Position — Where something is on a page clearly influences in what order the user sees it.
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9 Essential Principles for Good Web Design - Envato Tuts+ Design & Illustration Tut... - 0 views
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I'm reminded of that episode of the Simpsons where Homer eventually becomes this "gossip" of Springfield online. His first foray into creating a web site was to find all these weird, loud animations and throw them on a site. Then he got disappointed when no one visited the site. I'd hope I wasn't that poor of a designer, but it's so tempting to just use whatever's out there and difficult to discern what will add to the content and what will distract. (I tried to insert a link to the image, but it didn't work - just search Homer Simpson's first web page, if you're curious)
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iOS Screen Recorder | TechSmith Capture | TechSmith - 0 views
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(58) The Easiest Way to Record your iPhone and iPad Screen 2018 - YouTube - 1 views
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ol101-f2019: Iowa Online Course Standards - 5 views
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The course instruction includes activities that engage students in active learning
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The course structure has flexibility to accommodate multiple timelines
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Isn't this where different types of online education would come into play? Different course structures could allow for multiple timelines, but having no dedicated timeline for forum postings where participants are expected to interaction with one another just leads to frustration for all involved. Sometimes too much flexibility undermines rigor.
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sufficient rigor, depth, and breadth
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I think this is a part that lots of people doubt--that online learning can have as much rigor. But in our school, we've seen teachers incorporating more rigor with online work than maybe they had before because thinking about online learning sort of shakes up the way teachers do things and they have to think about how google will play into the learning.
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access resources at a distance are sufficient and easy to understand.
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This is also a key to success. There's a lot of tutorial work that has to be built into online learning--whether it's blended in the classroom or fully online. We can't just assume that kids know how to do or use things. I've used Diigo several times before and I still had to use those tutorial videos today to troubleshoot why mine wasn't working like I thought it should.
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Specific and descriptive criteria, including rubrics, are provided for the evaluation of students’ work and participation
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Rubrics, models, and clear success criteria take on a whole new meaning in online courses where teachers don't see the students working and students can't see what other students are doing. Clarity becomes really important.
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I agree. I believe that providing these to students at the beginning of the course demonstrates a transparency so that the student knows exactly what is expected and how to achieve the learning and grade they aim to achieve.
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The course is easy and logical to navigate, including self-describing links
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An instructor's communication plan is provided, including the instructor's availability, instructor response-time policy, and the methods for students to communicate with the instructor (iN 1.8)
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ach unit includes an overview that describes the objectives of the lesson, as well as introduce the upcoming content, activities, assignments, and assessments of the unit. (iN 2.2, ROI 5.d)
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Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
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• Technologies are chosen that are accessible to students
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21st century skills, including information literacy and communication skills, are incorporated and taught as an integral part of the curriculum.
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. Learner Engagement
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Little Bird Tales-tutorial to set up a class and use in the classroom - 0 views
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Instructional Strategies for Online Courses - 0 views
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Iowa Online Teaching Standards - 5 views
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Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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I would guess that this is the area where many teachers would feel the most challenged.
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This is crucial to have an instructor who understands the differences in delivery of content, facilitating student-student interactions and effective online pedogogies.
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Every instructor should have a good tutorial or basic course in how to teach online. It's amazing how much the f2f teacher assumes the student knows or expects them to ask. With online, the directions and expectations have to be explicit so there is no miscommunication or misunderstanding, down to the number of words the instructor wants a post to be!
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Assists students with technology used in the course
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If students can't use they technology they can't access the content.The technology can be frustrating!
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I'm curious how often students of online courses need technical assistance beyond understanding the basic tools and LMS, for instance perhaps browsers are not updated, missing necessary plug-ins, error messages, etc. Is it the responsibility of the instructor or student to troubleshoot this?
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Yah for sure! For those students who are not familiar with the online classroom, it is a two-pronged course: they are learning the content and also learning the system and technology. In my experience with teaching online, I feel the instructor should only be relied on for a little bit of tech help! Despite the fact that I teach online classes, I am not very good with troubleshooting technology issues...I just teach the content.
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (
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Networks with others involved in online education for the purpose of professional growth
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Has experienced online learning from the perspective of a student
SoftChalk Tutorial - YouTube - 0 views
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Articles: Presentation "Awakening" - 1 views
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One of the findings mentioned in the article: it is more difficult to process information if it is coming at you both verbally and in written form at the same time. Since people can not read and listen well at the same time, the reporter suggested, then this may mean "the death of the PowerPoint presentation."
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As I read this, I know this is true. I attend Professional Development all the time in which the person presenting is "reading" the slides as I am trying to also read them. Most times I am also trying to take notes. Obviously, this is not an effective way to remember the content.
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You are correct about this now that I think about it. A lot of that has to do with the time in preparation as we all know time is precious with just our regular schedule.
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While reading off the slides is never good, it is especially painful when the person is up front and cranes his neck around to read the slides, turning away from the audience.
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I try so hard to help my students be confident enough about their presentation to realize they don't have to write every word!! I've always encouraged brief bullets and now I think I will have to work on dropping bullets.
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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.
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No more than six words on a slide. EVER. There is no presentation so complex that this rule needs to be broken.
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six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories. And yes, these six compress nicely into the acronym SUCCESs.
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One of the components for creating sticking messages is story.
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Words should be presented as speech (i.e., narration) rather than text (i.e., on-screen text) or as speech and text.
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No more than six words on a slide. EVER. There is no presentation so complex that this rule needs to be broken.
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Don’t hand out print-outs of your slides. They don’t work without you there.
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Sound effects can be used a few times per presentation, but never use the sound effects that are built in to the program.
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This is fun for the younger students and keeps them engaged but I agree, not for presentation purposes.
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I am really not sold that even ripped CD sounds have a purpose. I wouldn't use these either. The only sound that should come from your computer is either from a video or a Skype-like live broadcast from someone afar.
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Hate the presenters who think the sounds effects are so cool so they put them in on about every slide.
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Assignment: Pre-Class PresentationTutorial: Diigo Account SetupEnrichment: Are You Addicted to Power Point?
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why are you there?
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This is a great question for any presenter to ask. I have been part of innumerable staff meetings that existed to communicate information that should have been sent in an email or a printed sheet in teachers' mailboxes. If the presenter isn't an integral piece than the presentation itself is doomed for mediocrity.
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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.
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Aside from a student speech that didn't involve any slides, I can't remember the last time I saw a presenter using cue cards. Seems to be a dying strategy that is actually much more useful than reading verbatim from the slides themselves.
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I use the "notes page" within the presentation software to make bulleted lists as reminders to me. I print the slides with notes and put them in a folder so I can review what I wanted to share with students before the presentation. I find it easier than keeping track of notecards. I notice my notes pages get pretty "messy" as I add things in ink after I print!
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Love the notes page - helps me tremendously to make sure I get all the facts out.
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No cheesy images. Use professional stock photo images.
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Do "cheesy images" include personal photos, silly or otherwise? When the audience and presenter are very familiar I tend to think that familiarity can encourage relevancy and engagement for the audience. Perhaps "cheesy images" simply refers to the world of clip art.
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I'm excited to have sources for "free" pictures. I've used a lot of poor clipart in the past!! That will definitely have to go!
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If everything is a priority, then nothing is a priority. You must be ruthless in your efforts to simplify—not dumb down—your message to its absolute core. We’re not talking about stupid sound bites here. Every idea can be reduced to its essential meaning if you work hard enough.
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This is such a challenge because as teachers we want to be as thorough as possible. There is so much information we want to communicate to students and/or colleagues that we never want to leave anything out. From the perspective of an audience member, however, "quality over quantity" is always preferred.
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Proverbs are good, say the Heath brothers, at reducing abstract concepts to concrete, simple, but powerful (and memorable) language.
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why are you there
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Second, make slides that reinforce your words, not repeat them
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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.
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I like this idea. A lot of times at staff development (especially if we have a guest speaker), we get a huge packet of the powerpoint. Although it is nice to have an outline, I often would find myself flipping through the packet instead of focusing on the presenter. It would be better to watch the powerpoint and get a document with the most important parts of the presentation.
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If you are famous in your field, you may have built-in credibility
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I am starting my 12th year of teaching, but my first year in the Iowa City School District. I really want to work on my first day presentation so that the students know who I am without boring them.
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My role is not a teacher so when I present it is to parents, student groups and board. I need to work on this so my presentations follow my work ethic.
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If everything is important, then nothing is important.
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Stories get our attention and are easier to remember than lists of rules.
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I think this helps students tie to "real life". I also thinks it helps build relationships with students when they hear personal stories from the teacher on occasion instead of just "bulleted lists". Takes time to build the stories! I like to keep bookmarks and clippings of things I see and link them in to my presentations....I always tell the students I've found a friend who can tell the story :)
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it is more difficult to process information if it is coming at you both verbally and in written form at the same time
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I am assuming that what Professor Sweller means is that the way PowerPoint is used should be ditched, not the tool itself
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Structure will help bring order to your presentation and make it easier for you to deliver it smoothly and for your audience to understand your message easily.
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Articles: Design - 1 views
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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
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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?
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If the photographic image is secondary in importance, then I decrease the opacity and add a Gaussian Blur or motion filter in Photoshop.
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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).
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Good reminder! I want to improve my presentation abilities - not reinvent the wheel.
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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.
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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,
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Dangit! Serif fonts are much more visually appealing to me. I use them for everything. I guess not anymore... :-(
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The example below is a great illustration. I tend to lean towards serif for most things, but will definitely think about this going forward.
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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.
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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.
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(and save teleprompter text for the “notes” field, which the audience can’t see).
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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.
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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.
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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.
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I couldn't agree more. I think this strategy is something that will really leave a lasting impression with the audience.
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I also like this idea! "Speak" through the images rather than text. It will be something interesting to try!
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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.
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Don’t submit to the urge to add unrelated “decorations” to the slide. Be strong.
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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.
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I agree! The image should only be present if it enhances the presentation, not just to fill space!
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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!
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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.
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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.
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Remember, the slides are meant to support the narration of the speaker, not make the speaker superfluous.
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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.
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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.
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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.
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to be passed out after your talk
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what's your intention?
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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.
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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!
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But including a healthy amount of white space sharpens viewers’ focus by isolating elements.
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This is a good reminder. Just like silence should not always be filled, white space on slides should not always be filled.
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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.
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Remove all extraneous copy from bullet points
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glance test: People should be able to comprehend each one in about three seconds.
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Admit your
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Speak to that content when you present
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It’s also important to stick to a consistent visual style in your slide deck.
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the star, of course, is your audience
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Don’t let your message and your ability to tell a story get derailed by slides that are unnecessarily complicated, busy,
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“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.
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can increase interest and improve learning comprehension
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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
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sans-serif font and is professional yet friendly and “conversational.”
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You will be able to notice more extraneous pieces of visual data that can be removed to increase visual clarity and improve communication.
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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?
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transparent box is added to help the text pop out
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Think of your slides as billboards. When people drive, they only briefly take their eyes off their main focus — the road
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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...
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overtax the audience’s cognitive resources
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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.
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Photos should be taken by the same photographer or look as if they are
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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.
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moves to the message about quality, and then focuses on one beautiful grape from the “yield”:
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use contrast to focus attention
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your eye wouldn’t know where to begin, and the quote would have lost its power:
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visual unity look as though the same person created them
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consistent type styles, color, image treatment, and element placement throughout the slide deck
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there’s beauty and clarity in restraint
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and adopt
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shiny, seductive elements
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Pretend as though you are an audience member
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Very few audiences enjoy paragraph-length bullet points
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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!
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Replace bullet points with images
Illinois Online Network: Educational Resources - 2 views
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Teaching on the Web - Exploring the Meanings of Silence - 1 views
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Issues to confront - 1. designing learning that will engage students 2. choosing material that is suitable for the web 3. pedagogy in the online environment
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Teaching an online class for the first time would be much like teaching your first group of students F2F.. In Iowa we provide mentors for new teachers. It only makes sense to provide a mentor or some kind of support system for "newbie" online facilitators as well. At the AEA, we do a support system of sorts in place. We have enough AEA people trained that can offer support to one another.
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There are numerous major educational issues to confront and resolve when delivering learning material on the Web -- like designing learning tasks that will engage students, and choosing material which is suitable for delivery via the Web. However, these are not the subjects of this brief discussion. I want to deal with a substantive issue that is too easily ignored or trivialised -- pedagogy in the online environment.
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The need for support of teachers and academics in these early days of online delivery cannot be underestimated. Early adopters of new technologies can easily find themselves isolated, ignored and problem solving in an intellectual vacuum.
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There’s just this awful, sort of silence.
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One of the hardest things to orient to in online teaching is the radically different tempo of communication.
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How long do you wait for a response in an online threaded discussion?
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As I'm reading this article, I'm wondering if the facilitaor has established any kind of guidelines like we currently have. The initial post is due by Friday and two reponses are expected by Sunday. I really think a timetable needs to be established, because otherwise I do think you might wait forever for some students to respond. Without the timely response, it really isn't possible to create any conversations. Without the conversations, I think learning will be compromised. Of course if a student doesn't respond, you need to try to contact them. Yet if they don't respond to you, I see no alternate but adhering to the guidelines you've established for your threaded discussions. So, I guess I'm saying, you don't wait. You have expectations and you make allowances if necessary, but at some point in time, you need to look at class expectations.
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What replaces them?
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You use available technology applications or resources. It is possible to email the student, call, skype, or create a chat room. Any or all of these can be used to create some kind of personal contact with the student. It seems as if we are looking at adult learners. At some point, learners need to take some responsibility for their own learning. Again, without structure there will be no conversation and much learning will be lost.
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The online teacher can and does know if a particular student has logged on, when they do and which pages in the online subject they visit. But it doesn't feel that way to the student user. It will only become apparent to them later, when or if the teacher e-mails them asking if they are having difficulties.
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If you expect students to use CMC, rather than private e-mail, as the primary mode of communication with you, you have to tell them so.
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If you expect the students to check their bulletin boards regularly, you have to let them know how often. If your expectations are not being fulfilled you have to follow up with e-mails or phone calls. Communication is critical. It is the strength of the online mode, as opposed to broadcast media like print, radio and video. The rule is, actively avoid isolation.
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E started telling her students about relevant upcoming public lectures, TV programs, useful or just plain entertaining Web sites she had come across, and so on.
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But what sort of ‘character’ do you want to convey online, and how will you convey it with a keyboard?
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‘I do think that having a sort of classroom rapport, a very sensitive style, which I think I've got in some ways in the classroom, is very important online. But getting it across is ... well, it’s very hard.’
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There isn’t any right way to do it, just as there isn’t any one teacher’s ‘character’. You do have to define your own online persona and then think quite carefully on various occasions about how to convey it.
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One of the great advantages of the threaded discussion is the time it allows for reflection, and the possibility for editing/refinement of one’s remarks.
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This may mean that, for some students anyway, threaded discussions are not conducive to thinking out loud, to tossing out ideas for testing, to speculation.
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The casual conversation with a student after class, the brief encounter in the corridor, the snippet of social conversation in a workshop or tutorial -- these do not exist in the same way online.
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The visual, audio and tactile cues we take for granted in our everyday teaching, and which we rely on as guides to our action, are utterly absent in the online environment.
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The teacher in this scenario is at the behest of her students' actions (or lack of them). The centre of control has moved markedly away from the teacher, to the students.
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Yet the establishment of a sense of community is often one of the chief objectives of a teacher with any class. The achievement of it is a milestone in the progress of a given class in the mind of the teacher.
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It is almost embarrassing to say so, but there are other things to ‘talk’ to students about than the course material.
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Others may find that the time they get to reflect and compose their comments invests them with a power they don't ordinarily feel in face-to-face communication.
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Failure to respond promptly to a student request or other communication could be catastrophic. It is disarming, even alarming, to invest the time to post a message and then get no response.
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