.
    • francysmaureen
       
      I like the idea that a slide can be understood at a glance. I'll keep this on mind
  • consistent type styles, color, image treatment, and element placement throughout the slide deck
    • francysmaureen
       
      If all these elements are consistent, we can tell they have been organized and belong in the same presentation
  • Try to bold only the key parts of each point — limit it to as few words as possible.
    • francysmaureen
       
      Bullet points should serve as reminders of what we're going to be talking about, right? That's what I learned in my technology in Ed class at UNI
  • there’s beauty and clarity in restraint. Use simple visuals that support your message, and you’ll free people up to really hear — and adopt — your ideas.
  • direct people’s eyes to certain areas of a slide to emphasize important points.
  • 24 pt
  • two lines might even be too much.
  • Focus on the main phrases
  • add one relevant image
  • The trick becomes finding just the right image(s)
  •  
    Design of the presentation
julievanmanen

Articles: Design - 1 views

    • sraymond21
       
      KISS...Keep it simple, um...silly.
  • Your presentation is for the benefit of the audience. But boring an audience with bullet point after bullet point is of little benefit to them.
    • sraymond21
       
      I am guilty of this...trying to figure out how I can honor this and make notes more meaningful.
  • ...36 more annotations...
  • People should be able to comprehend each one in about three seconds.
    • debraschindler
       
      Another great rule of thumb!
    • kimkaz
       
      I would have selected this text also.  It's powerful to think that an image can promote discussion with limited time and attention.
    • sraymond21
       
      This is a helpful takeaway!
  • use contrast to focus attention
    • sraymond21
       
      I would like to get better at using this idea...
  • Highlight key points within bullet points
    • sraymond21
       
      Maybe this will help pme fix my "notes" slides.
    • stephhallberg
       
      I think, too, the white background with the blue contrasting text is visually appealing.
  • Slides with visual unity look as though the same person created them and make your message feel cohesive.
    • stephhallberg
       
      This is something else that I need to consider when developing my two slides for this week.
  • Pretend as though you are an audience member for your upcoming presentation. Do any slides feel text heavy?
    • stephhallberg
       
      This is where spending time in the slide sorter would help to see the slides from the audience's point of view.
  • Think of it as an approach to rehearsing your slides.
    • stephhallberg
       
      The key words can also let the audience know the main topic while not being bored with too much text.  
  • Don’t submit to the urge to add unrelated “decorations” to the slide.
    • stephhallberg
       
      Reynolds also says these "decorations" will help you lose credibility, too.
  • ever turn your back on the audience and read text from the slide word for word.
    • debraschindler
       
      This always drives me nuts when I see presenters do this
  • And this is even better…
    • debraschindler
       
      I would have never thought to do this but it does create a last image in your mind and as a presenter you know what its referring to so there wouldn't be the 'reading from the slide' effect
  • Unity
    • debraschindler
       
      I have actually seen the presentation below and as a viewer thought of how well-done it was.
  • Highlight the key phrases that you will help you rehearse for your presentation
    • debraschindler
       
      The bolding/highlighting key text really does improve the quality of the slide
    • kimkaz
       
      It's like advertising.  Simple, clear, powerful choices of text features and structures to draw attention to the content.
  • Depending on your content, you may be able to convert each bullet point into a separate image
    • debraschindler
       
      This is really interesting approach and I'm wanting to try it out in the near future. It easily keeps the audience engaged as they see images but are waiting to hear the connection/content
  • Your slides should have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas on your slide with your logo or other unnecessary graphics or text boxes that do not contribute to better understanding. The less clutter you have on your slide, the more powerful your visual message will become.
    • tamela hatcher
       
      I like the idea of having contrast and white space.
  • This slide is not unusual, but it is not a visual aid,it is more like an “eye chart.”
    • tamela hatcher
       
      My draft looked very much like this "eye chart".
  • Sans-Serif
    • tamela hatcher
       
      I could not find this option on my document to use.  Is there a trick to it?  It is not under my S drop down menu.
  • Use video and audio when appropriate.
    • tamela hatcher
       
      I still need to figure out how to download the video links so I am not dependent on the internet and jumping in and out of the presentation with links as I find this distracting.
  • logical flow
    • tamela hatcher
       
      I love the sorter method.  It really helps you see the flow.
  • The best slides may have no text at all.
    • kimkaz
       
      I feel that this is one of the most powerful sentences in this article.  "A picture tells a thousand words."  Photos and graphics can promote conversation!
  • Object builds (also called animations), such as bullet points, should not be animated on every slide. Some animation is a good thing, but stick to the most subtle and professional (similar to what you might see on the evening TV news broadcast).
    • kimkaz
       
      Animation can be incredible annoying.  I think the one that is most grating to me is the typwriter one.  It would be cool to use it for emphasis like for acronym. I totally agree limit transitions.
  • However, tables can lack impact on a visceral level.
    • kimkaz
       
      Data is easily skewed if the x or y access isn't labeled properly or scaled with proper perspective.
  • Just because the software lets you
    • kimkaz
       
      ...   Just because the software lets you do something it doesn't mean you should.  This caught my eye because I've fallen in the trap of bells and whistles.  I'm sure audiences have found my presentations to be extremely annoying at times when I 'tried out" capabilities of software.
  • learn more effectively from multimedia messages when they’re stripped of extraneous words, graphics, animation, and sounds.
    • kimkaz
       
      I like to use video in my presentations.  I think it's a great way to have an expert from the field punctuate my message.  It's also a good way to engage the audience in your theme.  I do believe they should be short, however, no more than 2 minutes.
  • You’ll reinforce your message and make it easier for people to get what you’re saying. Here’s an “after” slide to illustrate:
    • kimkaz
       
      Love this graphic.  It's clear and goes with the theme of the concept.  
  • But there’s beauty and clarity in restraint.
    • kimkaz
       
      Indeed, less is more.  Don't bring in an elephant to teach the color grey.
  • If they fall below 24 pt then you might be on to something.
    • kimkaz
       
      If you have to reduce the font size below 24 to get all of the text on the slide then it may be too text heavy.
  • Replace bullet points with images
    • kimkaz
       
      Love this idea.  I will definitely use it in my next presentation!
  • Don’t let your message and your ability to tell a story get derailed by slides that are unnecessarily complicated, busy, or full of what Edward Tufte calls “chart junk.”
    • julievanmanen
       
      Too much information can become a distraction and will take away from the point you are trying to "sell" the audience.
  • Use high-quality graphics including photographs.
    • julievanmanen
       
      Using high-quality graphics shows you have an interest in your topic besides looking professional.
  • Used to show percentages. Limit the slices to 4-6 and contrast the most important slice either with color or by exploding the slice
    • julievanmanen
       
      Again - it goes back to keeping it simple!
  • Color evokes feelings. Color is emotional. The right color can help persuade and motivate. Studies show that color usage can increase interest and improve learning comprehension
    • julievanmanen
       
      This is a little off the subject, but this is why I believe that colorful classrooms are important in the middle school and high school levels as well!
  • and retention
  • Remember, the slides are meant to support the narration of the speaker, not make the speaker superfluous
    • julievanmanen
       
      This is true in any type of presentation. Visuals should be an asset to the presentation, but not take over the message.
cjd203

The Quest for Quality - Educational Leadership - 11 views

  • In the past, few educators, policymakers, or parents would have considered questioning the accuracy of these tests.
    • Denise Krefting
       
      I was a teacher who didn't question cut scores. In fact they made life easier for me- but there really was no real learning beyond the assessment. This transition to continual learning makes so much more sense!
    • denise carlson
       
      This sentence is so true. I remember bringing home ITBS scores to my parents. As long as the scores were in the 90th percentile or better they were pleased. I don't remember them ever digging deeper to ask the teacher what I actually knew or did not know. To them it was an important test and whatever the results said must have been the truth. I'm glad we're not there anymore.
    • Cindy Blinkinsop
       
      Very true. We never questioned ITBS or ITED scores - we believed they were the one and only true assessment of a student's abilities. My how things are changing! There are so many factors to consider (region, vocabulary, did the student eat breakfast, did the student get enough rest, etc).
    • Natalie Smithhart
       
      I can remember as a child being very worried about my ITBS score, I was never a good test taker and I knew how "important" these tests were. I am glad that these days we use more authentic types of assessments also.
    • Lora Lehmkuhl
       
      I just reviewed ITED scores with our son. I recently read that ITED scores are closely related to scores one might expect for ACTs. This really worries me as a parent since we have a special needs child whose vision problems have greatly affected his performance in school. He plans to take the ACT test this spring and I know he's not prepared to accept a low score. Convincing him that he needs to take practice tests and study has been really difficult.
  • The assessor must begin with a clear picture of why he or she is conducting the assessment.
    • Denise Krefting
       
      Using this with the concept of backward design shows us how many options all fit together.
    • Joletta Yoder
       
      I too value the "Begin with the end in mind" method. I find it easier, after establishing learning goals, to determine how I'll assess them then let that direct my method of instruction.
    • Lora Lehmkuhl
       
      The "end product" might have different meaning to the student. For example, I teach a cooking class and the end product is often the food prepared. It can be difficult to convince the student that a standard muffin has specific characteristics. We review the characteristics before beginning the lab. In the eyes of the student, if it is edible it's just fine! You wouldn't believe how many times students have mixed up baking soda for baking powder and have been completely satisfied with a pancake that tastes like soap.
    • Marcia Jensen
       
      Strangely, after all the staff development, I think some teachers don't know why they are giving certain assessments. Part of this may be that they are philosophically opposed to so much testing but I think there is still a lack of understanding about the concepts being taught: the minutiae are more clear.
  • four categories of learning targets are
    • Julie Townsend
       
      These targets could define four different assessments given quarterly. Don't we give informal assessments that cover some of these targets?
    • Marcia Jensen
       
      I like checklist type information because it helps me to evaluate and plan my own instruction. I can use these criteria to make sure I plan for all these targets in my instruction.
  • ...58 more annotations...
    • Denise Krefting
       
      What is the Iowa Core calling these?
  • Do the results provide clear direction for what to do next?
    • Linda Hoobin
       
      What plan is provided for improvement with the Iowa Assessments?
    • Darin Johnson
       
      I would like to see an efficient, real-world model of such a system.
    • Joletta Yoder
       
      I would love to see our inservices allow for time to have such reflections on our assessments and allow us to redirect our planning. How much more would we see student growth if we not only reflected and redirected but also shared our observations with colleagues who also have the students (cross-curricular and at the next level) to have growth be specific and continual rather than a 9 month experiment that restarts from Ground Zero the following year!
    • parsonsbrandi
       
      Yes! There's so much research that values reflection, and yet it's something that one almost feels "guilty" doing on contract time.
  • Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
    • Lori Pearson
       
      This shows how important it is to set your learning targets and then make sure your assessment gives you the information that you are seeking in regards to those targets.
    • jalfaro
       
      Without proper training, I'm sure this happens all too often. Teachers often teach and test based on their own experiences and not based on best-practices.
    • Linda Hoobin
       
      If you can't determine an assessment to match your learning target, could it be that your learning target needs revision?
    • Julie Townsend
       
      I couldn't agree with you more! Some teachers refuse to open up to the latest in best practice, assuming that '36' years of teaching for example, has given them enough info to have 'all' the answers. And if the assessment is too difficult to create to match the target, why yes, revise the target. It seems we need to think outside the box, and to remind ourselves to keep updated and in touch with the world.
    • Deb Versteeg
       
      I think many times, the catch here is the gradebook. Many stakeholders(parents, students, administrators, etc.) have very rigid expectations for grading and equate assessment and grading. Teachers don't know how to manage both effectively, and tend to default to the needs of the gradebook for survival.
    • Lori Pearson
       
      Ah.......the gradebook. I believe you have hit the nail on the head, Deb.
    • Denise Krefting
       
      I have found it useful for another person to look at the assessment. Especially someone in a different curriculum area.
    • Deborah Ausborn
       
      That sounds like a good idea. Why, specifically, do you use someone from a different curriculum area? I can think of some ideas, but I don't know if they are the ones you are considering.
  • After defining inference as "a conclusion drawn from the information available,"
    • Denise Krefting
       
      So.. if my rubric says " requires deep thought" and I define or give examples of deep thought would that be better. I am struggling with the use of those words in my rubric- my participants have had not difficulty with the words, I just feel it isn't as specific as maybe I should make it....
    • Julie Townsend
       
      What is the definition of 'deep'?
  • a student might assess how strong his or her thesis statement is by using phrases from a rubric,
    • Lori Pearson
       
      Connection to rubrics in my group during the first week-are the phrases strong and promote further progress in their learning?
    • Darin Johnson
       
      I like the phrase "using phrases from a rubric." I think I'll borrow this idea and phrasing!
  • If we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.
    • Peggy Christensen
       
      I remember once writing a test item that had a term in it that my sophomore biology students didn't understand. Some asked me what the word meant, but what about those who were too embarrassed to ask?
    • Linda Hoobin
       
      This helps solidify the Iowa Core characteristic of effective instruction--assessment for learning and why it is part of the Iowa Core.
    • parsonsbrandi
       
      I can relate this to my children and the way that my husband and I differ on how we give directions. For example, he may say, "Your job is to be good." To a three and a five year old, "be good" is a very vague term. I might say something along the lines of, "Your job is to listen without interupting me, use good manners like saying, 'please and thank you,' and to sit down while we're eating dinner."
  • Figure 2 (page 18) clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • Peggy Christensen
       
      I have seen this chart from Stiggins work before and have found it to be quite useful. This reminds me of why we need to take the written portion to get an Iowa Driver's license, as well as taking Driver's Ed. or taking the Driving portion (of the test) to get a Driver's License. We need to know both the factual "stuff" (like what a STOP sign means), as well as the skill of being able to actually drive a vehicle.
  • new levels of testing that include benchmark, interim, and common assessments.
    • jalfaro
       
      And I wonder how much Professional Development teachers (new and old) have been given to support them as they face the new assessment expectations. I think too much is taken for granted...teachers need training if all of this testing and data is to make a real difference for our students.
    • Cheryl Merical
       
      Totally agree!! Teachers need to know not only how and why they are collecting data.  But how to use the data to make instructional decisions.
  • the use of multiple measures does not, by itself, translate into high-quality evidence.
    • jalfaro
       
      Exactly! More is necessarily better.
  • and the students themselves
    • jalfaro
       
      I think that we often forget about this part of the equation! I remember all too often getting a computer generated page back with test results that I couldn't understand and I'm sure that this is still happening nationwide. We must not forget that our jargon must be translated to the student and the parent so that all stakeholders are on the same page.
  • test plan.
    • jalfaro
       
      And how often do we as teachers fly by the seat of our pants?
    • Linda Hoobin
       
      This takes me back to DWALA training from Heartland AEA years ago. Anyone else remember this?
    • Julie Townsend
       
      We do sometimes, especially when placed into a different level of programming at the end of the school year.
  • noise distractions
    • jalfaro
       
      I once had to ask that they stop mowing the grass just outside my classroom window while my students took the FCAT Reading test in Florida...minor details like this can make a HUGE difference for the kids testing! I couldn't believe that my administrators hadn't considered all of the details.
    • terri lamb
       
      This can be major for some students - I took a professional knnowledge test years ago in an auditorium and the monitors were talking softly at the front but it really carried - they had no idea and I didn't say anything but noise doesn't normally bother me so I know it bothered others.
  • assessment literate
    • jalfaro
       
      something else that I think is often taken for granted....
    • Cheryl Merical
       
      Agree. . .another reason for TA for teachers regarding how to not only gather data, but understand how to use it.
    • Marcia Jensen
       
      Here lies a bigger problem than we want to acknowledge.
  • Clear Learning Targets
    • Sandy Kluver
       
      When I first read Stiggins and Chappius' works, it was clear that targets need to be static... not moving! We can't expect students to hit a moving target.
    • Lori Pearson
       
      If you don't know where you're going, how can you get there?
  • function CheckKaLogin() { if (getQuerystring('kalogin') != "") { window.location.href = window.location.href.replace('?kalogin=1', ''); } } function getQuerystring(key, default_) { if (default_==null) default_=""; key = key.replace(/[\[]/,"\\\[").replace(/[\]]/,"\\\]"); var regex = new RegExp("[\\?&]"+key+"=([^&#]*)"); var qs = regex.exec(window.location.href); if(qs == null) return default_; else return qs[1]; } window.onload = function() { if (getQuerystring('kalogin') != "" ) { // window.location.href = window.location.href.replace('?kalogin=1', ''); //alert('kalogin'); } } .smallf { font-size:9px; } MEMBER SIGN IN Username / Customer ID / E-mail Password Forgot your Username or Password? JOIN ASCD &nbsp;|&nbsp;MEMBER BENEFITS Register for ASCD EDge &nbsp; var userNameField='dnn_ctr898_ViewLoginModule_txtUserName';var passwordField='dnn_ctr898_ViewLoginModule_txtPassword';var loginField='dnn_ctr898_ViewLoginModule_btnSignIn'; function printPage() { window.print(); } //function sendData() //{ // window.open('/dnn/desktopmodules/VCMPrintSendArticleModule/sendfriend.htm'); //} function sendData(data) { // Initialize packed or we get the word 'undefined' var packed = ""; for (i = 0; (i < data.length); i++) { if (i > 0) { packed += ","; } packed += escape(data[i]); } window.location = "/dnn/desktopmodules/VCMPrintSendArticleModule/SendFriend.htm?" + packed; } function openWindow(url) { window.open(url, 'mywindow', 'width=350,height=370,directories=no,location=no,menubar=no,scrollbars=no,status=no,toolbar=no,resizable=yes'); } Print This ArticleSend to a Friend OAS_AD('Right'); Online Store ASCD's Top 5 Books Classroom Instruction That Works Enhancing Professional Practice, 2nd Edition The Art and Science of Teaching http://shop.ascd.org/productdisplay
  • aim for the lowest possible reading leve
    • Sandy Kluver
       
      This really surprises me. I've never thought to write a test at the least possible reading level. With my ESL students, I always make sure the words aren't new to the students but hadn't thought about the level I was writing the test at.
  • Use a reading score from a state accountability test as a diagnostic instrument for reading group placement.
    • Sandy Kluver
       
      hmmm... we do this for Instructional Decision Making groups in Carroll. It's only one piece of the puzzle, but at the beginning of the year, we rely on the ITBS Reading Comp score to place students into groups.
    • Cheryl Merical
       
      Unfortunately, I think that is a common practice of many districts.
    • Deb Versteeg
       
      Sandy, I've always been bothered by this part of IDM, also.
    • Marcia Jensen
       
      I have done this myself at the high school level. No other data exists for my use in connection with students I don't know and time constraints.
  • Seven strategies of assessment for learning.
    • Linda Hoobin
       
      This is one of the most practical resources on assessment that I have read in a long time. I recommend it to all!
  • cultural insensitivity
    • Linda Hoobin
       
      I witnessed this first hand when the demographics in one district changed dramatically over the course of about two years. For younger students, pictures in an assessment were used. Several of the students had never seen a rose, but they knew it was a flower--but flower wasn't a choice.
    • Cindy Blinkinsop
       
      This is so true! One night my husband and I were watching COPS and they were in NYC. A little boy pointed to the very small grassy area in between four apartment buildings that made a square and said, "He just ran through that meadow." I looked at my husband and said, "That kid would flunk the ITBS because he doesn't know the true definition of a meadow...for him, the small grassy area is a meadow. But for our region, a meadow is described totally differently and looks totally different." Test writers do not consider regional vocabulary enough when putting together an assessment. It is still 'one size fits all.'
    • Marcia Jensen
       
      There are some obvious things when it comes to cultural sensitivity. There are also some things a person preparing a test just might not know since their culture is different.
  • access to the data they want when they need it,
    • Linda Hoobin
       
      This implies timely feedback.
  • students
  • learning continuum
    • Linda Hoobin
       
      Learning progressions that Margaret Heritage talks about in Assessment for Learning.
  • The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do
    • Linda Hoobin
       
      Multiple is the key word here!
    • Cindy Blinkinsop
       
      I agree - multiple opportunities. We need to consider the various learning styles that we are teaching to each day and how each will best be able to show proficiency based on a product meaningful to the learner.
  • the reason for assessing is to document individual or group achievement or mastery of standards and measure achievement status at a point in time.
    • Julie Townsend
       
      Mastery is what we want as teachers, and using an accurate assessment done frequently should show us how far students have come in their achievement.
  • Choosing the Right Assessment
    • Julie Townsend
       
      I like this table--the categories and the description within.
    • Cheryl Merical
       
      Agree. Would be a good reference tool for all teachers.
    • Lisa Buss
       
      I think I will use this as a reference.
    • Deborah Ausborn
       
      I agree as well. This would be a good tool to share with my home school parents.
    • Joletta Yoder
       
      Great reminder for all of us, especially English teachers, that we can, and should, be using various forms of assessment. I'm hitting PRINT right now and posting this on my wall in and in my planning folders!
  • Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • Darin Johnson
       
      Whenever I read the word "specific," I can't help but to remember my third year of teaching when the English 9 teachers would share an old reel-to-reel converted to VHS instructional video with the class. Several minutes into the video, the narrator would tell the students: "Specific is terrific." This type of feedback is really the exception rather than the rule, isn't it?
    • Deborah Ausborn
       
      This is really good practice, but extremely time consuming. We need to include as much as possible, but it may not always be feasible or possible to do it all the time.
  • build balanced systems, with assessment-literate users
    • Cheryl Merical
       
      Wouldn't an RTI model with all its components (e.g., universal screening, progress monitoring, etc.) implemented with fidelity, meet this criteria??
  • Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing.
    • terri lamb
       
      .This is a great way to document each assessment.
  • In the case of summative tests, the reason for assessing is to document individual or group achievement or mastery of standards and measure achievement status at a point in time.
    • Darin Johnson
       
      The point where my assessment breaks down is that my formative assessments are almost always for individuals rather than for groups. Aside from ITEDs, no one beyond my classroom seems concerned with assessment data.
  • inform instructional improvement and identify struggling students and the areas in which they struggle
    • Cheryl Merical
       
      If we can identify students at-risk earlier through regular progress monitoring, we can move away from the "waiting to fail" model. 
  • Students learn best when they monitor and take responsibility for their own learning.
    • terri lamb
       
      When we begin a project in desktop publishing the students and I brainstorm the different skills and techniques they can demonstrate and use in the project which in turn becomes their checklist or rubric. They feel more ownership and may need to revisit a skills that other students - they often require more of themselves as well.
    • Lisa Buss
       
      I think this is very true and I also believe that the learning is at a higher level.
  • For each assessment, regardless of purpose, the assessor should organize the learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum
    • Lisa Buss
       
      In other words, we must test over wht we've taught?
    • Deb Versteeg
       
      Or....we need to be sure that students are learning what is going to be assessed. And what is going to be assessed is aligned with the intended learning target. I think too often in classrooms, the teaching is first, then the learning, then the alignment with the assessments or definied learning targets.
    • Natalie Smithhart
       
      So we need to decide what is going to be assessed first before we create the curriculum. I think often as teachers we do this the other way around. Seems like it should be simple, but sometimes I find myself creating my curriculum before I have decided what I might need to assess.
  • Teachers should design the assessment so students can use the results to self-assess and set goals.
    • Lisa Buss
       
      I need to do a better job of this!
  • Annual state and local district standardized tests serve annual accountability purposes, provide comparable data, and serve functions related to student placement and selection, guidance, progress monitoring, and program evaluation.
    • Lisa Buss
       
      But, in my opinion, what's being taught isn't necessarily what's being evaluated.
  • As a "big picture" beginning point in planning for the use of multiple measures, assessors need to consider each assessment level in light of four key questions, along with their formative and summative applications1
    • Lisa Buss
       
      This is brand new to me!
  • Summative applications refer to grades students receive (classroom level)
    • Lisa Buss
       
      I wish we could get away from grades and move to a benchmark checklist. When the student is proficient in one skill or concept they can move on to the next.
  • At the level of annual state/district standardized assessments, they involve where and how teachers can improve instruction—next year.
    • Deborah Ausborn
       
      It is great when this data is used to improve instruction. I was teaching in Texas whe Gov. Perry took over from George Bush (late 90s). The annual testing there was used to determined which schools received the most funds for the next year. High scoring schools received more money; low scoring schools received less money. Sadly, the low scoring schools generally needed the funds so much more than the high scoring schools. I had friends teaching in downtown Houston who told me how many of their students came to school with just a plain tortilla for lunch. They needed more funds, but since they received low scores received less funds. The students from the suburbs (such as Sugarland where at that time the mean income was $100,000/year, attending private tutoring (paid for by parents) several afternoons a week so their test scores would be higher. I literally saw students and teachers who had nervous breakdowns due to the pressure on the testing results. I agree we need assessments; I'm just concerned about how some of those assessments are used.
  • Feedback to students can use the language of the rubric:
  • Although it may seem as though having more assessments will mean we are more accurately estimating student achievement
    • Deb Versteeg
       
      This is definitely a common misconception.
    • Lori Pearson
       
      Although, there are times when we need to dig deeper to find out exactly what area needs strengthening. Take reading comprehension, for example, so they are low in that area, what does that mean-many, many components make up that area.
  • The assessor
    • Deb Versteeg
       
      This term, "the assessor", in and of itself has got me thinking. While the instructor might be the one "giving" the assessment, might the "assessor" at times not be the instructor? Could the state or the district be the assessor in some cases? Could the student be the assessor?
    • Amy Burns
       
      Devil's Advocate at work here....in a perfect world, our assessments would inspire students to WANT to improve, but in reality, can a rubric really do that in and of itself?
    • Marcia Jensen
       
      I have yet to see a student use a rubric to improve a project. I think the idea of it is good, but the self-motivation is not there, or I don't know how to motivate them myself.
  • Given the rise in testing, especially in light of a heightened focus on using multiple measures, it's increasingly important to address two essential components of reliable assessments: quality and balance.
    • Amy Burns
       
      Agreed. Now, if multiple measures are indeed so important, why are we still so mired in the standardized tests to judge success?
    • Kay Durfey
       
      I believe that this article "The Quest for Quality" really gets at the heart of the importance of having "focus lessons" daily and more long-term learning targets for both teachers and students. Being specific and purposeful about what and how we want students to learn (skills and academic (vocabulary) is essential to genuine learning and performances.
  • Knowledge targets,
  • Reasoning targets
  • Performance skill targets
  • Product targets
  • It also helps them assign the appropriate balance of points in relation to the importance of each target as well as the number of items for each assessed target.
    • Marcia Jensen
       
      Is anyone besides me starting to feel overwhelmed? I guess this could be done as a districtwide assessment project, but what this article is really starting to accentuate is how little time teachers have for pondering once a school year begins.
  • This key ensures that the assessor has translated the learning targets into assessments that will yield accurate results. It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
    • Marcia Jensen
       
      This is what I really want to learn how to do!
  • A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others
    • Marcia Jensen
       
      My comment here concerns this whole paragraph. I think we need to provide time to students as well as teachers for analyzing the results of assessments, and for using the results to make their projects better. As it is, no one has time to revisit the object of the assessment. Time constraints have all educational participants roaring along at breakneck speeds
  • Who is the decision maker?
    • Marcia Jensen
       
      I think this question is crucial. If the decision-maker and the purpose of the test are punitive rather than informed, no wonder people don't want to be assessed! of course we need to consider this as people who are decisionmakers and quit using tests scores to punish students--we don't like being punished for results and neither do they.
  • applying data to decisions for which they aren't suited.
  • Assessment literacy
    • Marcia Jensen
       
      Surely a staff development need.
  • A detailed chart listing key issues and their formative and summative applications at each of the three assessment levels is available at www.ascd.org/ASCD/pdf/journals/ed_lead/el200911_chappius_table.pdf
    • Marcia Jensen
       
      Hoping to share this with our data teams this year.
  • cultural insensitivity
  • Are results communicated in time to inform the intended decisions?
  • to know what constitutes appropriate and inappropriate uses of assessment results—thereby reducing the risk of applying data to decisions for which they aren't suited.
  •  
    The point where my assessment breaks down is that my formative data is rarely shared with others. We don't look for trends or patterns or discuss needed changes in content or instructional delivery.
  •  
    I believe that this article "The Quest for Quality" really gets at the heart of the importance of having "focus lessons" daily and more long-term learning targets for both teachers and students. Being specific and purposeful about what and how we want students to learn (skills and academic (vocabulary) is essential to genuine learning and performances.
  •  
    Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas--superintendents, supervisors, principals, teachers, professors of education, and school board members.
leipoldc

ollie-afe-2020: Article: Attributes from Effective Formative Assessment (CCSSO) - 3 views

  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes
    • tkofoot
       
      Everything we do is to improve student achievement. This helps us going future instruction.
    • maryhumke
       
      WE hear data driven decisions so often but this is a such a clear definition of why we base instructional decisions on data.
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedbac
    • tkofoot
       
      It is important to do this as students are doing work, having group discussion, and possibly by another adult that can step in the room. One person may observe learning or needs that another cannot.
  • In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • tkofoot
       
      This collaboration is important. Students need to feel like they have respect and "own" their learning. I teach Special Ed, so I always give students a way to own their instruction and opportunities to improve.
    • maryhumke
       
      I agree. Not all kids are risk takers so when they feel supported they are more likely open up with the others in the learning process
    • ravelinga
       
      This is the direction I really want to go in my classrooms. It is transitioning my students from passive to more active learners. The part that I have work on is building the class norms and modeling them properly in my class.
    • Val Rosenthal
       
      A classroom culture where there is collaboration between teacher and students in the learning process would be so exciting. I think it would hold students more accountable when they are part of their own process.
  • ...29 more annotations...
  • Because the formative assessment process helps students achieve intended learning outcomes based on explicit learning progressions, teachers must first identify and then communicate the instructional goal to students
    • tkofoot
       
      This is an important statement. Students need to know the instructional goal. I do think this is missed. It is a good reminder for me moving forward. I feel like I do this, but what does that look like?
    • nkrager
       
      Agreed! However, I struggle to find that most students don't "care" about this goal unless you make it relevant to them right now. (And even with this some don't care.) I would love for students to buy in to what we are all doing in our classrooms and understand the bigger pictures, then they would understand the learning progressions.
    • ravelinga
       
      The communication of the end goal is something that I need to do a better job with. I think I will have better outcomes from my formative assessment when my students see there purpose rather than just me.
    • jhatcher
       
      My new curriculum is all about the I Can statements and reviewing it at the end, so this is very helpful. I agree with the comment above- Now to motivate the students to care!
  • Learning progressions describe how concepts and skills build in a domain, and show the trajectory of learning along which students are expected to progress. From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals. They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • maryhumke
       
      I have enjoyed our course work on this. It has made me really think the steps between objection and assessment.
    • jhatcher
       
      I agree with you. The Progression diagram that I have made 2 different times has really helped me understand how to break the learning down. Trying to make sure students are achieving at each step is so important to their success.
  • It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
    • maryhumke
       
      I will remember these questions Often feedback is just a general statement of good job. These questions will drive student with specific feedback.
    • Val Rosenthal
       
      I really like the idea of posing those questions to the students and make them more engaged in their learning and the skill of really knowing where they are in the learning progression.
    • emilysjohnson
       
      I imagine the learning progressions posted on the wall and when conferring with students, posing the questions - where are you now? where are you going? how will you get there?
    • anonymous
       
      I think posing the questions to students would be a great way to have them do some self-reflection. That would also help the teacher to understand the students' perception of where they are and be able to give appropriate feedback. For example, a teacher might think a student is doing something well because they have evidence of that, but it would help to know if the student felt they knew it well enough so that they could replicate it in the future.
  • student- and peer-assessment should not be used in the formal grading process.
    • maryhumke
       
      I think this is very important. There are too many variables in peer statements and comments.
    • leipoldc
       
      I agree. Peer assessment is meant to help both students learn something new and reflect on their learning/work from a non-teacher perspective.
  • Sharing learning goals and criteria for success with students, supporting students as they monitor and take responsibility for their own learning, helping students to provide constructive feedback to each other, and involving students in decisions about how to move learning forward are illustrations of students and teachers working together in the teaching and learning process.
    • nkrager
       
      I want to increase this in my classroom so if you have ideas, please do share! :) I want students to feel comfortable with this process and care about the learning progressions we are moving through. I want there to be good peer feedback and not just students "jumping through the hoops" so that they themselves get better at the big ideas and collaboration pieces.
    • maryhumke
       
      I think this is very important. There are too many variables in peer statements and comments.
  • You must also relate your explanation to one of the properties we have been discussing in class to indicate the reason the steps were incorrect.” Again, the students know the goal, where their response differed from the criteria, and how they can improve their explanations.
  • Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals.
    • nkrager
       
      These are only effective when teachers/students use them to drive the instruction further. It is not enough to just say that we are doing formative assessments but then disregarding the data that they give us. Changes and adaptions must be made to successfully move all students forward with the material.
    • bhauswirth
       
      I agree. I think this also goes with doing a pretest or pre assessment. What data are you trying to get and what are you actually going to do with that data to enhance your teaching and to adjust your teaching for your students.
    • jhatcher
       
      Really packed classrooms of students can make this so difficult!
  • A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers and students. The students must be actively involved in the systematic process intended to improve their learning.
    • nkrager
       
      So important to build this process in our classrooms so that students take ownership of their learning and want to do better. (I would love tips on how to do this better in my own room if anyone has some!) :)
    • jessed44
       
      Getting students to consistently take ownership of their learning has been one of the most difficult tasks of my career. Intrinsic motivation is key, but by definition, it has to come from within a student There are things a teacher can do, such as offer freedom and choice, but this can be very difficult for students that do not buy in.
  • a process used by teachers and students
    • lwinter14
       
      It's important to emphasize that it is a process used both by teachers AND students. I think too often, students don't realize how much informaiton a formative assessment can also provide them and help them with goal-setting for future lessons.
    • bhauswirth
       
      I think that most teachers use formative assessments throughout their lesson plans and teaching without even knowing that they are doing it!
    • ravelinga
       
      This is why I liked the learning progression activity. It put the use of formative assessments front and center when creating units. Something I need to do better with.
    • leipoldc
       
      I agree that teachers have been using the formative assessment process before it was given a name. I think they knew they were doing it and because it is good practice, gave it a name.
  • These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction.
    • lwinter14
       
      It's always interesting to hear the groans from students if I announce that we are going to have a more formal formative assessment (such as a quick 2-3 question quiz) vs. the simpler formative assessments that I conduct daily in terms of having conversations with students/groups or thumbs up/thumbs down. There's this misconception with students (at least my own) in that if I announce we are having an assessment, it suddenly becomes more important than the daily check-ins.
  • The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • lwinter14
       
      In my building we've spent a few professional development sessions on crafting student-friendly learning targets that we regularly communicate to students and that students can communicate back to us. We are working on how we can better have students monitoring their own progress at reaching those learning goals. I think it's critical that the learning targets are student-friendly so that it becomes easier for them to monitor their own progress.
    • Val Rosenthal
       
      The communication piece is key to pulling teachers and students together for the same purpose. I would love to continue on finding ways for students to understand the formative assessments and how they can help in the student's learning.
    • jnewmanfd
       
      Yes, getting students not to push back is key. I find that my students this year, shut down if I attach the word assessment to any thing. I think that they issue is, the educational system has trained students to think with a "for grade" mentality. Somehow we have to shift that focus to a "learning mentality". Is it possible to get parents to and students not to worry about grades and simply worry about the learning that can happen?
  • In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.
    • lwinter14
       
      I think the use of peer-assessment can be really effective in helping students think about their learning and make changes. It's helpful for them to hear from their peers, and not always receive feedback from just the teacher. I think this brings up a good point, though. Students have to be explicitly taught how to provide helpful feedback, without it, their comments and feedback are often superficial and won't really help the student make progress.
    • ravelinga
       
      I really like this as a formative assessment that I need to incorporate more into my units. What I like is the students are now being more involved in the learning process.
    • jnewmanfd
       
      Have you had any success doing this. At the middle school level we have started pairing the teams together and we present and give feedback across the two teams. However, it is still not what we want it to be. We made a sheet with look fors and sentence stems to help students. We've even stopped a class of 60 students and told them that we are listening for you to us...(a certain sentence stem), and that helps a little, but it still seems a bit fake. I can't tell if we aren't doing something right or if the idea of it is just so foreign to them. I know that as a student we never did peer feed back and the best feedback I got from a teacher was a, "Wow, your hard work is evident".
    • leipoldc
       
      I like the idea of peer-assessment, but think it would probably work best when the students do not know who is providing the feedback nor to whom they provided feedback. It would require discussion and practice, but allows students to do some analysis which should cause more critical thinking of the work they too are completing.
  • process
    • emilysjohnson
       
      I think we still struggle as a system to view formative assessment as a process. Case in point, administrators in my previous buildings would ask teachers to bring their "formative assessments" to our PLC meetings. It became a tangible thing vs. observations, etc.
    • jnewmanfd
       
      I am glad that you brought this up. This whole process is supposed to be something that moves student learning forward and deeper and our profession to new heights. That definitely gets lost in translation when it becomes something forced. My administrators have done the same thing. The meaningful process becomes lost when teachers do it just because they are told to, or they are just going through the motions. I think that you are correct when you say it's so much more than a tangible thing, it has to be observational as well. We also have to get educators to see the value of it and using formative assessments to guide our practice.
  • Specific, timely feedback should be based on the learning goal and criteria for success.
    • bhauswirth
       
      "timely feedback" - students don't want formative feedback when they already took their summative assessment. Make the feedback relatable and clear. If you make the feedback irrelevant it is not meaning full to the student.
    • mkanost
       
      I do like using the language in the rubric to specify what they did well as well as what needs to be built upon to hit the success criteria.
    • jnewmanfd
       
      I also liked that part. I have a hard time with the whole specific, timely feedback. I don't always know how to go about doing it for a 150 students. I think that being more clear on the rubric might really help. Rather than focus on content I could include wording needed that help develop the skills needed to get to or master the content. I still am unsure how to effectively answer the where going, where now, and closing the gap questions. I wonder if students can be given a self assessment with a carefully worded rubric and them I can review those and make changes as needed. What ideas or methods do the rest of you use to meet the needs of the last three questions in this sentence?
    • jnewmanfd
       
      or rather the end of the next sentence, sorry
    • benrobison
       
      YES! This cuts out all of the fluff and gets to the heart of what we want kids to learn! Creating better learning targets makes teaching much more purposeful!
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • bhauswirth
       
      I think this is a great way to incorporate the rubric that would be used to assess the student. Peer feedback is one that could go really well and really bad if the teacher doesn't set the guidelines of what it looks like. This is a teachable moment in it's self.
    • jhatcher
       
      I agree with this statement. If a student can successfully self evaluate according to criteria like a rubric then they can have success with peers. Start there.
    • jessed44
       
      I have found that if I ask students to give each other a grade, it is basically useless, as they will just give each other an A. But if I ask them to comment and send back for revision, in actually work quite well. Qualitative over quantitative has been key for me.
  • In other words, there is no such thing as “a formative test.” Instead, there are a number of formative assessment strategies that can be implemented during classroom instruction.
    • parkerv
       
      Viewing formative assessment as a process rather than any one or a series of discrete assessments is critical in my mind for formative assessment to really do what it is meant to do and that is to inform instruction and improve student learning. Never too many reminders of this fact.
    • jhatcher
       
      I think the definition has changed a bit since 2006. I know my administrators include AFTER the instruction as formative assessment such as ticket outs and even quizzes. All still help guide teaching decisions but many occur after.
    • benrobison
       
      We use formative assessments in the in-person classroom multiple times within the class period. I have done some formative assessments, realized all of the kids were well past proficient (thanks to great background knowledge), and I moved on. In that sense, there was no test needed.
  • Using the evidence elicited from such tasks connected to the goals of the progression, a teacher could identify the “just right gap” – a growth point in learning that involves a step that is neither too large nor too small – and make adjustments to instruction accordingly.
    • parkerv
       
      It is important to identify those "just right gaps" for individual students and for the class as a whole so that time isn't wasted on things they have already mastered nor do some or all of the students feel lost or overwhelmed. Learning progressions in conjunction with ongoing formative assessment help pinpoint where additional instruction or practice may be needed.
    • Val Rosenthal
       
      This is one of the positive aspects of blended learning. I can figure out who has gaps and bring them in to work on the skills they need to improve.
    • anonymous
       
      I hadn't thought about how an additional benefit of a well-written learning target is that it allows a teacher to readily know what the next step of learning is for students and let's them use that knowledge to help give feedback that is alerts the student to next steps in their learning, but that makes absolute sense!
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. This information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria.
    • parkerv
       
      Providing students with user friendly criteria upon which they can self-assess their own progress is critical for optimal learning.
    • emilysjohnson
       
      I agree! Too many students aren't able to tell if they are "on track" because they think they have to get in the heads of their teachers. The assessment piece remains a mystery to them.
  • Formative assessment is a process that directly engages both teachers and students.
    • parkerv
       
      Student involvement makes the formative assessment process so much richer and teaches students life long skills that will help them think critically when in the workforce. I believe it also helps motivate students to do their best.
  • The teacher might first offer students a paraphrased version of that goal such as, “You will be able to judge the strengths and weaknesses of arguments in the editorials you find in our daily newspapers.” The teacher would discuss the criteria for evaluating arguments and then provide several examples of critiques of political essays. This will provide students with a reasonably clear idea of the analytic skills they are to develop and also provide them with the tools required to assess their own written analyses.
    • kshadlow
       
      This process really helps you hone in on scaffolding to move learning to your end objective.
  • With this kind of descriptive feedback and collaboration, the teacher clarifies the goal for the student, provides specific information about where the student is in relation to meeting the criteria, and offers enough substantive information to allow the student an opportunity to identify ways to move learning forward.
    • kshadlow
       
      Feedback throughout the process is so beneficial to the student. I think it is easy for teachers to skip this part or not notice they are giving it during conversations. Written feedback usually happens in those final assessments.
  • Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility and that they can take an active role in planning, monitoring, and evaluating their own progress.
    • kshadlow
       
      I think teachers and students need to hear and believe this concept more. Once teachers buy into allowing students more o fa role in their learning, students will take on more responsibility...in the ideal world.
    • emilysjohnson
       
      Absolutely! We need to re-structure the classroom environment so that students don't see it as hierarchical. The teacher should be a guide in the room, sitting among his/her students. This way, students may begin to develop more ownership of their learning.
    • leipoldc
       
      Helping students see that the only way they can truly learn is when they take ownership for their learning is the key. We will never be able to teach someone who does not want to learn.
  • Students can use a rubric to provide feedback to a peer by articulating reasons why a piece of work is at one level and discussing how it could be improved to move it to the next level.
    • kshadlow
       
      This idea takes some of the worry out for students who don't want to hurt or offend other students in the critique.
    • jhatcher
       
      I think this will definitely happen. The more it is done, the better students will be at peer editing.
  • inform instruction and learning during the teaching/learning process
    • mkanost
       
      This is so important to decipher the difference between summative and formative.
    • jhatcher
       
      I agree! This is for the teacher and the students.
  • particular kind of assessment.
    • mkanost
       
      My first year or two, I believed that it was a specific assessment. The confusion between formative and summative for a new teacher is hard to grasp if you haven't been explicitly taught.
    • anonymous
       
      I worry that in our district's attempts at the PLC process that teachers have gotten the wrong impression that formative assessment has to be proven through a specific assessment in order to facilitate a data-driven discussion. I believe that data can tell us a great deal about where our students are and how to move them forward, but I don't like the idea of it replacing ongoing feedback about the process.
    • jessed44
       
      This is an important point. Any, and potentially all assessments can and should be formative.
  • Students build on this learning in later stages of the progression to develop an understanding that people represent and interpret the past in different ways
    • mkanost
       
      An effective teacher understands that this must be built upon before students can learn new material.
    • jessed44
       
      Looking back at my early days as an educator, I did not do a very good job at this. In hindsight, I really assumed that students knew how to do some things that they obviously did not know how to do. I still find that I have to get myself to slow down and break apart tasks for students. I wonder how many other teachers struggle with this, and may not even be aware of it!
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process. This feeling is dependent on a classroom culture characterized by a sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment. Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment.
    • jnewmanfd
       
      I think this is so very true. I fully think that we as a system we have to do a better job at promoting learners not students. Students do things for a grade. They follow the rules so they don't get into trouble. They don't follow the rules to get out of work or other outside issue. Learners however, they do the work to learn, even if it were not graded. They come to school to better themselves and they understand that they are there are doing the work for themselves, it's a passion of self improvement. The know the teacher is there to facilitate them and they understand that the person in charge of the learning in the classroom isn't the teacher, it's them, the learner. I hope, that through the formative assessment process, scientists seminars, and norms that I have developed, that I am beginning to foster more learners and less students. It is a journey that has forced me to become less of a teacher and more of learner myself.
  • A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment
    • anonymous
       
      As an instructional coach, this is a step that I frequently saw teacher's skip when they asked students to to self- and peer-feedback. Teachers assumed students knew how to give high quality feedback then were frustrated with the responses with students gave, often coming to the conclusion that self- and peer-feedback were a waste of time because the feedback lacked quality.
    • benrobison
       
      I find this the most important piece. If I don't model feedback, how are kids supposed to know what's going on? Without the modeling, this becomes an unimportant time-filler.
  • Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals.
    • benrobison
       
      I would say that sometimes PLC work goes too far in this...there is too much data being thrown around, and less attention to actual teaching. Sometimes, the formative assessments are analyzed but the kids don't receive any feedback. If we want our students to be a partner in the learning, the feedback has to be provided to the student, not just for teacher use.
KIM BYRD

Articles: Presentation "Awakening" - 0 views

  • in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
    • stac34
       
      I love this, I wish that all presenters were given this statement to check their presentations before going public with them. I think it is a good reflection piece to see if you have developed a quality presentation. I am going to make this part of my proofreading process when preparing presentations from here on out!
  • You can wreck a communication process with lousy logic or unsupported facts, but you can’t complete it without emotion. Logic is not enough.
  • You can wreck a communication process with lousy logic or unsupported facts, but you can’t complete it without emotio
    • stac34
       
      I really haven't ever thought of the emotional side of the presentation, but it makes sense that if someone can connect with the presenter they might be more engaged. Appealing to the audience emotional side can help them become invested in the topic and information.
  • ...40 more annotations...
  • There is something very natural, compelling, and memorable about both telling and listening to stories.
    • stac34
       
      I think this is important, I have recently tried incorporating storytelling into my presentations, letting the audience know how I got to where I am in my journey with the topic and why it is something I am passionate about. This ties in with the idea of striking the emotional side of the audience mentioned in the other article.
    • brendahack
       
      I feel like this was one of my biggest ah ha's. I love stories and hearing the presenters story is always engaging. When I have shared a story in class, it has students attention, they interact, ask questions, volunteer information. When we are working through slides, I feel llike I need to sing and dance to hold their attentions. Stories are powerful! I have just not ever considered it as a presentaion method.
  • PowerPoint is a medium that can be used effectively — that is, with effective design methods — or ineffectively, that is with ineffective design methods. We would not necessarily say that books are rarely a good method, because books can be designed using effective or ineffective methods."
  • PowerPoint is a medium that can be used effectively — that is, with effective design methods — or ineffectively, that is with ineffective design methods. We would not necessarily say that books are rarely a good method, because books can be designed using effective or ineffective methods."
  • . Power
    • stac34
       
      I think it is important to note that PowerPoint is a tool that can be used effectively, but just simply having a PowerPoint doesn't make it purposeful just through using it. The design of a presentation includes multiple facets, the visual presentation is just one of them.
    • aneppl
       
      The key lies in what is the purpose of the presentation and how does the tool(powerpoint) aid in the purpose.
  • Point is
  • a medium that can be used effectively — that is, with effective design methods — or
  • ineffectively, that is with ineffective design methods. We would not necessarily say that
  • books are rarely a good method, because books can be designed using effective or
  • ineffective methods."
  • ineffective methods.
  • “sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories. And yes, these six compress nicely into the acronym SUCCESs.
    • stac34
       
      I am a fan of acryonyms when they are easy to recall, I like that all of these are described below in more detail, but the "memory" word describes it well enough to trigger what you should remember when designing presentations.
  • Words should be presented as speech
    • sarahjmoore
       
      I think this becomes difficult in many settings educationally because the focus has always been on a away to help visual learners gather information. They are often used to be a note guide or a resource to refer back to. I wonder if the shift to being able to screencast would help this. I also wonder about how it leaves out the visual, non-auditory learners. I also think that as a resource, it is less effective if there is an audio track because then the viewer has more to sift through. But it is perhaps more effective as a teaching tool because they can use it to re-teach. Perhaps it is more about purpose matching the delivery. 
  • esented as speech (i.e., narration) rather than text (i.e., on-screen text) or as speech and text.”
    • sarahjmoore
       
      Somewhere along the presentation education line, these things get mixed up. When giving a presentation, there should only be key words to cue the speaker or drive a point home. I think that the concept of "cue the speaker" has lead to all of the text. We feel unprepared and this becomes a crutch. I think this is what most of my student struggle with. Although, this course is mostly focused on the teacher, as a high school English teacher, I think these concepts should be taught to our students as well.
    • jsoland
       
      I completely agree. I think it has been drilled into people to use the text as cues on what to talk about, but I think this has become misleading and has led to text on the slides that detracts from the presentation rather than add to it.
  • Third, create a written document. A leave-behind. Put in as many footnotes or details as you like. Then, when you start your presentation, tell the audience that you’re going to give them all the details of your presentation after it’s over, and they don’t have to write down everything you say
    • sarahjmoore
       
      I love this idea! This would keep your audience engaged in the presentation and allow them to not worry about if they have all of the bullet points written down word for word for the text. This would allow the information to flow faster because you don't have to provide wait time.  
  • But everyone else is busy defending the status quo (which is easy) and you’re busy championing brave new innovations, which is difficult.
    • sarahjmoore
       
      This makes it a lot more work too, but it is worth it if the information stays with them. They will remember the power of your presentation. They also will feel that they have missed something if they weren't present. 
    • jsoland
       
      It also saves you from having to present or follow-up later to go over the same information!
  • Unexpectedness.
    • sarahjmoore
       
      I think that sometimes this could be negative part of a presentation. The key here is to create something unexpected that directly connects to what you are talking about and proves your message. Often, I see people pulling something out just to break up the presentation and to give them a mind break. It is important to wrap those things together (mind break and message) to really get this aspect accomplished. 
  • Great ideas and presentations have an element of story to them.
    • sarahjmoore
       
      I think the key here is the word "element." I have been part of presentations where you are there to hear about and idea, and they end up telling you story after story. They are loosely connected, but I find myself disengaged with the content and the focus because I am wondering "how many of the "rabbit trails" we are going to go on?" I think you should use stories to help with concepts and examples, keeping them short and to the point.  
    • aneppl
       
      I think it's particularly hard in education, as we don't often have the "whole story" about a students success as they leave us and transition to another stage in their life. Teacher or student success stories are powerful and touch our hearts. For implementing new practices/techniques, or strategies, a true life story from a teacher is always more powerful.
  • The redundancy effect says that if one form of instruction (such as the spoken word) is intelligible and adequate then providing the same material in another form (such as lines of text on a screen that mimic the words being spoken) are redundant and can actually hurt understanding.
    • jsoland
       
      I found this so interesting and it can be counterintuitive, but the more I thought about it the more I reflected on how often I completely tune out as a result of seeing and hearing the same content (ie someone reading their powerpoint slide)
    • brendahack
       
      This was a stand out to me as weel. The more I thought about it the more I agreed with it. When I have bene presented to, it is extreamly distracting to try to read a slide while someone else is reading it out loud.
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
  • Fourth, create a feedback cycle. If your presentation is for a project approval, hand people a project approval form and get them to approve it, so there’s no ambiguity at all about what you’ve all agreed to.
  • Fourth, create a feedback cycle. If your presentation is for a project approval, hand people a project approval form and get them to approve it, so there’s no ambiguity at all about what you’ve all agreed to.
    • aneppl
       
      In education, it's often about what is the implementation piece associated with the presentation/learning/ etc. How do we hold ourselves accountable for the information presented
  • The Curse of Knowledge is essentially the condition whereby the deliverer of the message cannot imagine what it’s like not to possess his level of background knowledge on the topic.
    • jsoland
       
      I really struggle with this. I'm never sure how technical to get with my language as I want the audience to feel comfortable with the content, but not feel like I am "talking down to them"
  • Concreteness. Use natural speech and give real examples with real things, not abstractions.
    • jsoland
       
      I really need to work on this one and spend some time coming up with better examples, stories, and analogies in my presentations to make things more concrete.
  • Often, people come to a conclusion about your presentation by the time you’re on the second slide. After that, it’s often too late for your bullet points to do you much good
    • aneppl
       
      This is so true. I think it's critical on how you set up the audience for what the purpose is, how this will help/impact them, and what they will/should walk away with.
    • brendahack
       
      Kind of shocking actually. The second slide??? All the more reason to ne mindful of what you are sharing.
  • Curse of Knowledge
    • aneppl
       
      I too am guilty of this. I sometimes feel that what I have to say on a topic is so important that it can't wait or that I have to include it. As a principal, I've had to learn to be disciplined to sometimes save my thoughts when others are presenting and not interrupt their presentations for my own sake of speaking!
  • Emotions. People are emotional beings
    • aneppl
       
      I do feel that I try to connect with teachers emotionally. I am very vulnerable in my communication with teachers. I don't want to be known as the expert and thus I engage a lot of teachers to be with me in presenting, sharing, modeling, etc. Acknowledge how busy we know they all are, but surround it with how important our new learning is for the benefit of students.
  • It is effective to speak to a diagram, because it presents information in a different form. But it is not effective to speak the same words that are written, because it is putting too much load on the mind and decreases your ability to understand what is being presented
    • brendahack
       
      Speaking to the diagram allows one to have their own thoughts, and consider the presenters ideas I beleive without the overload suggested by reaing the slide to them. I like the idea of an image that gets to the emotion or the concept that you are trying to get across.
  • Next time you plan a presentation, then, start by using a pencil and pad, a whiteboard, or a stick in the sand — anything except jumping headfirst into slideware on your computer with its templates, outlines, and content wizards that may point you down a path you wish not to go.
    • brendahack
       
      I love this! Of course anything done in the sand this time of the year in Iowa seems like a GREAT idea. I know I am guilty of starting with the slide and not the overall concept. It is so easy to rearrange slides in power point that is it ewasy to get caught up in headfirst jumping.
  • IMPORTANT: Don’t hand out the written stuff at the beginning! If you do, people will read the memo while you’re talking and ignore you. Instead, your goal is to get them to sit back, trust you and take in the emotional and intellectual points of your presentation.
    • brendahack
       
      Yep! save it until the end. How many conferences have you been to that people stick their head in the door, grab a copy of your slides, handout, whatever, and turn around and head out. If they could sit and listen knowing they will get materials at the end, I believe they will have a better learning experience.
  • Simplicity. If everything is important, then nothing is important. If everything is a priority, then nothing is a priority. You must be ruthless in your efforts to simplify
    • brendahack
       
      Easier said than done, but how very important! I know this is one that I will be giving lots of thought to.
  • "The use of the PowerPoint presentation has been a disaster. It should be ditched.
    • KIM BYRD
       
      I am not so sure it is a disaster. Perhaps we all need more training.
  • Powerpoint was developed by engineers as a tool to help them communicate with the marketing department—and vice versa.
    • KIM BYRD
       
      Now look how often PowerPoint is used. It has branched out beyond the marketing department.
  • Communication is the transfer of emotion.
    • KIM BYRD
       
      They talk a lot in these articles about how the audience needs to have emotion brought to them by presentation.
  • No more than six words on a slide. EVER.
    • KIM BYRD
       
      I never heard of this rule until I took this class. I have seen and made more than six slides for as long as PowerPoint has been around.
  • For your presentation, what’s the key point? What’s the core? Why does (or should) it matter?
    • KIM BYRD
       
      I feel like my end presentation is using simplicity too much. Perhaps I am just used to slides with WAY too much information on them.
meyerlaura

Articles: Design - 2 views

    • nettiemarie
       
      great idea toremember
  • Use the same font set throughout your entire slide presentation
    • nettiemarie
       
      wow this is important to remember ....makes sense
    • pattyharris123
       
      I've been terrible about using the same font throughout. I always went for either cutesy for attention or used something out of the ordinary for emphasis. It really does make sense to keep the font all the same.
  • ...35 more annotations...
  • consistent visual theme throughout
    • nettiemarie
       
      Agree!
  • ). Never simply stretch a small, low-resolution photo to make it fit your layout – doing so will degrade the resolution even further.Avoid using PowerPoint Clip Art or other cartoonish
  • line art. Again, if it is included in the software, your audience has seen it a million times before. It may have been interesting in 1993, but today the inclusion of such clip art often
  • “chart junk
    • nettiemarie
       
      love this term... keep it simple only put on the slide what is needed get rid of the "junk"
  • Unity. Slides with
  • visual unity
    • nettiemarie
       
      Principal of design.... keep this throughout
  • convert each bullet point into a separate image
    • nettiemarie
       
      what an interesting idea... gives the audience a visual and that will stick with them better then reading text
  • The slides themselves were never meant to be the “star of the show”
    • Chanda Hassett
       
      So true but how often forgotten. If your slides can speak for themselves, why are you even there to present them? (a question I often posed to my students in hope they'd speak more off the slides than read them)
  • Background image has too much salience (text hard to see)
    • Chanda Hassett
       
      This is such an easy fix. A good eye will catch this artful contrast. Creating a good PowerPoint is truly an art. Using stock themes and clip art images is cliche, as stated, and truly detracts from the message.
  • People should be able to comprehend each one in about three seconds.
    • Chanda Hassett
       
      This is a good rule of thumb to try to embrace. The image should strike the emotion of the audience.
  • including a healthy amount of white space sharpens viewers’ focus by isolating elements
    • Chanda Hassett
       
      Too often avoided, white space does help to focus the eye. Again, a well planned presentation would recognize this element of design.
  • there’s beauty and clarity in restraint
    • Chanda Hassett
       
      It goes back to simplicity - Keep it Simple - Make your message known through the visual imagery and not the extraneous list of bulleted information.
  • If you use more than two lines anywhere, then they’re definitely leaning text heavy.
    • Chanda Hassett
       
      Another good rule of thumb I tend to make my bullets just ideas and never complete sentences, but sometimes they do get a little wordy.
    • pattyharris123
       
      Mine are brief lines, but also way too many per slide.
  • Re-write the highlighted phrases if they are inconsistent with the other simplified bullet points.
    • Chanda Hassett
       
      Great technique to pare down extra words to just what's necessary. An easy technique to share with students also.
    • pattyharris123
       
      Great note-taking tip!
  • This approach
    • Chanda Hassett
       
      Again, another great idea to limit the text and emphasize the image
    • pattyharris123
       
      This is a great idea as long as you don't overload on the slides.
  • boring an audience with bullet point after bullet point is of little benefit to them
    • pattyharris123
       
      when we have too many bullets, the audience focuses on them and not on us
  • prepare a written document which highlights your content from the presentation and expands on that content
    • pattyharris123
       
      expand your verbal information while keeping the number of slides to a minimum
  • Use high-quality graphics including photographs
    • pattyharris123
       
      Photographs will invoke much more emotion than animations
  • Have a visual theme, but avoid using PowerPoint templates
    • pattyharris123
       
      Don't use templates. Come up with your own visual theme!
  • Color evokes feelings. Color is emotional. The right color can help persuade and motivate.
    • pattyharris123
       
      So, use color! Grab your audience!
  • Use the same font set throughout your entire slide presentation
    • pattyharris123
       
      Use the same font - or at least a minimum of two.
  • people comprehend better when information is presented in small chunks or segments
    • pattyharris123
       
      Don't overload your audience all at once. Present in smaller chunks of information.
  • so that your audience isn’t staring at a wall of text
    • pattyharris123
       
      When giving too much on a slide, you will shut down your audience.
  • the star, of course, is your audience)
    • apresler
       
      Keep audience in mind!!!! They are the reason for the presentation. 
  • The less clutter you have on your slide, the more powerful your visual message will become.
    • apresler
       
      Keep it simple - let the message shine through. 
  • if you plan to keep most of the lights on (which is highly advisable) then a white background with black or dark text works much better.
    • apresler
       
      Good for classrooms
  • By getting out of the Slide View and into the Slide Sorter view, you can see how the logical flow of your presentation is progressing.
    • apresler
       
      Be sure to check and see if the big idea is getting across to the audience. 
  • your audience should focus intently on what you’re saying, looking only briefly at your slides when you display them.
    • apresler
       
      Similar to a billboard Three second rule
  • have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas
    • meyerlaura
       
      makes it way too 'busy'
  • Some animation is a good thing, but stick to the most subtle and professional
    • meyerlaura
       
      back to "simplify"
  • choose fonts deliberately.
    • meyerlaura
       
      I have to choose fonts in class that show the accents and punctuation best and clearest.  That is not Arial, even though I like Arial for most of my correspondence.  I've found that Comic Sans actually works best for me.  I know, it was 'dissed' in one of the articles, but it does work well for me!
  •  
    Use the same font throughout
Patty Harrell

Getting Started with Chrome extension - Diigo help - 0 views

  • Use the “Save” option to bookmark a page. Bookmarking saves a link to the page in your online Diigo library, allowing you to easily access it later.
  • Highlighting can also be accomplished from the context pop-up. After&nbsp;the Chrome extension is installed, whenever you select text on a webpage, the context pop-up will appear, allowing you to accomplish text-related annotation. Highlight Pop-up Menu – After you highlight some text, position your mouse cursor over it and the highlight pop-up menu will appear. The highlight pop-up menu allows you to add notes to, share, or delete the highlight.
  • Sticky Note Click the middle icon on the annotation toolbar to add a sticky note to the page. With a sticky note, you can write your thoughts anywhere on a web page.
sjensen21

Lesson: Articles on Visual Design - 5 views

  • A successful visual design does not take away from the content on the page or function.&nbsp; Instead, it enhances it by engaging users and helping to build trust and interest in the brand.
    • Nancy Peterman
       
      This statement was important to me because I want to make the page interesting but need to be selective to ensure the element enhances rather than "decorates".
    • Kathleen Goslinga
       
      Great point Nancy! I need to keep this in mind as well that the focus needs to be on the content with the design supporting and not distracting.
  • White space is used around text and between sections to allow the page to breath
    • Nancy Peterman
       
      I believe white space will be important to my Softchalk lessons to engage learners. If I have too much text, the reader may feel overwhelmed or disinterested. I need to hightlight my text by using white space as an element of design.
  • When navigating a good design, the user should be led around the screen by the designer. I call this precedence, and it's about how much visual weight different parts of your design have.
    • Nancy Peterman
       
      This article reminded me to lead the reader through each of the important points of the web page. It mentioned using images to bring the reader to an important statement or paragraph. Use of shapes or arrows are obvious but also useful in directing the reader while adding interest.
  • ...30 more annotations...
  • List out the different types of tasks people might do on a site, how they will achieve them, and how easy you want to make it for them. This might mean having really common tasks on your homepage (e.g. 'start shopping', 'learn about what we do,' etc.) or it might mean ensuring something like having a search box always easily accessible.
    • Nancy Peterman
       
      This statement seems pretty basic, but I think it is important to help reduce reader stress. If I provide instructions for the beginner, they may become engaged and explore longer than expected.
  • The more options a user has when using your website, the more difficult it will be to use (or won’t be used at all).&nbsp;So in order to provide a more enjoyable experience, we need to eliminate choices.
    • Nancy Peterman
       
      This statement spoke about providing too much choice. I think it also applies to find text about the subject, so I think providing an easy to see and use filter or search box is important. I think about my lessons and if students want to review a specific part of the lesson, I want to make it easy for them to find it.
  • Instead users satisfice; they choose the first reasonable option.
    • Nancy Peterman
       
      I think it is important for me to remember that my audience may scan for reasonable options or things that will help with an assignment, rather than click on each link in order that it is listed.
  • the web-page should be obvious and self-explanatory. When you’re creating a site, your job is to get rid of the question marks
    • Nancy Peterman
       
      I think it is important that a web page and a lesson is obvious and self-explanatory. If a student has a question, they are may not be willing to wait for an instructor's reply. The student has now lost some of their motivation and engagement in the lesson.
  • Buttons to travel around a site should be easy to find - towards the top of the page and easy to identify. They should look like navigation buttons and be well described. The text of a button should be pretty clear as to where it's taking you. Aside from the common sense, it's also important to make navigation usable.
    • Mary Trent
       
      I think this is important in my lesson as I want the users to be able to navigate around the pages according to where their interests lead them.
    • Kathleen Goslinga
       
      I agree that navigation gives users a chance to move around more freely. It appears within SoftChalk you are limited to the options of top, previous and next. I'm still in the early stages with learning about the tool so still am curious if you are limited too just those three options.
  • Consistency means making everything match. Heading sizes, font choices, coloring, button styles, spacing, design elements, illustration styles, photo choices, etc. Everything should be themed to make your design coherent between pages and on the same page.
    • Mary Trent
       
      This is a big one for me, too.  I feel that websites or lessons need to stay consistent in look and design.  It just looks more professional.  Less is more. 
  • Occam’s razor is a principle urging one to select among competing hypotheses that which makes the fewest assumptions and thereby offers the simplest explanation of the effect.&nbsp;To put it in the design context, Occam’s Razor states that the simplest solution is usually best.
    • Mary Trent
       
      This is very true.  I have a few pages that have too many words and phrases that are too complex.  I am looking at simplifying these and use other resources like audio or video to include the information so it isn't visually overwhelming.
  • Users don’t read, they scan. Analyzing a web-page, users search for some fixed points or anchors which would guide them through the content of the page.
    • Mary Trent
       
      So very true. I want to design my lesson so that a teacher can decide in a manner of seconds if the STEM Scale-up they are looking at is for them or not.
  • Users want to have control. Users want to be able to control their browser and rely on the consistent data presentation throughout the site. E.g. they don’t want new windows popping up unexpectedly and they want to be able to get back with a “Back”-button to the site they’ve been before: therefore it’s a good practice to never open links in new browser windows.
    • Mary Trent
       
      I agree, that is why I really want the table of contents or navigation to be on every page so the users can explore wherever the want and go back if they need to.
  • Visual design must strike a balance between unity and variety to avoid a dull or overwhelming design.
    • bgeanaea11
       
      This is the tricky part- finding a balance between unity and variety- I will try to find this balance as I create my lessons.
  • Web design ain't just about pretty pictures. With so much information and interaction to be effected on a Web site, it's important that you, the designer, provide for it all. That means making your Web site design usable.
    • bgeanaea11
       
      This is going to be my focus as I develop lessons. If the lesson is not usable, there really is no point.
  • Without knowing ANYTHING about these circles, you were easily able to rank them. That’s visual hierarchy.
    • bgeanaea11
       
      Interesting! I have never really thought of it this way- what catches my attention is more important and cretes a hierarchy!
  • Here’s what the golden ratio looks like:
    • bgeanaea11
       
      Cool! I will start looking for this now!
  • Conclusion Effective web design and art are not the same. You should design for the user and by having a business objective in mind. Using these web design principles you can get to aesthetically and&nbsp;financially&nbsp;rewarding results.
    • bgeanaea11
       
      I was an Art minor in college and did not have any courses in web design, so this is an interesting distinction for me and one to keep in mind!
  • 6. Strive for simplicity The “keep it simple”-principle (KIS) should be the primary goal of site design. Users are rarely on a site to enjoy the design; furthermore, in most cases they are looking for the information despite the design. Strive for simplicity instead of complexity.
    • bgeanaea11
       
      Absolutely! If it is too complex I will move on!
  • 7. Don’t be afraid of the white space
    • bgeanaea11
       
      Every article we read mentions this one! It must be a really important one!
  • The basic elements that combine to create visual designs
    • Kathleen Goslinga
       
      The in-depth definations on how lines, shapes, color palette, texture, typography and form impact what / how a viewer interpret the information along with design is a key factor for consideration.
  • White space is an important part of your layout strategy.
    • Kathleen Goslinga
       
      White space is an area that I've been learning more about with other work related projects. From what I am learning "white space" provides the learner/reader a chance to break before moving forward. It also serves as a point to reflect.
  • Dominance focuses on having one element as the focal point and others being subordinate.
    • Kathleen Goslinga
       
      I didn't realize that the focal point of a lesson was considered to be labeled as "dominant" and all information in the area would be viewed as "subordinate". Size, shape, location, etc...clearly sends a message to the viewer.
  • Color contrast
    • Kathleen Goslinga
       
      This is an important item to remember when it comes to drawing attention to "key" information. I will consider trying this in a few section of my lesson.
  • Empty space seemed wasteful. In fact the opposite is true.
    • Kathleen Goslinga
       
      This is another way to reference the importance and use of "white space" to give the viewer a chance to pause or in some cases reflect upon the content just read.
  • bread crumb trails,
    • Kathleen Goslinga
       
      This is good reminder of another way users can work their way around different areas. I didn't see this as a 'form of navigation" until reading this section.
  • Font Choices — Different types of fonts say different things about a design. Some look modern, some look retro. Make sure you are using the right tool for the job.
    • Kathleen Goslinga
       
      I had know idea that font selection would send a different message. This is something to be aware of when designing a lesson.
  • if text has an underline, you expect it to be a link
    • Kathleen Goslinga
       
      Great point!
  • The best images follow the rule of thirds:
    • Kathleen Goslinga
       
      Utilizing the rule of thirds is a effective way to capture your audience and help guide them in a specific direction. This is something I will consider when selecting images for inclusion in lessons.
  • Hierarchy shows the difference in significance between items
    • sjensen21
       
      I find that a hierarchy can be very helpful in understanding how topics are related to one another.
  • Web design can be deceptively difficult
    • sjensen21
       
      I know it's difficult.  I have not been deceived!
  • if there is a gigantic arrow pointing at something, guess where the user will look?
    • sjensen21
       
      Good "point."  haha  But, seriously, it's obvious, but an important idea, especially for the visual learner.
  • White Space
    • sjensen21
       
      I never thought about White Space before I took this class, but I see where they are coming from.  Endless lines of text can be quite overwhelming.
  • Golden ratio
    • sjensen21
       
      I believe it was originally discovered by Fibonacci.  Just a little math trivia for you:-)
Joanne Cram

ollie_4-fall14: Educational Leadership: The Quest for Quality--article - 13 views

  • Student Involvement in the Assessment ProcessStudents learn best when they monitor and take responsibility for their own learning. This means that teachers need to write learning targets in terms that students will understand.
    • bgeanaea11
       
      This seems to be to be a critical component to engaging students in their learning.
    • joycevermeer
       
      Writing learning targets in tersm that students will understand can be a challenge...especially with younger children.
    • scampie1
       
      Having I can statements make a huge difference in what the learning will be. All students need this!
    • Nicole Wood
       
      I think goal setting and tracking is way students can take responsibility for their own learning.
    • nathanjenkins
       
      Learning targets and "I can" statements reach all students and guide them in their learning, but even more so help to maintain attention for students that get off task easily or loose focus. Having these short-term goals posted in the classroom can aide in self-guidance of the students. A quick gesture to the poster or board with these goals can redirect without too much effort.
    • Joanne Cram
       
      Student involvement in assessment always produces deeper understanding. When students can create their own learning targets (when guided by the educator), this is deeply beneficial because they've created a mini road map to help them navigate through the content. They won't have any surprises, only answers to the learning targets they hoped to gain.
  • Clear Learning TargetsThe assessor needs to have a clear picture of what achievement he or she intends to measure. If we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.
    • bgeanaea11
       
      I feel we often assess for the sake of assessing without keeping our focus on what it is we want the student to gain from it in the long run.
    • Deb Vail
       
      I completely agree. I was constantly assessing formatively, but I hate to admit that summative assessments that I created for my units were more assessment for the sake of assessment. I should have approached it more big-picture
    • Deb Vail
       
      Also, I think that clearly communicated learning targets are so important. How many times have I taken classess or sat through PD and was doing what was asked of me, but I wasn't sure why.
    • Kristina Dvorak
       
      I agree, having clear learning targets is helpful for students.  It gives them an idea of what is most important in a lesson and gives students a guide for learning.  
    • Kathleen Goslinga
       
      I agree with Deb and Kristina that students need to have clearly defined learning targets which will guide students as to the area of focus. Assessment should be done for a purpose and an outcomes.
    • criley55
       
      I also agree that we can't keep what we are teaching a mystery to the students. They need to know the learning targets so they know what is expected of them. Then they will be able to connect with the content and engage in the learning.
    • Joanne Cram
       
      I think it's important to have a road map that is constantly being referred to- and instructors that ask the question, are we getting there? If the assessment can't answer that question, maybe the instruction needs to be adjusted, or the assessment needs to be thrown out.
  • Keys to BalanceThe goal of a balanced assessment system is to ensure that all assessment users have access to the data they want when they need it, which in turn directly serves the effective use of multiple measures.
    • bgeanaea11
       
      I like the use of the tern balance. It implies we need to USE assessments for information instead of just because we feel we need to assess everything. The issue of access is also critical because if we do not give teachers access to the data directly they cannot effectively use it!
    • Kathleen Goslinga
       
      Direct access to data provides teachers with feedback as to whether further instruction is needed in a specific area or if students understand and you can move forward. I often question why we start another unit immediately after a test when there may be a need to step back and review an application before moving forward.
    • joycevermeer
       
      If we respond to what the assessment data is telling us we won't always be doing the same things with the same children. Planning for individual and small group instruction becomes necessary if we truly want to scaffold learning.
    • Joanne Cram
       
      Balance as a whole is essential in any learning environment- especially in assessment. Students need to have ample time spent in learning environments that allows them the success they earn in an assessment environment. After that time is used in assessment- students need to know that those assessments will drive the instruction in the future, and they see the value in assessment.
  • ...74 more annotations...
  • What decisions will the assessment inform?
    • bgeanaea11
       
      This is a good question we should ask before each assessment! Why are we assessing this? What will we do as a result?
    • joycevermeer
       
      Yes, and the answer to the question of why we do assessment can't be "because we have to".
    • scampie1
       
      Or because I have to enter something in a LMS system
    • Deb Vail
       
      Great question. I think we often assess because we feel we should and we always do; it's just part of a routine. This question forces more of a big-picture plan for assessment.
  • begin with a clear picture of why he or she is conducting the assessment.
    • Lynn Helmke
       
      I believe that this statement is so true.  The teacher and students must have a clear picture of why the assessment is happening.  I am afraid that many times it is because the curriculum says that it is time for a particular test or the district has said it is time.  But, then the assessments are only being used to give a letter grade or to get stats for a certain audience like the school board.
    • criley55
       
      I completely agree. We can't let pacing guides dictate when an assessment is necessary or what we use it for.
  • Are results communicated in time to inform the intended decisions?
    • criley55
       
      I know there is never enough time to get everything done but if we are not providing timely feedback, then it was a waste of time to give the assignment in the first place.
    • anonymous
       
      Using results in a timely fashion is so important!
  • Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • joycevermeer
       
      This statement really ties into what we learned in unit 1 about rubrics. Having a rubric helps you to be able to give specific descriptive feedback that make continuous improvemnt more likely.
    • Deb Vail
       
      I agree. This is really a biggie. Tmely, specific feedback that is linked to specific learning goals is so important. It takes time, but it sure has an impact on learning.
    • jbdecker
       
      In starting to teach a course online for the first time this fall being able to easily provide written feedback to each and every student has been a positive of the online format. Yes, it takes time and I don't know exactly how soon the students view the comments that I make but it has the potential to make a real impact on student performance and learning. 
  • next steps in learning
    • joycevermeer
       
      Next steps in learning--teachers quickly understand that they must provide this, but don't always see it's connection to how we assess.
    • Kristina Dvorak
       
      It might be helpful to look at ourselves as coaches, a coach would give feedback to help an athlete improve.  They wouldn't say, "that's average" and move on.  Our assessments shouldn't do this either.  
  • the need for all assessors and users of assessment results to be assessment literate
    • joycevermeer
       
      These examples really help one to understand how various assessment methods have different functions.
  • it's important to know the learning targets represented in the written curriculum.
    • scampie1
       
      This is a challenge for many of us with the new Iowa Core which has process and content targets. Knowing how to assess processes is new to many of us.
    • scampie1
       
      It also requires deep understanding of the curriculum.
    • Kristina Dvorak
       
      For me, as an art teacher, I have had experience assessing the process.  However, I don't always include it in the final assessment like I should.  It is always interesting to hear the student's perspective in the process they went through when learning.  
  • Most assessments developed beyond the classroom rely largely on selected-response or short-answer formats and are not designed to meet the daily, ongoing information needs of teachers and student
    • scampie1
       
      Teachers often rely on text book published assessment tools that may or may not reflect the intended learning needs of the teacher.
  • Educators are more likely to attend to issues of quality and serve the best interests of students when we build balanced systems, with assessment-literate user
    • scampie1
       
      This statement made me think about the LMS some schools have that make formative assessment a challenge. They tend to require grades for weekly reports to parents that may not be reflective of the process of learning.
  • inform students about their own progress
    • Nicole Wood
       
      I think it is always important to keep in mind the value of students taking ownership in their learning and being aware of their own progress toward standards.
    • Kristina Dvorak
       
      Yes, when students take ownership of their own learning they are more successful.  It is important to keep in mind when designing assessments.  
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • Sound Assessment Design
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • Sound Assessment Design
  • ods are most likely to produce accurate results for different learning targets.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • Examples of bias include poorly printed test forms, noise distractions, vague directions, and cultural insensitivity.
    • Nicole Wood
       
      This was a good reminder to me that many variables impact assessment results in addition to the just the assessment methods.
    • Deb Vail
       
      The vague directions reference is key. It is so critical that directions are clear, but that is easier said than done at times.
    • Diane Jackson
       
      It is easier said than done. I have written directions that I thought were very clear but evidently were not as I had several questions from students. I'm trying to get better at this.
    • anonymous
       
      It's interesting that assessment result inacuracies are connected to external factors. So true!
    • Joanne Cram
       
      So many kids don't have any idea what the instructions are, but are too afraid to ask for clarification because they don't want to stick out. It's essential for teachers to make sure that all students know what is expected of them.
  • A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others.
    • Nicole Wood
       
      I consider data binders a great tool for helping students track their own progress on learning targets. They can also use it to communicate their progress to parents at conferences.
    • jbdecker
       
      Teachers being able to organize the grade book or other assessment scores in an online classroom environment might be a powerful tool in allowing students to easily see the progress they are making towards a learning target throughout a particular online course. 
    • Diane Jackson
       
      Students having access to the progress they are making would help give students the motivation to keep improving and a sense of accomplishment.
    • criley55
       
      It seems like a lot of work up front getting things set up for students to be able to track their progress but it is much more meaningful when they are taking responsibility for their learning and have that internal motivation.
  • Ongoing classroom assessments serve both formative and summative purposes and meet students' as well as teachers' information needs.
    • Nicole Wood
       
      I think ActivExpressions (used with Interactive Whiteboards) are an outstanding tool for gathering formative data on student learning. They provide immediate feedback and a method of saving results for teachers to review at a later time.
  • students can use the results to self-assess and set goals
    • Deb Vail
       
      Students have got to be given time for metacognition and reflection to maximize current learning as well as future learning.
    • Lynn Helmke
       
      I believe that it is important for students to be involved in setting goals for their learning and monitoring their own progress.  The research has been available for years on this topic.  
    • Diane Jackson
       
      I agree. It is so important to have students involved in their own learning and in monitoring their progress. I know for me it would have been beneficial to have those options when I was in school. "in the olden days" when I was in school, we weren't given options. Would have been nice!
  • provide the results in a way that helps students move forward
  • written test plan
    • Kristina Dvorak
       
      This works for some subjects, but not all.  I don't know that I would give my students in drawing a written test.  The written test is a product in my case. 
    • jbdecker
       
      Kristina, The way I read this is that it wouldn't have to be a written test for the students but that we as instructors should have a written plan that shows how our assessments are assessing the various learning targets we are trying to hit.
  • Clear Purpose
    • Travis Wilkins
       
      While in the classroom this was a constant struggle when working with many of the assessments that we were being asked to give to students.  Often we as teachers were not sure of the purpose of the assessments we were being asked to give.  While this did not mean that the assessments were not worthwhile, the lack of communication and development of teacher understanding was a big problem.  On some levels I think we are currently seeing similar miscommunication in schools that are for the first time implementing FAST or another DE approved assessment with their students.  I have spoken with teachers that have little or no context to the different tests within the FAST program and therefore are unaware of the purpose.  This does not mean that they are poor assessments or not worth the time - we know differently.  However, without a clear purpose the information gained from the assessment might easily be lost.
  • Who is the decision maker?
    • Travis Wilkins
       
      This is another area of confusion that I have experienced in the classroom.  As schools started to implement IDM, then RTI, and now MTSS many assessments and interventions started popping up at the elementary level.  Often there was confusion as to what the results of these assessments and interventions would mean, and who would make the decisions.  Having a clear understanding of who will be making the decisions and insuring that those individuals have the background knowledge and understanding to make these decisions is crucial.
    • Travis Wilkins
       
      This is another area of confusion that I have experienced in the classroom.  As schools started to implement IDM, then RTI, and now MTSS many assessments and interventions started popping up at the elementary level.  Often there was confusion as to what the results of these assessments and interventions would mean, and who would make the decisions.  Having a clear understanding of who will be making the decisions and insuring that those individuals have the background knowledge and understanding to make these decisions is crucial.
  • At the level of annual state/district standardized assessments, they involve where and how teachers can improve instruction—next year.
    • jbdecker
       
      Our Social Studies department at our school requested the Social Studies test data from lasts years Iowa Tests from our district.  We were told that even though all of our students had taken the test that we would not be given any breakdown of the data.  Needless to say we were more than a little frustrated by this decision. Unfortunately, even though all of our students took the test it costs money to get a breakdown of the data and the district wasn't willing to pay for that at this time. Why give the assessment if you aren't going to use the data from it to try to improve?? 
  • Reasoning targets, which require students to use their knowledge to reason and problem solve.
    • Kathleen Goslinga
       
      I see this directly relating to higher order thinking skills where are students are being encouraged to think at a much deeper level and not settle for a single answer. We need to be questioning how and why certain things take place and this would be one way that students are being held accountable for their own learning.
  • Performance skill targets, which ask students to use knowledge to perform or demonstrate a specific skill, such as reading aloud with fluency.
    • Kathleen Goslinga
       
      The performance skill target provides students with another way to be demonstrate/share their understanding of a specific concept instead of a written test.
    • ajbeyer
       
      These type of assessment and targets are the key to know if students have understood the material that has been presented to them! moodle_iowa
  • Product targets, which specify that students will create something, such as a personal health-related fitness plan
    • Kathleen Goslinga
       
      What a great way to differeniate instruction. Learning styles vary and its important to provide students with multiple options in completing an assignment.
    • Diane Jackson
       
      I agree with you. Giving students choice in how to express what they have learned is so important. That's a key component in Universal Design for Learning.
  • A Solid Foundation for a Balanced System
    • Lynn Helmke
       
      I absolutely agree:   balanced systems for assessing learning with assessment-literate users.  When a district has many teachers, an implementation plan on how to have all teachers assessment-literate is crucial.  Then how is a district going to measure the success?  It needs to be included in the teacher evaluation process. (Lynn
    • anonymous
       
      Many schools are using DuFour's PLC framework to drive teacher collaboration around data points. Wonderful work!
  • Because classroom teachers can effectively use all available assessment methods, including the more labor-intensive methods of performance assessment and personal communication, they can provide information about student progress not typically available from student information systems or standardized test results.
    • Lynn Helmke
       
      The assessment methods utilized by teachers in the classrooms can have the greatest impact on student learning IF the teachers know how to use assessments to impact instruction. Hence, the need for good professional development concerning assessment. (Lynn)
    • Adrian Evans
       
      You raise an interesting point Lynn, "the need for good professional development concerning assessment" (Helmke, L. 2014). I wonder how such a professional development would be received- both at the different building levels (elementary, middle and high schools) as well as looking at different parts of the state.
    • ajbeyer
       
      The teacher is the most powerful player when it comes to assessment. The teacher who sees that child day after day has a more accurate understanding of the performance of the student than a standardized test. This should be a taken into consideration more than the standardized test.
  • Teachers can minimize bias in a number of ways. For example, to ensure accuracy in selected-response assessment formats, they should keep wording simple and focused, aim for the lowest possible reading level, avoid providing clues or making the correct answer obvious, and highlight crucial words (for instance, most, least, except, not).
  • Bias can also creep into assessments and erode accurate results
    • Adrian Evans
       
      I am amazed when I create a test for our Professional Learning Committee, the amount of rigor that we, as teachers, put into choosing the correct verbage and vocabulary for individual questions.
  • Will the users of the results understand them and see the connection to learning?
    • Adrian Evans
       
      The idea of people understanding the results really speaks to me. My wife is an "Instructional Design Strategist" (read Coach) for an elementary school. She knows a lot. She especially knows a lot about assessing at the elementary level, and whenever we would go into a parent-teacher conference for our daughters, she would make sure that the teacher explained the data to me, as she already knew what the score meant. If I just went on what I understood, well my kids were way off the A-D grade charts because they were scoring M and E- little did I know that those meant Meeting and Exceeding...
  • Who will use the results to inform what decisions?
    • Adrian Evans
       
      This is very true. As more and more people (parents, students, teachers, administrators, elected officials as well as the rest of the public) are looking at education, we must be able to justify not only what we are looking to assess but why
  • having more assessments will mean we are more accurately estimating student achievement
    • criley55
       
      Just giving an assessment isn't helping improve student achievement, its' what you do with the information you get from the assessment.
  • Using misinformation to triangulate on student needs defeats the purpose of bringing in more results to inform our decisions.
    • ajbeyer
       
      We try to use so much information and I think it's important to use the RIGHT information when when comes to assessing. moodle_iowa
  • Effectively planning for the use of multiple measures means providing assessment balance throughout these three levels, meeting student, teacher, and district information needs.
    • ajbeyer
       
      Effective planning starts with the teacher. Planning for the needs and assessments of all learners it where effective assessment can be powerful. If they teacher takes the time to plan the assessment, then his or her teaching will probably match that assessment. moodle_iowa
  • What Assessments Can—and Cannot—Tell Us
    • Travis Wilkins
       
      This is a component of assessments that I think has flown under the radar for too long.  In my experience in the classroom, we were often inundated with mounds of data that we had been given very little training or time to understand what it could or could not tell us about our students.   Rather than data bing used for decisions for which they were not suited, it was more common for the data to be collected and never used.
  • Effective Communication of Result
    • Travis Wilkins
       
      This was something that we often struggled with as classroom teachers.  We were collecting more and more data that had the potential to tell us great things about our students, however, the format or system in place did not allow great opportunities to communicate this information with parents.  If we had better system processes in place I think that many of the parents in the community would have been thrilled with the work we were doing.  However, some of our systems limited the communication of results in a timely manner.  While the teachers saw the connection to learning, their were times where I felt the parents did not understand the work we had been doing with their students.
    • Joanne Cram
       
      Since I'm about a week late, I've read through most of these points and my "notes" that I was going to post have all been addressed. This is the one that was most important as a take home to me. I think that assessing without feedback is a huge issue in education. I understand that as teachers, we get busy. But what is the point of giving a grade if there is no learning behind why the grade was assigned?
Evan Abbey

Lesson: Articles on Visual Design - 4 views

  • Depending on how a texture is applied, it may be used strategically to attract or deter attention.
    • rmfredrickson
       
      I never thought about "texture" online; what would be an example of a repeated element? A simple picture, or maybe a repeated diagram?
    • darinjohnson
       
      Texture is an interesting element that I generally disregard. However, I remember a literature professor open poetry discussions with questions about texture and taste. He would use such responses to get to the tone of the work. What taste/texture/tone does this course have?
    • Linda Hoobin
       
      Texture...not something I ever pay attention to or maybe even knew about.
  • Spacing makes things clearer.
    • rmfredrickson
       
      I have found this to be true since starting this class; less is more; and the idea of also adding an element of some kind to every page makes a lot of sense to me too. I think about this now as I create ANY kind of presentation page.
    • denise carlson
       
      "Less is more." That sums up nicely what we've been learning.  I know that I have a tendency to be too wordy and thus the page seems way too cluttered. I need to make a concerted effort to utilize the Less is More rule of thumb. 
  • In the last year or so, I've switched to using CSS to make my buttons and have never looked back. Sure, it means my buttons don't always have the flexibility I might wish for, but the savings in build time from not having to make dozens of little button images are huge.
    • rmfredrickson
       
      What does this mean? That in CSS (which I think I missed what that means...) you don't need to give a direction to click on a button to do whatever it is you are wanting it to do? Rather, it is automatically an apparent clickable button?
    • denise carlson
       
      Good question! What is CSS?  I think this is another rule of thumb we might want to add to our web-design rules: Don't assume the reader knows what the abbreviations or acronyms mean. Spell them out and define them so everyone is clear. 
  • ...49 more annotations...
  • Everything should be themed to make your design coherent between pages and on the same page.
    • darinjohnson
       
      Here's one element that we can control and that we should control; however, it is also an element that I sometimes have trouble with. Sometimes it takes me awhile to find my style.
  • Font Choices
    • darinjohnson
       
      What font should we be using? My journalism minor is quite dusty, but I was taught that body copy should be a serif typeface (e.g. Times New Roman, Georgia) and headlines should be a sans-serif typeface (e.g. Arial, Helvetica). Your choice of type might also give you a better grade: http://skeptics.stackexchange.com/questions/19604/does-size-12-times-new-roman-font-receive-better-grades-in-school S
  • Squeaky&nbsp;wheels get the grease and prominent visuals get the attention.&nbsp;
    • darinjohnson
       
      This is a potent quotable.
  • Pantheon
    • darinjohnson
       
      This is off topic, but I can't let it go. This is an image of the Parthenon. The Pantheon is in Rome.
  • it’s a good practice to never open links in new browser windows.
    • darinjohnson
       
      I'm going to give this some thought because this suggestion is opposite of what I generally try to do. I've always thought it was better for readers to close the new linked area. 
    • denise carlson
       
      My too. I like new windows for new material. This seems contrary to my preferences. 
    • Linda Hoobin
       
      It is not the way I think either. I tend to want to separate things so I am not distracted. New windows keep me focused.
    • Evan Abbey
       
      Same here. Especially with Moodle, I try to have it open in a different window so that they don't lose the original course.
  • A typical example from usability sessions is to translate the page in Japanese (assuming your web users don’t know Japanese, e.g. with Babelfish) and provide your usability testers with a task to find something in the page of different language. If conventions are well-applied, users will be able to achieve a not-too-specific objective, even if they can’t understand a word of it.
    • darinjohnson
       
      I saw a Tweet recently suggesting to do something similar: Turn on speech to see if you can navigate on your site without vision. Is the site usable for all?
  • The basic elements that combine to create visual designs include the following:
    • denise carlson
       
      All of this is what is missing from the powerpoint I created for Mollie 3 in the week 2 lab section. 
    • Linda Hoobin
       
      This could/should be my checklist for design!
    • Evan Abbey
       
      To be clear, these elements are always present, even in their absence. That is, even when one has the ugliest colors imagineable, they still are using a color palette. If you are Picasso, you get paid a lot of money for having the absence of these basic elements.
  • and that the medium changes as frequently as the underlying technology does.
    • denise carlson
       
      Oh no, so what I'm learning now will be different in 6 months or one year. I need a suggestion of a good blog or online resource I can use to keep up-do-date with all of the online design developments.
  • To achieve precedence you have many tools at your disposal:
  • To achieve precedence you have many tools at your disposal:
    • denise carlson
       
      These make perfect sense to me. I'm thinking that if I can remember and use these 5 chunks of precedence I would be taken a giant step toward fine-tuning the online lessons I create. 
    • Evan Abbey
       
      One slight difference between the online lesson and the "webpage" this designer is talking about is that there is going to be more stuff on the webpage. An online lesson doesn't have as many elements vying for attention.
  • some pretty bad examples out there.
    • denise carlson
       
      The DE website is a "pretty bad example" if you ask me. (Although there have been improvements made over time.)  There is just SO much there that is difficult for me to find what I want and need. I guess I could use that website as a non-example of effective navigation. 
    • Evan Abbey
       
      True. Of course, Heartland's old website was bad too. That is one of the occupational hazards of people like us who have our fingers in everything.
  • Adhering to Standards
    • denise carlson
       
      So what are some other things people expect? Where might we learn more about these ideas? The one example here is a good one, but now I'm curious about other expectations that I should be aware of. 
  • good set of CSS stylesheets
    • denise carlson
       
      Hmm. . . .what is a CSS style sheet?  So much unfamiliar content specific vocabulary in this article makes me wonder if I'm actually understanding what is being said. 
    • Evan Abbey
       
      A CSS style sheet is a set of rules (in the shape of a bunch of code) that govern a website. It would look like this: All headlines are in Maroon, 24 point, centered All sidebars have a box that is 100 pixels by 80 pixels. Except... in a language we can't understand.
  • Here’s what the golden ratio looks like:
    • denise carlson
       
      But, didn't we read somewhere earlier in the class to place pictures/photos on the left-hand side of  slide? Do these 2 ideas contradict each other? Someone please clarify for me. 
    • Evan Abbey
       
      Well... in our lessons, we advocated for putting them on the right side, as it helps with wrapping of text. Though putting them on the left is not a design faux pas. The "golden ratio" layout is more beneficial for designing a website, where you have grids to place content.
  • This is similar to Paradox of Choice – the more choice you give people, the easier it is to choose nothing.
    • denise carlson
       
      OK, i can see how too many choices is confusing in web design. But as an educator, I want to assure that my students have the freedom to make some choices regarding assignments and activities I ask them to complete in order to show their understanding. How will I balance these 2 ideas when creating online lessons/courses? 
    • Evan Abbey
       
      I think you already answered your question. Design is different than learning choice. It's like the new textbooks that have so much sidebar information that students aren't reading the main text. Too much design choice. In a lesson, you can present students with different learning options (enrichment, accomodated assignments, etc), but keep the webpage consistent.
  • the right is more interesting?
    • denise carlson
       
      I don't think the image on the right is more interesting? What am I missing? 
    • Evan Abbey
       
      "Interesting" is of course subjective. Typically, the rule of thirds means if you move the subject over to the 3rd-line of the picture, the picture shows more dynamics. Instead of "here's this rock formation", it's "Here's the rock formation, in its habitat, and now your eyes are moving over to this side of the photo to examine what is around it"
  • provide an email address if they were asked for it after they’d seen the feature work, so they had some idea of what they were going to get in return.
    • denise carlson
       
      I so agree. If I'm asked for email or other info to enter a site, I just close out. I want some hint of what the site has to offer me before I give them all my info.  Great tip!
    • Linda Hoobin
       
      I steer away if I am asked for identifying information before I can explore the site's information.
    • Evan Abbey
       
      I hate it too. I have an email site dedicated to these throwaway signups that I never check (unless I need to confirm an account). I grumble every time.
  • he more options a user has when using your website, the more difficult it will be to use (or won’t be used at all).
    • rmfredrickson
       
      I agree with this Paradox of Choice; a few good options is better than a lot of medicore ones.
  • The best images follow the rule of thirds: an i
    • rmfredrickson
       
      I have never given this thought before, or had any idea how layout (in thirds) affects someone's perception of a page; fascinating, yet useful!!
  • Users don’t read, they scan. Analyzing a web-page, users search for some fixed points or anchors which would guide them through the content of the page.
    • Evan Abbey
       
      I admit, I was visualizing the scene from Clockwork Orange when thinking about this activity.
  • Unity has to do with all elements on a page visually or conceptually appearing to belong together.&nbsp;Visual design must strike a balance between unity and variety to avoid a dull or overwhelming design.
  • White space is used around text and between sections to allow the page to breath
    • Evan Abbey
       
      I think white space is probably the most critical attribute for a teacher-designer to master. The simple adding of white space makes the whole thing breathe and makes it look a lot better.
  • Similarity refers to creating continuity throughout a design without direct duplication. Similarity is used to make pieces work together over an interface and help users learn the interface quicker.
  • 9 Essential Principles for Good Web Design
  • Good Web design, perhaps even more than other type of design, is about information.
  • Padding is the space between elements and text. The simple rule here is that you should always have space there.
  • Navigation — Where can you go?
  • Think about user tasks
  • Think about user tasks
  • At the end of the day, your Web design is a tool for people to use, and people don't like using annoying tools!
  • The simplest way to maintain consistency is to make early decisions and stick to them.
  • 8 Effective Web Design Principles You Should Know
  • Design is not just something designers do. Design is marketing. Design is your product and how it works. The more I’ve learned about design, the better results I’ve gotten.
  • So, if your layout width is 960px, divide it by 1.618 (=593px). Now you know that the content area should be 593px and sidebar 367px. If the website height is 760px tall, you can split it into 470px and 290px chunks (760/1.618=~470).
  • With effective web design, you need to make sure things that do NOT go together, are not perceived as one. Similarly, you want to group certain design elements together (navigation menu, footer etc) to communicate that they form a whole.
  • White space is all about the use of hierarchy. The hierarchy of information, be it type, colour or images.
  • Effective web design and art are not the same.
  • Web users are impatient and insist on instant gratification.
  • the web-page should be obvious and self-explanatory.
  • Avoid cute or clever names, marketing-induced names, company-specific names, and unfamiliar technical names.
  • The “keep it simple”-principle (KIS) should be the primary goal of site design.
  • testing one user is 100% better than testing none
  • if you want a great site, you’ve got to test.
  • Incorporating space into a design helps reduce noise, increase readability, and/or create illusion. White space is an important part of your layout strategy.
    • lwymore
       
      The use of space can be often overlooked or just not something that we always pay attention to.
    • Evan Abbey
       
      Lisa, I agree. In fact, my opinion is its the best place to start, since it is one of the easier elements to understand (not sure I can identify what "good Gestalt" is) and one of the easiest to actually do.
  • White space is used to give balance, proportion and contrast to a page.
  • White space is used to give balance, proportion and contrast to a page.
    • lwymore
       
      Using "white space" as a tool to balance, proportion and contrast on a page; also helps with readability; something to keep in mind when editing and trying to avoid text-heavy pages. Consider how can one use white space to prevent the text from looking too overwhelming.
  • You should direct the user’s eyes through a sequence
    • lwymore
       
      This is the same thing we want to do with self-paced lessons.
  • Aligning makes your design more ordered and digestible, as well as making it seem more polished.
  • Simple, minimal design does not automatically mean the design works, or is effective. But in my experience simple is always better than the opposite
    • lwymore
       
      Clean and simple design can help maintain the balance and consistency needed for effective lessons
r kleinow

online1: Iowa Online Teaching Standards - 43 views

shared by r kleinow on 05 Sep 10 - Cached
  • Proposed Online Teaching Standards
    • Evan Abbey
       
      These standards are non-evaluative. They are meant to provide guidance in nationally recognized best practices for teaching online.
    • ksteingr
       
      I'm getting ready to work with a group of teacher librarians and we are starting by looking at our guidelines from Dept. of Ed for school library program. I think each year, as we add new tools, strategies, we have to not lose sight of the progress we are making on any standards or guidelines. Seeing how close we are to best practice, only helps us focus on what work we have to do. So, they may be non-evaluative, but maybe also not "optional". Does that make sense? Kristin
    • Evan Abbey
       
      I think that makes sense. There is a proper procedure (I'm assuming) inclusive of the BoEE, SAI, and ISEA on setting standards that would be evaluative... and therefore necessary for licensure. These haven't gone through that process. One of the best things about the standards is exactly what is being done on this page... they lead to good discussions about what is great teaching.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • denise carlson
       
      This is not unique to the online teaching standards. It would seem prudent to align anything we teach to students and/or adults with the Iowa Core or the newly adopted Common Core Standards in reading and math.
    • bonnie smith
       
      I agree; with so much to teach these days, the classroom time needs to be tightly tied your Content Area Standards (in my case Reading) and Technology. My students will be in a world quite different from mine, so more Technology use is needed. They are already experimenting with Online usage but without supervision and guidance. The Standards will help me as a teacher to focus on ethics for Internet use and help in guiding them into the best pratices.
    • Julie Townsend
       
      The teaching standards have always provided me with guidance when selecting content to teach my students. When I taught Art, Science or Social Studies. Technology knowledge is critical to everyone, including students in special education. I was unaware until taking this Moodle course, of the online teaching standards. I agree that it is a good tool for teaching.
    • r kleinow
       
      I have always had a strong interest in knowing and aligning the instruction with the goals. It is very easy to fall in to the practice of doing things because: "they have always been done", because I found an exciting new tool, or it is the catch phrase of the month, I feel it is good practice to regularly revisit the desired goal to better assure the alignment of that goal and the instructional opportunities to achieve said goal. I am glad this is here and glad it is at the top, intended or not.
    • r kleinow
       
      Aligning insturction with the goals is somethign I have always had an interest in. I think it is very easy to fall into the practice of: always having done it that way, or trying the new exciting tool, or jumping on the catch phrase of the month with out considering the learnign goal. I think it is very important to regualry revisit the learning and achievement goals to make cetian that the instruction is aligned to that goal. I am glad to see it mentioned here, and intendedl or not, glad to see it at the top.
    • r kleinow
       
      I would agree that aligning the instruction with the goal is an important and often over looked piece of instruction. Way to often instructional practice is done because; "that's the way it has always been done, or because we found a new exciting tool, or because of the catch phrase of the month. I am glad to see the 'goal-instructional alignment" piece mentioned and glad to see it at the top.
    • r kleinow
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • r kleinow
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • r kleinow
       
      I would agree and have always been a big fan of aligning instruction with the learning or achievement goals. Way to often I have used a particular instruction because 1. That's the way it was always done, 2. There was a new exciting tool or 3. There was a new or popular catch phrase going around. I am glad to see this listed, and intended or not, glad to see it at the top. I view it as very important to often revisit the goals to assess if the instruction is aligned to that goal.
    • Evan Abbey
       
      Checking to see if this note goes through.
    • r kleinow
       
      test
    • linda vann
       
      I too was unaware of the online teaching standards, but they make perfect sense. If we expect to bring students into the 21st century classroom, then using standards to guide that work will help all stakeholders. Otherwise, there is really no way to measure our effectiveness in the online environment.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • denise carlson
       
      This one puts a bit of trepidation in my soul. I want to use technology well when I teach adult learners. However, I know that I still have a lot to learn in this realm.
    • jalfaro
       
      It's impossible to stay trained and current on all of the available tools. Just pick a few that work for you and work with incorporating those. You are better off knowing a lot about a few tools than knowing a little bit about hundreds of tools.
    • Leslie Roberts
       
      I agree that it is impossible to stay current and trained on all available tools, but I don't think this is what the standard is saying. My interpretation is that it just encourages online educators to be lifelong learners and stay abreast of changes. I also agree that it is better to find the tools we like the best and learn to use and apply them to our course objectives.
    • Pam Buysman
       
      I think this goes back to the discussion we had last week. Knowing what tool will work best in a particular learning situation is important. I try to stay current, but that really is almost impossible. Just in the first week, others in class referenced many online tools that I wasn't familar with, but wanted to learn more about. Using Diigo is another example. I've used this tool for awhile and that is evident by looking at my bookmarks. However, I have not utilized the group function nor have I used the discussion feature. I think this would be a wonderful tool to use in the online environment!
    • ksteingr
       
      I think the focus here makes a good point. An online class will be by definition part of synchronous and asynchronous communication. So instructors and students have to work with tools such as Skype, meebo, Adobe Connect for webinars, videoconferencing, etc. In the case of Skype, this morning I worked with a partner in South Carolina and we used Skype to share screens, send messages, but we didn't use the web camera because seeing each other for this meeting wasn't necessary. We only needed to hear each other and see items on our desktops. And secondly, (although you have it listed first), if you are online, you need a CMS - in this case, Moodle to tie it all together. Teachers need to practice in this environment - set up a meeting with someone to use Skype, register for a free webinar, etc. Expand your learning! :-)
    • Evan Abbey
       
      I think the modifier "knowledgeable" and the "ability to use" instead of "has mastery of" is crucial. Those that wrote the national standards recognized what everyone here has said, that technology changes so much, mastery is not only impossible, but foolish to seek.
    • bonnie smith
       
      As a Reading Teacher I expect myself to be knowledgeable and have the ability to use (though mastery would a goal), but are these Standards for the classroom teacher or the teacher of Technology?
    • fgmcveigh
       
      "has knowledge" is a beginning point. Some of our group members don't feel "knowledgeable" even though they have used many of the Web 2.0 tools. Those wise folks know exactly how big the "ocean" of technology is - that's why there is a bit of discomfort. When that discomfort or thirst for more knowledge leads one to a class like this, IT's a Very good end result!!!
    • Cheryl Mullenbach
       
      Like anything else, you can always find someone who is more knowledgeable, but you can always find someone is less knowledgeable than you are too!
    • Valerie Jergens
       
      Too bad these standards are for online course teachers only. Wouldn't it be wonderful if we were moving to blended classes everywhere? It would be for me-I'd like to see a lot more use of online resources. There are so many simulations, games, virtual environments that students could be exxperiencing. And, then having conversation about outside of the classroom. Wouldn't that be an improvement on a worksheet for homework?
    • linda vann
       
      This is a rather daunting standard at first glance. Keeping up with technology is not an occasional event. What it does say to me is that we have to be willing to make this an ongoing effort and not become complacent with learning just one or two tools, but to stay open to trying new tools. I think the key is matching the technology to the learning goal.
    • Jeny Schoenhard
       
      I was wondering the same think as Bonnie, are these standards for the classroom teacher or the teacher of Technology. I feel that we should have some basic knowledge of a tool before introducing it into a classroom full of students, however being that we are all lifelong learnings it is a given that the students will find things within that tool that we didn't know about and be able to teach us something. I just feel that if I wait to master something before bringing it to my students they will never experience it.
  • ...53 more annotations...
  • Understands and uses data from assessments to guide instruction
    • denise carlson
       
      Is this speaking to formative assesment/assessment for learning? How can we be sure that all readers of this document have the same definition of "assessement"? Lack of a common vocabulary sometimes leads to misconceptions and misunderstaindings.
    • fgmcveigh
       
      That's a very critical issue! There are way too many assessments "given" that are not used! And then who gets to decide which assessments should be privileged over others. Reliability and validity do need to count as major players in the decisions!
    • Kim Wise
       
      Good points. Lots going on in this short sentence. I would hope that the intent would be around student learning and not just completion of tasks. This would lead the instructor to be a critical consumer of what data would help him/her accomplish teaching for understanding.
    • r kleinow
       
      I would agree this is an important and, for me, challenging aspect. I am guessing this is implied but I think it is crucial to use data from valid and reliable assessments (whatever that means) as many times I hear of decisions being made based on data that has little to do with the actual skills and abilities we would like the learner to have. Finding easy to use assessments that can provide meaningful data to guide instruction has been a challenge for me but one that I think can help to be addressed by the influx of technolgy tools and their ability to collect and provide graphic representations to aid in analysis of the data. On the simpler side I think it speaks to the importance of the instructor learner relationship. If learning is going to be advanced the instructor must have and use information of where the learner currently is and then instruct accordingly.
    • r kleinow
       
      Using data to guide intruction is another area that I have a great deal of interest in. I am a fimr beleiver that the single most important thing a teacher needs to know is to find out what the learn knows, figure that out then instruct accordingly, and this would need to be an ongoing process. The challenge, for me, is to find assessments that can efficiently provide that information but I think technolgy tools can can certainly help in that area with alll that can be doen to collect and organize data for easier analysis. A key piece to that being certain that I am collecting data that is well aligned with what the learner needs to know and be able to do, as I often see decisions that seem to be made based on data that seems to have little to do with what we really want learns to know and be able to do.
    • r kleinow
       
      I would agree that this is a key piece. I am a believer that the single most important thing a teacher needs to know is what the learner already knows and then to teach accordingly. Collecting and using that information is an important part of any learning process.
    • r kleinow
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • r kleinow
       
      Again this is something I am glad to see. I am a believer that the single most important thing a teacher needs to know is what the learner already knows. Then to take that information and teach accordingly. I think this standard speaks to the importance of that and the ongoing process that should be taking place with any quality instruction.
    • Evan Abbey
       
      I'd reiterate what Denise said... it is a critical question to ask!
    • Evan Abbey
       
      This is a valuable question to ask, Denise!
    • Matt Townsley
       
      Kim, you said, "I would hope that the intent would be around student learning and not just completion of tasks." I couldn't agree more! This is assessment FOR learning (formative assessment) as we know it in the Iowa Core characteristics of effective instruction. (I think denise mentioned it in an earlier sticky note, now that I look back at it...). Effective instruction in a face-to-face environment seems to be similar to an online environment, too...to some degree.
    • Evan Abbey
       
      This is a good question you posed, Denise!
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • jalfaro
       
      This step is crucial. It's very tempting to set up a course and never touch it again. Given the constantly changing online environment, it is even more necessary to stay current with a regularily-scheduled course review process.
    • Leslie Roberts
       
      I have been in online classes where the instructor has taken a course and just "refried it" from offering to offering. Links are no longer valid, dates are incorrect, technologies have changed, etc.
    • denise carlson
       
      That would be terrible. I'm spending so much time putting together my course. I want to be positive everything is in top working condition so participants won't face any frustration.
    • Evan Abbey
       
      "Refried it". I've never heard that term before... it's now part of my lexicon! Denise, what you mention is so true. There is a bit of pride involved in a course, whether online or F2F (at least I should say you can tell the teachers who take pride in their work very quickly). On the other hand, links expire without notice very quickly, and updates are made to Moodle servers behind your back that all of a sudden change the way your course looks. It's tough to keep up sometimes.
    • bonnie smith
       
      Each year I have had the students reflect on units covered this year...It has always been for my benefit...interesting to see it as a proposed Standard now.
    • Sara Youngers
       
      I think "Refried" courses happen whether they are online or in the classroom. This standard should be for all courses, not just online ones.
    • anonymous
       
      I agree, Sara. Our AEA has an online evaluation for courses with participants responding to Likert scale items and given the chance to add comments. Much depends on the instructor's willingness to honestly examine that feedback, consider patterns in the responses, and make adjustments that improve the course.
  • • Assists students with technology used in the course (Varvel III.C)
    • Leslie Roberts
       
      I feel that assisting online learners in a course is very important to keep them from being frustrated and spending too much on the technology and not enough time on the learning. I find that I have to deliver one-on-one help in my online class to teachers who are not as tech savvy as others.
    • Gale Zellweger
       
      Leslie, I have been on the student side of this standard and totally agree with you!
    • Pam Buysman
       
      Leslie: I agree as well. If possible, I think it would be a good idea to have some F2F time. This might work well at the beginning of the class so participants will feel comfortable with the interface. I also think this might alleviate fears learners might have and consequently content will become primary and the technology secondary.
    • Judy Sweetman
       
      Great point about the content remaining the primary focus and the technology secondary. I know I appreciate the tutorials in this course and in others I have taken when it has been provided. If I have to find my own online tutorial or read about it, it takes way too much time and I'm totally stressed before I even begin the actual assignment.
    • Kathleen Goslinga
       
      Staying focused on the content is critical in reaching the overall goals of a course. When I first stated taking online courses I would often find myself double checking what I did to make sure a post occurred or paper uploaded. The more online courses I have participated in has yielded a comfort level with the technology tool and thus the focus can be on the content.
    • charles krueger
       
      I can strongly relate to this, I'm one of those less than tech savvy teachers. There are so many new and potentially very useful tools that it is hard to know which will be useful to me.
    • Jeremy Nally
       
      I agree with that helping with the technology takes the stress off. I think that tutorials over the technology being used is a great way to help both student and teacher save time. This way if something is forgotten you can go back and see what the next step is.
    • Jeremy Nally
       
      I know that when I have something that has to be done using technology I can get frustrated really easily. Having a tutorial like I have for the class I am in right now has been very helpful and that way if I feel like I am lost I can go back and watch the tutorial to see if what I need to do next.
    • Jeremy Nally
       
      I agree with the comments. I know that when I have anything dealing with technology I sometimes get a little worked up. The more I am comfortable with what I am doing the better I do. I really like to the online class I am in right now because the tutorials really help me with the assignments. They allow me to learn the technology before I have to use it.
    • Gale Zellweger
       
      This sounds like "super teacher!"
    • Evan Abbey
       
      Standards have a way of sounding like that, don't they?
    • fgmcveigh
       
      But high expectations are really good for all learners! And if we aren't life-long learners as teachers, how will our students ever be life-long learners? (It's in most of our 35 school districts' mission statements!)
    • Mike Bevelacqua
       
      Content knowledge is one factor that is very highly correlated with student achievement. At least in Math Eduction research...
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
    • Judy Sweetman
       
      I know this is one thing I need to work on in my classes. Because I take online classes as well as teach them, it's easy to forget to check in with the classes I teach, as I'm so worried about deadlines for my own assignments.
    • Tony Amsler
       
      I've really try to maintain an online social presence by.... 1. weekly "check-in's" to post tips and suggestions, 2. to setup a calendar that will attempt to keep students "on pace" between due dates, rather posting an email that everything is due tomorrow. 3. always responed to student's posting with discussion forum. I know I could do more.... always looking for innovative ways to do it... even considered meeting in Second Life (keep in mind I teach college students online ;-)
    • fgmcveigh
       
      I think it's also important to think about the " positive and the interactive" that are built in through "community building". I've been in some on-line classes where many folks are working at the "minimum" level of participation and really don't even add much more than a sentence in response to a comment. (YES, worse than the kids when they want to know How Much they need to write!)
    • Matt Townsley
       
      Does this also mean actively participating in social networking sites such as Facebook and Twitter?
    • Eldon Bird
       
      I sure hope it doesn't. As much as I am tied to the computer at both work and home, I have avoided the social networking sites with diligence. I don't have a problem interacting with others regarding work related items, etc., but I have a real hesitation to 'share my personal life and thoughts' with the cyber-world. Even the ability to select those 'friends' doesn't really give me any reassurance that a link can be made to those that I don't select.
    • Steve Van Gundy
       
      I have to believe it means some type of professional site, and not Facebook/Twitter. I've avoided social networking sites like the plague, mostly because I like to be off the computer if I'm not working. And I agree with Eldon, I don't necessarily want to put my personal life out there for all to read. But I have no problem maintaining a "professional" online presence.
    • Steve Van Gundy
       
      I have to believe it's not including Facebook/Twitter or whatever else is out there. I've avoided those like the plague, mainly probably because I don't like being glued to the computer when I'm not working.
    • Matt Townsley
       
      I'm wondering what it *does* mean then...any ideas, Eldon?
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • Pam Buysman
       
      I took the instructional design class this past summer. One of the things we needed to do was to create an overview/orientation for our learners. Before I took the class, I already had my course somewhat organized, but had neglected to include this feature in my course. Now, I realize how really important this is. One of my colleagues at work often uses the phrase, "go slow to go fast." I think that's so applicable here. It takes time to create the overview and you're really not having students learn content. However, by providing the necessary guidelines and instructions immediately, things will go much smoother in the class.
    • fgmcveigh
       
      I, too, like the "go slow to go fast"! because teachers need time to absorb the learning. That means that we have to begin with the end in mind or we won't make it to our learning destination. I often compare that to heading to Des Moines but ending up in Detroit, Michigan. They are both DM towns so that would be OK? It gives a "light-hearted" view of the necessity for the overview as you said Pam.
    • Kathleen Goslinga
       
      How very true to "go slow to go fast". I would be one of those individuals who "absorbs the learning". I want to make sure that my skills are to a level that will benefit the learner and not cause confusion.
    • Erica Larson
       
      I often struggle with the phrase 'go slow to go fast' as I am not quite sure how 'fast' benefits any kind of learning. And I don't mean to equate fast to speed; but rather to equate fast to skimming the surface. In the experiences I have had with online courses for adult learners I find using a landscape post to reflect back some of their own quotes helps them think more deeply about the essential question to which they are responding. That deep thinking results in much more conceptual understanding (and dare I say paradigm shifting).
  • Has experienced online learning from the perspective of a student
    • ksteingr
       
      You know this is interesting. We most likely teach as we were taught, but in reality, we need to be teaching very differently today than in the past. Our students are motivated by different things. So taking an online class is a very good idea, but I think "living" and "working" more like our students is as helpful. If they are texting their friends to set something up, are we texting our students? That is their world. Something to think about maybe!
    • fgmcveigh
       
      I can remember not being happy with elementary teachers who had taught my father some 30 years earlier. These times have changed. That ship has sailed! Lectures and standing in front of a group delivering knowledge are not helpful in promoting learning that leads to application and creation!!!
    • Judy Sweetman
       
      I think this is an important benchmark! I know I was very appreciative of what I had learned from the many online classes I had taken before I was asked to teach one. I "borrowed" the ideas that I really liked--especially organizational ideas, and embedded them in my classes.
    • Jenny Sinclair
       
      I heard a quote recently about this exact thing and it really made me think. It was a young student speaking. He said, "Don't prepare us for your world, prepare us for ours."
    • Tony Amsler
       
      As I jumped into online teacher over a year ago, all the material and books on the subject stressed this very point... to teach an online class it is best to experience it from the student perspective. This certainly was helpful when it came to design and implementation of my own course. I have recently join a peer review group called Learning Triangles - 3 instructors all enroll in each other's class for the purpose of furthering improve our instruction.
    • Jason Martin-Hiner
       
      This standard is certainly a big reason why I'm participating in this course. Trying to prepare to teach an online course through "traditional" methods seems a little like trying to learn to swim by reading a book.
    • Eldon Bird
       
      Once again - Jason speaks the right words! We think of how we offer PD - one of the critical pieces of teaching a new strategy or concept is to put the teacher in the student desk and allow them to experience the learning. As always - the best way to learn is by doing. "Sit and git" just doesn't make it!
    • Cheryl Mullenbach
       
      I think everyone who teaches online should first have taken an online course. You really need to see it from both sides.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • ksteingr
       
      Is this the only place where we mention resources? I think the type of resources works with differentiation, motivation and learning in general. Are we adding content to our classes - digital video, access to print - online, online databases? This is very important, I think.
    • Cheryl Carruthers
       
      Yes, selection of quality resources would be important. Online resources today are vast, and we want to have our students using resources that are age appropriate, MCGF, authoritative, differentiated for learning styles, and that will advance the learning goals of the class. Students should be evaluating the resources that they find online as to validity and usefullness. Lots of opportunities for teacher librarians to work with teachers designing online opportunities for their students in the area of resources!
    • Evan Abbey
       
      In answer to your question, Kristin, this is primarily it for the teaching standards and resources, as utilizing resources in online teaching heavily falls in the instructional design process (std. 3). Specific applications of resources are more heavily identified in the course standards.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
    • Leslie Roberts
       
      I feel that course design and presentation are very important. Using good desing techniques helps the student to become more focused on content and better able to organize thoughts. If a site is too hard to follow visually, it can be confusing, distracting and frustrating, especially for novice online learners or technology learners.
    • Evan Abbey
       
      It's funny how something like the design of your Moodle site seems so non-academic (or non-Iowa Core-ish), and yet you are exactly right.
    • Jenny Sinclair
       
      At times I have questioned if I have addressed all of the course requirements, completed the assignments, etc. Taking a course yourself is a good reminder that someone else is going to have to follow your train of thought and act upon it. If my students are confused by the structure, it will take away from their ability to comprehend the material. I am experimenting with color on my Moodle site to see if it helps younger students. For example, all assignments that have to be completed have blue text. Additional resources, tutorials, etc. have red text. Hope that helps them...
    • fgmcveigh
       
      I really like your color coding idea, Jenny. I have been shocked at how "un-linear" I have been in this class as I start in one place and don't necessarily go through the list. I have liked anything that says "you are done!" So anything you do to make those tasks more visible for students will be helpful!
    • Drinda Williams
       
      I agree--color coding sounds like a good idea! Might the Heartland Moodle consider some consistent colors? So as participants move from class to class, they colors stay the same?
    • Matt Townsley
       
      Leslie, I couldn't agree more with your thoughts on course design and presentation. I completed a hybrid online/f2f graduate program a few years ago at one of IA's regents institutions. One of the courses in the sequence was perceived by several in the cohort to be very poorly done. Why? The design, layout and navigation were much different (and perhaps less linear) than the rest of the courses.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • Cheryl Carruthers
       
      Online tools provide lots of opportunites to diferentiate instruction, everything from providing resources at varying reading levels, text to speech capabilities, language translations, visual resources; technology can really be "assistive" for all learners.
    • Evan Abbey
       
      That's one benefit of online learning that is not mentioned enough. We stress flexibility in terms of time, pace, and place, but the flexibility of access to content using online tools is such an untapped benefit for students with different needs.
    • Carla Lee
       
      We also should talk about student engagement. Many students are much more engaged in on-line learning than in the old traditional mode. So this meets that engagement piece as well. I would also agree with both of you as far as access to different types of resouces.
    • Eldon Bird
       
      Possibly one of the biggest hurdles to this is also the primary reason we use online instruction. The logistics of face-to-face are difficult to overcome, so we go online. We can offer many scenarios, but do we really know without the personal interaction how the participants are reacting to the instruction. Is there enough feedback opportunities to vary the instruction as needed? I don't want to seem too negative - just appears to be one of those difficulties without the f2f.
    • Tera Schechinger
       
      Tailoring instruction online seems like it is much easier than fce to face. Purposeful planning is always difficult but an online environment allows the teacher to support those who need it when they need it and push those students to go beyond what they ever imagined they could do. I agree with cheryl that online tools provide teacher with many resources to differentiate for each and every student based on their needs.
    • Phyllis Anderson
       
      Even if instruction isn't designed for specific students' needs, it can be varied in ways that allow different avenues for students to gain understanding. The tenants of Universal Design for Learning fit in here beautifully.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • Cheryl Carruthers
       
      We just held a workshop at our AEA this past week on Digital Citizenship for Today's Schools that addressed this topic. Our presenter emphasized the importance ot teaching students about ethical use of technology. It becomes especially important as student work moves outside of the 4 walls of the classroom and out on to the Internet and social media. This topic ties directly into the 21 Century Tech Literacy part of the Iowa Core - Promote and Model Digital Citizenship and Responsibility.
    • fgmcveigh
       
      And ethical use of technology needs to be DEMONSTRATED by all staff, all the time. It's hard to "condemn" students for plagiarizing when the teacher never gives proper credit for visuals or text that may or may not be in the public domain!
    • Evan Abbey
       
      Very well said, Fran. I've been guilty of that myself.
    • Matt Townsley
       
      This is a convicting criteria. I did not do a very good job as a f2f teacher citing my sources - even more important in an online environment!
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • Pam Buysman
       
      We spent time discussing this in last weeks forum. How do you select the best technology to use in your class? How many different tools do you need in your toolbox so you have an adequate selection? In order to meet this criteria, I think we need to do our best to stay current. Obviously, that can't mean we are familiar with everything, because that would be impossible. We do need to be aware, however, about the different catagories of tools..wikis, blogs, screencasts, etc. This class will certainly help us in that endeavor.
    • Matt Townsley
       
      When I read this criteria, I thought of the TPACK framework and some of the work done on learning activity types: http://activitytypes.wmwikis.net/ When does it make the most sense to use a blog rather than a wiki? My guess is that an effective online teacher can answer these types of questions effectively.
    • Eldon Bird
       
      Ditto Ditto! I was very impressed, but also overwhelmed at all the tools available online. Being a 'dabbler' by nature, I have to force myself to pick a few and try to become proficient at those rather than be less than adequate at a large number of tools. A good carpenter is necessarily a good plumber!
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (
    • bonnie smith
       
      How will this be measured?
    • Evan Abbey
       
      Some districts use a skills checklist or Atomic Learning-style skill inventories as a requirement for teachers (they post these in their portfolio). Others would include completion of a class, although the skeptic could say that's not necessarily showing growth. There is the actual lessons or technological artifacts produced from technology work (if you saw a copy of this class from 2 years ago to a copy of it today, you'd definitely see how I've grown in this area).
    • Kim Wise
       
      My family's district had both students and parents fill out a technology skills survey. I'm not sure how it matched up to the skills of our teachers (we're a one to one district) but it was informing for me. My 7th grader was unsure of lots of the terms which indicated to me she wasn't using that technology.
  • student self-assessment and pre-assessment
    • fgmcveigh
       
      Wow! Student ownership for self-assessment and pre-assessment so it's not the teacher who is always doing the "assessing". It seems like the learner is often "left out" of a lot of assessment systems!
    • Drinda Williams
       
      This aligns well with the Iowa Core's characteristics of effective instruction--being more student centered and using assessment for learning. Yeah!
    • Phyllis Anderson
       
      Peer and self assessment are important attributes of Assessment for Learning. They can help students develop life-long learning skills.
    • Erica Larson
       
      Drinda, I agree that this one reflects the research about the benefits of assessment for learning lying in the students' owning the assessment process through peer and self assessment. Do you find that students you have worked with are reflective and skilled peer and self assessors of their learning?
    • Valerie Jergens
       
      I was seeing the connection between this statement and the CEI as well. I think metacognition is woven throughout the attributes of the CEI. If you can do self-assessment well you can have a real start on teaching with CEI.
  • Creates or selects multiple assessment instruments
    • Eldon Bird
       
      How often are we so guilty of using the 'easiest' assessment to grade/evaluate, but it is not the most appropriate for the content and the student? Even less often do we have multiple assessment for different learners.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • Kathleen Goslinga
       
      Students need to be made aware of the criteria established for assessment. The rubric provided should clearly identify what is considered to be above, below or meeting standards. Students will then be held accountable for the level or depth of individual learning.
    • Philip Giltner
       
      I agree. Rubrics provides a tool for students to compare their work against the acceptance criteria allowing them to better assess there work prior to submitting it.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Kathleen Goslinga
       
      Collaboration among students in an online learning environment needs to occur early in the course. Just we were asked to complete a profile that provided information as to position, interest, etc...the same hold true for other online courses. Students need to feel as contributing member on the group and fellow students need to be observant in responding to all over time so no single individual is omitted from feedback on their viewpoint of a question, etc...Successful collobration among students may lead to a richer discussion and depth of learning.
    • Carla Lee
       
      No kidding. Working on line would be very important for students to get to know the other students in the classroom. Especially if they are to work together. I also think this is the way of the future and getting students prepared for the work place. Many corporations use on line meetings to cut expenses etc. If we don't start teaching this way, how can we justify that we are getting students ready for work place?
    • Jeremy Nally
       
      These would be good for teachers to use to see if the students can explain some things in a way to peers that may help in the classroom. There discussions online could really help them see diffenrent ways the material was seen online or in the class.
    • Erica Larson
       
      I particulary appreciate the opportunity to 'see' a photo image of the other learners as well as to 'hear' their voices through the threaded discussions when I am collaborating with others on a common online assignment/task/product.
  • Provides and communicates evidence of learning and course data to students and colleagues
    • Sara Youngers
       
      This is right in line with collecting formative assessments. Not only do we need to collect this information, we need to share it with class participants.
    • Sandy Kluver
       
      We are collecting so much data on students now but it's very important to communicate that data to the students too! I think we sometimes forget that they can learn a lot about themselves through the data too.
    • Martha Condon
       
      This first standard (in it's entirity) really sticks out to me as crucial for effective learning. Formative assessment and data-based decision making is the only way for students and teachers to make changes to improve learning outcomes. Online learning adds a new element, in that the instructor must be incredibly purposeful in how data and feedback is provided. With no nonverbals to assist in our feedback to learners, online teachers must become very effective "words-only" communicators.
    • Sue Runyon
       
      I agree that this is formative assessment that not only informs our instruction but informs students about their learning and what they can do to improve their learning
  • Creates a safe environment, managing conflict
    • Sara Youngers
       
      This safe environment is crucial for learners who may struggle. It needs to be a learning environment free from ridicule.
    • Matt Townsley
       
      Handling conflict in an online environment - that could be an entire course in itself! I'm interested to learn more about this one.
    • Jason Martin-Hiner
       
      Hopefully this is addressed in the course expectations - I'm noticing quite a bit of overlap between the teaching standards and the course expectations...I guess I shouldn't be surprised since the course design is so closely tied to how the course will be taught.
    • Sandy Kluver
       
      I've heard college students complain about some on-line classes they took and conflict between participants was one of their main concerns. Instructors need to monitor conversations very closely but this can be hard to do when you have 25-50 participants and lots of discussions going on at once!
    • anonymous
       
      It would seem this is why the community building as part of the course intro is so important - to reinforce that real people - not avatars - are on the receiving end. The illusion (and often the reality) of anonymity causes some people to lose all sense of propriety and decency in online discussions. Just looking at comments on news sites and blogs is evidence. I would agree with Matt: teaching this could be its own course.
    • Valerie Jergens
       
      Handling conflict like this could be a whole new skill set for instructors. Before I read this statement, I would have assumed that this doesn't happen-that there is respect for everyone and their ideas-guess I need to be prepared and learn more.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • Drinda Williams
       
      This needs to be a constant conversation. We recently debated for several days the difference between sharing something online in a webinar, and posting something online. What permissions did we have? Did the originator actually understand what permission we were seeking? What precedent would be set?
  • Applies research, knowledge, and skills from professional growth to improve practice
    • Drinda Williams
       
      Part of this becomes bringing along your students, clients, and participants. Sometimes taking a risk with something online does not go as well as you'd like. Have you let them know what to expect? Have you asked them for feedback to improve your skills? It's not just about the teacher trying new things, it's about teachers and students as a community trying new things.
    • Sandy Kluver
       
      This phrase reminds me of a phrase from the Iowa teaching standards. Very important to use research based strategies as we make decisions that directly effect the students.
  • Has knowledge of learning theory appropriate to online learning,
    • Drinda Williams
       
      This is where I feel I am floundering. I am so glad to have OLLIE to begin developing these skills.
    • Peggy Christensen
       
      Drinda, I'm right there with you. Online learning is a whole new world for me. It is definitely different teaching online than it is face-to-face.
    • charles krueger
       
      It is very difficult to know if a student "has knowledge" about anything, especially in an online venue. Best a student can do is give appropriate responses
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
    • Matt Townsley
       
      This criteria may stifle innovation a bit, but at the same time could make the standards more credible. What does everyone else think?
    • Erica Larson
       
      Matt, would you elaborate on how you feel this criteria could "stifle innovation"?
    • Matt Townsley
       
      "meeting a standard," in my mind indicates aiming for a baseline proficiency. If moving towards the status quo is the end result (rather than above and beyond), it may be setting the bar too low and in turn stifling innovation. I think I'm overanalyzing it a bit, but that was my gut reaction.
  • Understands the differences between teaching online and teaching face-to-face
    • anonymous
       
      This understanding is certainly enhanced by 7.1 - "Has experienced online learning from the perspective of a student" Having taken an online class, I am more aware of challenges students might face and have a greater appreciation of how skillful instructors anticipate and address potential challenges.
    • Julie Foltz
       
      I agree with you, Mary, that having had meaningful learning online is helpful to an instructor in both designing and facilitating an online course!
  • Provides substantive, timely, and constructive feedback to students
    • anonymous
       
      Not meeting this standard is one of the biggest criticisms I hear about online classes. When instructors and students are not in the same room at the same time, the nature and timeliness of feedback takes on a whole new dimension.
    • Jeremy Nally
       
      I know that sometimes we need to get immediate feedback and this can't always be the case with online classes. We have to find a happy medium so that questions and feedback gets back in a matter that it's still important to the students.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • Carla Lee
       
      I would be interested in understanding how some of this might be dealt with. This would be something very new to me. Dealing with behavior is one thing...dealing with inappropriate behavior in an on-line class...if it's written down, students certainly can't deny it, can they?
    • Greg Sleep
       
      We have went to one-one laptops in our school. We are in our second year of having laptops for our 6-12 students. We have boot camp for all new students that come into our district. In that boot camp we address appropriate use. We now have a page in our handbook dealing with our laptops. It is still new and our policies will be forever evolving with technology. We do have a scripted policy for inappropriate use and the consequences.
    • Sue Runyon
       
      I think that one of the issues is that what is written down is there and can't be erased! I think this addresses "bullying" - am I right or is that addressed somewhere else?
  • effective instructional strategies
    • Peggy Christensen
       
      When I see "effective instructional strategies" I think of the Characteristics of Effective Instruction from the Iowa Core.
    • Valerie Jergens
       
      That is what I have been thinking of lately as well, but I have to wonder what role specific strategies in literacy, math, science, ... will continue to have for Iowa educators. I am worried that this leads to a pendulum swing to only focusing on these and possibly neglecting subject specific things.
  • connectivism
    • Peggy Christensen
       
      Our Professional Learning Team at Heartland AEA is studying the idea of "connectivism" and how we might use connectivism in our work. I'm trying to wrap my brain around this whole idea of "connectivism."
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Kim Wise
       
      I think we often use data to judge student achievement but often fail to use it to look at the effectiveness of instructional strategies. I think that may be a belief system change for some teachers--what I DO may have to be changed instead of "I taught it, they just didn't get it."
    • Eldon Bird
       
      I think you really nailed one of the real problems in education today - teachers expect the students to learn how they learned and how they teach. It is very difficult for them to believe that much of the problem is the effectiveness of the instruction that is delivered. I don't think this is any different that f2f instructional needs.
    • Jeremy Nally
       
      I agree with both of you. I have heard a lot of people say well they they just don't get. Well maybe it's not them that's not getting it, maybe they just need to try to deliver the material a different way. I know that sometimes I can get my mind set that my way is the only way and that I need to remember that students learn a variety of ways.
    • Valerie Jergens
       
      I think the information we use to judge the effectiveness of our instructional strateiges is often misaligned. We may be using a test of pure content knowledge to judge the effectiveness of our science instruction, when Inquiry instruction has so many more goals than content attainment.
    • r kleinow
       
      test
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Mike Bevelacqua
       
      Diggo goes much further with the Social Networking capabilities than other Social Bookmarking tools that I have looked at previously. Seems that the use of Diigo as a teaching practice has the potential of exposing students to this standard.
  • understands how to teach the content to students
    • Mike Bevelacqua
       
      This is important because we are always talking about content with standards...here this document is talking about how we teach...what have proven practices produce results.
    • Martha Condon
       
      I think this is truly essential for online learning (for all learning, really). We've all been in classrooms, presentations, etc. in which the teacher/presenter was highly knowledgeable in the content but did not know how to teach the content to others. I believe online teaching requires additional precision in the "how" to teach. We must be cautious in the tools, methods, applications, etc. we utilize to best enhance participants' learning.
    • Erica Larson
       
      Mike, I am curious if you see a difference in the pedagogical content knowledge a facilitator must have in a face to face classroom environment and that required in an online classroom environment?
    • Matt Townsley
       
      good point, Mike. we can't forget the "how." This is why I like the Iowa Core framework...both "what" and "how."
  • engage students
    • Eldon Bird
       
      Important here that we not only engage their "doing" but also engage their "thinking".
    • Erica Larson
       
      Glad you brought this up as I can often see the 'thinking' in the online venue; but struggle to see the 'doing'. This is where we want to learn to upload videos as evidence.
    • Greg Sleep
       
      I feel that motivation of students through online teaching is somewhat of a different animal then direct contact instruction. How do you really know what motivates some when it is impersonal to some extinct.
  • appropriate
    • Philip Giltner
       
      I think that "appropriate" is a very key word to consider for online learning. The technologies introduced need to make sense and have a purpose. For example, just because so many people have ipods and they are "cool", the use of ipods would need to make educational sense and not just because they are cool. I was a computer programmer in the corporate world and I all too often saw applications that had eye capturing "bells & whistles" but did not contribute to the objective of the application. All too often these things were added because they could be done, not because they served a purpose. So the question that needs to be asked when introducing a technology is does it serve its purpose?
  • &nbsp;Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
  • • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
  • 7Has experienced onl in e learning from the perspective of a student
  • cognitivism
    • Erica Larson
       
      I was curiuos about this term...so I looked it up and found; "Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall. Cindy Buell details this process: "In cognitive theories, knowledge is viewed as symbolic mental constructs in the learner's mind, and the learning process is the means by which these symbolic representations are committed to memory."
  • models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b)
    • Erica Larson
       
      My experience with facilitating online courses in the past indicates that this criteria, when done effectively, can be the reason learners 'stick with' an online course.
    • Evan Abbey
       
      Sticky note - OLLIE
  • Establishes standards for student behavior that are designed to ensure academic integrity
    • Steve Van Gundy
       
      I'm guessing it's pretty easy for students to copy and paste from a website and thus end up plagerizing something. I think that is what this is addressing. I taught math and didn't have my students write papers, but I'm wondering what kinds of standards (and penalties) other teachers have when a student has obviously plagerized something.
  • Networks with others involved in online education for the purpose of professional growth
    • Julie Foltz
       
      I find it takes networking with others at times to learn the 'buttonology' as well as the content!
  • appropriate for online learning
    • Julie Foltz
       
      Throughout this document "appropriate for online learning" appears. To me this means that most are a good practice in any instruction but may need adaptations to improve efficacy online.
  • techniques
    • Julie Foltz
       
      A couple years ago I (and my team) took a course for online facilitation. In that course we learned about the importance of online 'voice'. The tone of online communication with students is critical and words must be chosen carefully so that communication is clear and succinct.
  • Understands student motivation
  • Knows the content of the subject to be taught
  • written communication
    • Evan Abbey
       
      Sample note
  • University of Illinois (Virgil Varvel)
    • Evan Abbey
       
      Sample note
  •  
    self-assessment and pre-assessment within courses Participant self-assessment is so critical at mulitple points - summative assessments are definitely not FOR learning
  •  
    Technology is contstantly changing. How can a teacher stay current and teach with fidelity?
lauralross

Lesson: Articles on Visual Design - 2 views

  • Instead, it enhances it by engaging users and helping to build trust and interest in the brand.
    • Pam Buysman
       
      I think the key word is enhances. Content has to be most important and the layout and design of the website has to be secondary. It's important to make sure that the website itself doesn't overpower or overwhelm the message. 
  • You should direct the user’s eyes through a sequence of steps. For example, you might want your user to go from logo/brand to a primary positioning statement, next to a punchy image (to give the site personality), then to the main body text, with navigation and a sidebar taking a secondary position in the sequence.&nbsp;
    • Pam Buysman
       
      Web design is a bit like designing a PowerPoint isn't it? While a web site is certainly not linear, we have to design a way to make sure the content we're sharing is seen by our audience. That does mean figuring out some kind of path for them to follow. 
  • One of my worst habits is making low-contrast text. It looks good but doesn't read so well, unfortunately. Still, I seem to do it with every Web site design I've ever made, tsk tsk tsk.
    • Pam Buysman
       
      There are many things to consider about readability. The thing that stands out for me is that very frequently, simple is better. Fonts might look attractive, but often it is best to stick with tried and true fonts and also tried and true colors. Obviously, if the reader is unable to read your site, they won't see what you want them to. 
  • ...47 more annotations...
  • When a user comes to your site what are they actually trying to do? List out the different types of tasks people might do on a site, how they will achieve them, and how easy you want to make it for them.
    • Pam Buysman
       
      It's important to think like the end user. It might be a good idea to enlist the help of a second set of eyes. Like proofreading an article, having someone "test drive" your website might be a good idea before actually sharing it with the intended audience. 
  • Keeping your design consistent is about being professional. Inconsistencies in a design are like spelling mistakes in an essay. They just lower the perception of quality. Whatever your design looks like, keeping it consistent will always bring it up a notch. Even if it's a bad design, at least make it a consistent, bad design.
    • Pam Buysman
       
      Again, it's so important to keep the end user in mind. Consistency helps the end user know how to use and navigate your site. In web design, and also in Soft Chalk created lessons, users really don't like to be surprised. They want to know what to expect. 
  • Hierarchy does not only come from size. Amazon makes the ‘Add to cart’ button more prominent by using color
    • Pam Buysman
       
      What is your message or goal?  After determining that, you can plan how to prominently place the most important items on your web page. Size and color are two ways of creating hierarchy. I guess I had never really given much serious consideration to this. 
  • In other words, the bigger an object and the closer it is to us, the easier it is to use it.
    • Pam Buysman
       
      Does Fitt's law have something to do with the number of clicks it takes to get to information from the homepage? Is there a rule of thumb that says no more than 3 clicks? 
  • The best images follow the rule of thirds: an image should be imagined as divided into nine equal parts by two equally-spaced horizontal lines and two equally-spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
    • Pam Buysman
       
      I don't know much about photography, but I have heard about the rule of thirds. Again, something I didn't really think this when I considered adding photos to a web site or to a Soft Chalk page. Not all photos automatically ascribe to the rule of thirds, so it might be helpful to know a little bit about photo editing as well. Just one more thing to consider! 
  • Notice how you could see the dog without focusing on each black spot that the dog consists of?
    • Pam Buysman
       
      Sorry, I don't see the dog. :-)
    • Denise Krefting
       
      In the center below the large dark section. His head is down like he is smelling the ground sniffing toward the upper left.
  • Content is more important than the design which supports it.
    • Pam Buysman
       
      This is essential to remember. What we are trying to say is so much more important than making something "pretty." We always need to start with the message or content. 
  • Users are rarely on a site to enjoy the design; furthermore, in most cases they are looking for the information despite the design.
    • Pam Buysman
       
      Not much more to say about this. It's all about the content!!
  • according to Weinberg’s law, a developer is unsuited to test his or her code
    • Pam Buysman
       
      Collaboration is so important. Ask for another pair of eyes to help you. Make sure as well, that your colleague will be willing to critique your work. Sometimes that's difficult to do, but it key to the success of your design and usability. 
  • A successful visual design does not take away from the content on the page or function
    • Denise Krefting
       
      No matter what is done, the message still needs be visible. Enhancement helps to engage viewers.
  • Texture refers to how a surface feels or is perceived to feel.
    • Denise Krefting
       
      This is something that I have never considered. Surface feel is an interesting concept.
  • the user should be led around the screen by the designer. I call this precedence, and it's about how much visual weight different parts of your design have.
    • Denise Krefting
       
      The designer is in control of what the viewer sees. This reminds me that I need to look at my work from the eyes of those viewing content and what the take aways should be. 
  • Most users search for something interesting (or useful) and clickable; as soon as some promising candidates are found, users click. If the new page doesn’t meet users’ expectations, the Back button is clicked and the search process is continued.
    • Denise Krefting
       
      I have found this to be true for all viewers. It used to be just kids but now adults as well. Once additional component to remember is the load speed. Resize your images before they are uploaded.
  • web-page should be obvious and self-explanatory.
    • Denise Krefting
       
      I would also suggest consistency so they don't need to relearn the site with each page.
    • kelly40
       
      It's important for me to remember all of these tools...moving from a face to face environment to an online setting is vastly different, and these tools are what I as a student need, so I need to be incorporating them as well. Without a good position, color that catches my eye and various design elements I've lost interest. If I've lost interest with the lack of tools, then so will my students.
  • One of the most frustrating experiences you can have on a Web site is being unable to figure out where to go or where you are
  • here you
  • One of the most frustrating experiences you can have on a Web site is being unable to figure out where to go or where you are
    • kelly40
       
      I find this very frustrating as well. I took an online class a few years ago, (not an AEA class:)), and the various links were not embedded. So, when I would click on those links, I'd be taken completely out of the course and would have to constantly log back in.  
  • To achieve precedence you have many tools at your disposal:
  • Hick’s law says that with every additional choice increases the time required to take a decision.
    • kelly40
       
      This is such an interesting statement - as I parent I know and agree with this statement, but it seems we're often encouraged to give students as many choices as possible for assessment and/or project purposes.
  • It should not be considered merely ‘blank’ space — it is an important element of design
    • kelly40
       
      This is so interesting and I've noticed the importance of this "white space" as I've been looking at Softchalk lessons. It also reminds me how we've learned that when designing our lessons, using shorter paragraphs (separated by white space) is better than traditional paragraphs given on a handout in a face to face classroom. 
  • Users don’t read, they scan.
    • kelly40
       
      I know this is true of students, but as adults we are the same way! We know what we need to read well and give our full attention and then there are other things that we scan to find what we need. This is an important skill for students to learn, so having an online lesson set up well will be beneficial.
  • Web users are impatient and insist on instant gratification.
  • Web users are impatient and insist on instant gratification.
    • kelly40
       
      This is so true as well and it's important for me to remember as I move forward with my Softchalk lesson - if they can't figure out how to move around, they will become frustrated and give up. It's not that we should not teach them to problem solve, but the training in how to move around the lesson will be important.
  • White space is an important part of your layout strategy.
    • Deborah Cleveland
       
      White space on a page can make the really important content stand out. My issue is that sometimes, I have a difficult time finding images that allow me to hit the "right" amount of white space and the text I want/need to have on the page.
  • the first thing you see is the logo
    • Deborah Cleveland
       
      When I'm looking for something, the logo or branding is so important to me. I want to know immediately if I'm in the right spot. Logos help me do this. When I see the logo I'm looking for or that I expect to see, it puts me at ease, because I know I'm in the "right" spot.
  • Buttons to travel around a site should be easy to find - towards the top of the page and easy to identify. They should look like navigation buttons and be well described. The text of a button should be pretty clear as to where it's taking you.
    • Deborah Cleveland
       
      Buttons or menus across the top of a webpage are very helpful when it comes to navigating a website. One issue I've had is that sometimes my buttons make sense to me, but to the new visitor the language I use to explain where it is taking the visitor doesn't make sense. Take for example, on our website we have something called "Instructor Center". This is the place our instructors who teach PD for us go to get information. To me this makes complete sense. That being said, I know that we consistently get questions about where to find instructor information. The label, "instructor center" doesn't resonate with the visitor. I have seen websites where there is a brief description appears on the screen when you roll over the button, but before you click. I'm not sure if these things help or if they add clutter.
  • Occam’s Razor states that the simplest solution is usually best.
    • Deborah Cleveland
       
      A rule never rang more true, but at the same time it is so hard to follow. So often I find myself getting lost in the complexity of what I'm trying to do. Add this to my love of "little bells and whistles" and I find myself creating things that lack real substance.
  • The higher is the cognitive load and the less intuitive is the navigation, the more willing are users to leave the web-site and search for alternatives.
    • Deborah Cleveland
       
      This makes me think of what I call the "learning curve". If the learning curve is to long, people just move on to find something different that doesn't have this learning curve. Take for example graphic design tools. Over the years, I've downloaded gimp and seashore, but for some reason I've never quite gotten the hang of them. Instead I use a web-based tool called pixlr. It is easy and I've met with some success. That being said, would Gimp or Seashore provide me with more options and features, probably, but the learning curve is steeper so I've chosen to use pixlr. When I think of learners, I wonder how we can scaffold things so that the learning curve isn't so steep.
  • Unity has to do with all elements on a page visually or conceptually appearing to belong together.&nbsp;Visual design must strike a balance between unity and variety to avoid a dull or overwhelming design.
    • khageman2
       
      There are lots of ways to achieve unity: theme, banners, fonts colors, and object placement all contribute to a unified feel.
  • Line Spacing
    • khageman2
       
      Also consider the space between chunks of information. Sometimes changing the size of a "blank" line greatly affects the overall design.
  • back and revise earlier pages to match later ones exactly
    • khageman2
       
      This final polish is an attention to detail that really makes a difference in professional looking design and audience appeal. It is worth the time and effort!
  • rank elements on your website based on your business objective
    • khageman2
       
      For educators, this would translate to "educational objective." Is the truly important educational information given prominence?
  • the more choice you give people, the easier it is to choose nothing.
    • khageman2
       
      Yes, choice within limits so as not to overwhelm to the point of inaction...
  • a maximum of 18 words or 50-80 characters per line of text.
    • khageman2
       
      Limiting the number of words per line is a design strategy that I hadn't considered before. 
  • Dominance focuses on having one element as the focal point and others being subordinate.&nbsp; This is often done through scaling and contrasting based on size, color, position, shape, etc.
    • Judy Sweetman
       
      I have a background in graphic design, and have taken many design courses. It always amazes me how the terms in the elements and principles of design change, depending on who is discussing them. This is the first I've heard of "dominance", as I learned this as "emphasis". Regardless, the elements and principles of design are critically important to all educators, because embedded in the Iowa Core ELA standards is the concept of visually literacy skills. I do include parts learning about the elements and principles of design in several of the online courses I teach.
  • Typography
    • lauralross
       
      "Typography" -https://diigo.com/08f26r I'm curious about different typography.  I was always told to use very readable font and avoid anything fancy. 
  • People won’t use your web site if they can’t find their way around it.
    • lauralross
       
      Students are even less patient than adults, so it becomes imperative that overall flow and navigation makes sense. 
  • White space is good.
  • White space is good.
    • lauralross
       
      This is important to remember.  I don't have to pack every slide/page on Soft Chalk full of stuff.  It was really overwhelming to create a power point presentation and stick an image on every slide - I thought it was too repetitive, esp. based on all the examples we've seen.  
  • reduce the cognitive load
    • lauralross
       
      This idea came up last week - and even in video examples that white space is ok, it is also ok to only have an idea, or a few key words on a slide/page, etc.
  • golden ratio looks like
    • lauralross
       
      I'm not sure if the Fibonacci sequence is the same as the golden ratio, but it reminds of the rule of thirds in photography. 
  • Enough white space makes a website look ‘clean’. While&nbsp;clean design is crucial to communicating a clear message, it doesn’t just mean less content. Clean design means a design that makes the best use of the space it is in.&nbsp;To make a clean design, you have to know how to communicate clearly by using white space wisely.
  • Enough white space makes a website look ‘clean’. While&nbsp;clean design is crucial to communicating a clear message, it doesn’t just mean less content. Clean design means a design that makes the best use of the space it is in.&nbsp;To make a clean design, you have to know how to communicate clearly by using white space wisely.
    • lauralross
       
      Great!  Less pressure to feel like we have to cram a page full of content. 
ajbeyer

ollie1 (Peterman): Iowa Online Teaching Standards - 3 views

  • Assists students with technology used in the course
    • Nancy Peterman
       
      It is important that students develop the skills but also make a connection of when, why or how they can use the technology.
    • ajbeyer
       
      I think this is so important! So many people think and online course is "easy" and what they don't realize is that sometimes the techy part of it what can trip them up. They have to think in new ways when taking an online course!
  • Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3)
    • ajbeyer
       
      I think it is most important for teachers to spend time planning and designing their instruction. It's key for learning for all. If teachers are not competent in planning, the student will see right through it.
  • Engages in professional growth (ITS 7) • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E) • Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b) • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c) • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)
    • ajbeyer
       
      Online teachers should be constantly engaging in professional growth. It is important to be on the forefront of technology and learning.
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