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:
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Teacher Seeds - 0 views
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lots of Microsoft related links for backgrounds, sounds, games, animation, etc.
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Articles: Design - 0 views
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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.
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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.
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Lots of extras actually take away meaning because they become a distraction.
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Throughout the course readings, I've come to really understand this. The great examples speak for themselves.
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Do any slides feel text heavy? Be honest with yourself.
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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.
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This happens when you take a low-rez jpeg (from a website, for example) and stretch it out.
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This is very frustrating to me. I've experienced this many times and I often end up picking a different picture.
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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.
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People should be able to comprehend each one in about three seconds
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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.
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A clear visual hierarchy allows viewers to quickly ascertain a slide’s most important elements:
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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!
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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!
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The arrow comes in later to underscore the point: Our future looks good!
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I've never seen a chart with the added emphasized arrow...I like it! It definitely grabs your attention right away!
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you hate bullet points
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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.
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Try to bold only the key parts of each point — limit it to as few words as possible.
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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.
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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.
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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.
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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.
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if it is included in the software, your audience has seen it a million times before
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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. -
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!
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Use appropriate charts
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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.
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contains watermark
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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.
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Think of your slides as billboards
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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.
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Great concept. We only put important information on a billboard and that should follow suit on presentation.
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Follow these steps to reduce and simplify your text-heavy bullet points
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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!
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Image is stretched vertically & distorted
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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!
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And this is even better…
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This really proves "a picture is worth 1000 words"..the slide started out so wordy and see it move to one "word" is impressive!
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Remove all extraneous copy from bullet points
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Love this advice. Hard for teachers to walk away from "the list", but this advice improves "the list"!
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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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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. -
White space - guess I always thought it looked blank and needed to be filled. I will have to practice this one.
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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.
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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.
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Spend time in the slide sorter
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Spend time in the slide sorter
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Spend time in the slide sorter
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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.
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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!
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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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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.
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Use high-quality graphics including photographs.
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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.
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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:
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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.
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Step 4b: Replace bullet points with images
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Step 4b: Replace bullet points with images
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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.
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Step 4b: Replace bullet points with images
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informed
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Articles: Presentation "Awakening" - 2 views
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Me, too. I think the idea that reading bulleted information is not only redundant but hurtful to comprehension are two great reasons to avoid that practice.
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I agree that the visual, auditory and possibly kinestic needs of a learner should be accessed for meaningful learning to occur. Kim Kazmierczak
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I agree that the visual, auditory and possibly kinestic needs of a learner should be accessed for meaningful learning to occur. Kim Kazmierczak
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Certainly have been the presenter and receipient of this condition. Powerpoint can offer a scaffold to bridge my knowledge and that of those I'm trying to convince.
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Certainly have been the presenter and receipient of this condition. Powerpoint can offer a scaffold to bridge my knowledge and that of those I'm trying to convince.
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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. When he speaks in abstractions to the audience, it makes perfect sense to him but him alone. In his mind, it seems simple and obvious.
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It is our obligation to connect the audience's background knowledge with that of our own. This will insure a higher potential for acquisition of the learning.
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The quote from the text reminds me of certain educators who are so involved & in love with their content area/topic that they lecture repeatedly instead of breaking down the subject matter and making it accessible for their students.
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Communication is about getting others to adopt your point of view, to help them understand why you’re excited (or sad, or optimistic or whatever else you are.)
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Powerpoint is a powerful tool to persuade an audience toward your point of view. It's important to provide information and the courtesy to care about the learner you are trying to reach. Kim Kazmierczak
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That is, it is more effective to target both the visual and auditory processors of working memory.
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o cheesy images. Use professional stock photo images. No dissolves, spins or other transitions. Sound effects can be used a few times per presentation, but never use the sound effects that are built in to the program. Instead, rip sounds and music from CDs and leverage the Proustian effect this can have. If people start bouncing up and down to the Grateful Dead, you’ve kept them from falling asleep, and you’ve reminded them that this isn’t a typical meeting you’re running. Don’t hand out print-outs of your slides. They don’t work without you there.
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That is, it is more effective to target both the visual and auditory processors of working memory.
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And it’s long past time that we realized that putting the same information on a slide that is coming out of our mouths usually does not help — in fact usually hurts our message.
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Put it in terms people can visualize.
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Data can be confrontional and confusing. It is important that the data represents your point accurately. Graphs and tables can appear skewed without using the approriate scale or N.
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Why is it, though, that when the majority of smart, talented, story-loving people have the chance to present, they usually resort to generating streams of vaguely connected information rather than stories or examples and illustrations?
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Stories provide a scaffold for the audience and helps them connect to the content being presented. If the story isn't connected it may misrepresent the point or seem self-absorbed. I agree keep it connected and authentic is the key.
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For example, the modality effect shows that ”working memory can be increased by using dual rather than a single modality.” That is, it is more effective to target both the visual and auditory processors of working memory.
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This means to me that I can present a visual and discuss it to the students to improve their learning about the subject.
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Powerpoint could be the most powerful tool on your computer. But it’s not. Countless innovations fail because their champions use PowerPoint the way Microsoft wants them to, instead of the right way.
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Why do the experts at Microsoft want presentations to occur in a less than optimal way? Shouldn't they be encouraging people to use Power Point to enhance the learning of others?
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It's probably also a nod to the idea that even the engineers that work there don't always have a clue about design. I completely see why novices would be encouraged to use a template; it would keep painfully long meetings short and to the point (in theory, anyway)!
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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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This is really important to remember. You want the audience to focus on your words and not doodling on the thumbnails that you pass out.
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JFK, or at least his speechwriters, knew that abstractions are not memorable, nor do they motivate. Yet how many speeches by CEOs and other leaders contain phrases such as “maximize shareholder value yada, yada, yada?”
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I think we often need to use "smart" jargon to impress our audience. Maybe using simple ideas as a way to capture the interest of the audience is the way to go.
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Stories get our attention and are easier to remember than lists of rules. People love Hollywood, Bollywood, and indie films. People are attracted to “story.”
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Absolutely! Charismatic presenters often use the element of story to engage the audience.
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This is an excellent point to remember; sometimes the user is guiltier than the program he or she has been using. I like that he points out that the focus of the presentation should always be what the presenter's main point is.
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Good presentation techniques, and even classroom instruction methods, are as much art as science.
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Our brains have two sides. The right side is emotional, musical and moody. The left side is focused on dexterity, facts and hard data. When you show up to give a presentation, people want to use both parts of their brain. So they use the right side to judge the way you talk, the way you dress and your body language. 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.
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If people have made up their mind about you by the second slide then you'd better have made the first two good ones! - D.Schindler
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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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This worries me...not that I disagree, but I always tell my students NO NOTE CARDS. I feel like no note cards forces them to know their presentations better. In my experience, giving new presenters note cards ensures that I am going to be watching them read from note cards for the duration of their presentations. I wonder what the guidelines would be for students practicing?
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We tell stories all day long. It’s how humans have always communicated.
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I totally agree with this point. Storytelling is an important form of communication in the classroom and in other settings as well.
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Images are one way to have audiences not only understand your point better but also have a more visceral and emotional connection to your idea.
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Use natural speech and give real examples with real things, not abstractions.
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Totally agree! When I taught math using real world situations to teach a concept, students were eager to learn and could relate to the topic.
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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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I have seen way too many presentations with such little print that you couldn't begin to read it.
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What the authors found—and explain simply and brilliantly in their book—is that “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.
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weller means is that the way PowerPoint is used should be ditched, not the tool
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I agree. I don't think power point is the problem. It is a user problem. I have seen some powerful presentation and some lame ones that use power point as the tool.
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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."
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This is a common mistake that I observe in new instructors that don't know their materials...they read the slides and put too much data on them.
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Research shows that visuals (animation) plus concise, simultaneous narration is better than just narration alone. When it comes to the issue of projected text on a screen and narration, Mayer draws this conclusion:
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It helps me see and hear what the instructor is saying. I have a visual to anchor to.
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bulleted-list templates found in both PowerPoint and Keynote.
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if your presentation visuals taken 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?
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This is what bugs me about organizations requiring me to turn in my power point in advance. If I were doing it like it is suggested in this article, it would be worthless to the audience. I want to make a visual power point and give a hand out that the audience could find facts on.
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The best way to do that is to pose questions or open holes in people’s knowledge and then fill those holes.
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kill two birds with one stone”
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I tend to use a lot of idioms when I speak; I have found most people gravitate towards it and respond positively and while some just look at me like I said something crazy.
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When I think of myself as a presenter of information/knowledge to students I am very good at providing SUCCESS; my current struggle is finding my stride at SUCCESS for adult learners. D. Schindler
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because deep down, we all want to be sold
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Ain't that the truth! My boss and I have similar if not the same theories on educational practices. She has a way of 'selling' her audience that even when she and I are saying the exact same thing our teachers walk away with much more buy-in after she has spoken.
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Instead of giving me four bullet points of EPA data, why not read me the stats but show me a photo of a bunch of dead birds, some smog and even a diseased lung? This is cheating! It’s unfair! It works.
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This would sends a strong message and would be a very influential. That one slide fits the entire SUCCESS model (simple, unexpected, concrete, credible, emotional, and a story) - D. Schindler
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these slides i
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I LOVE the visual of these slides. I will definitely be using these to evaluate my work.
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Google success in U.S. schools forces Microsoft, Apple to scramble | Reuters - 0 views
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Definition of Office 365 Cloud Computing - dummies - 0 views
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ollie1reppert: Iowa Online Course Standards - 0 views
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Sufficient learning resources and materials to increase student success are available to students
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Having an online presence really makes this possible because you can easily increase the resources and materials available to students. For instance, on my Google site, I have links to other resources where students can go for help if they do not understand a concept, such as the textbook site, writing skills sites, and study skills sites.
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Academic integrity and netiquette (Internet etiquette) expectations regarding lesson activities, discussions, e-mail communications and plagiarism are clearly stated • Privacy policies are clearly stated. • The self-introduction by the instructor is appropriate and available online, and students are likewise asked to introduce themselves to the class. (CP) • The course provider offers orientation training.
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All four of these are very important, but I have to say that my course currently lacks each of these. I'm wondering if since my course is partially online and partially in person if all of these are necessary to have in the online component, or if it counts as long as it is covered at one point, whether it be online or in person.
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This is an area that often gets overlooked. It is a skill just like any of the technical skills--knowing the online etiquette, etc.
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The course makes maximum appropriate use of online tools outside of the CMS (including email, web 2.0, chat, videoconferencing, and whiteboard) to enhance learning
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So many times, you see schools that have their teachers use a CMS like Moodle and that is the extent of their technology use--it is only one way to utilize. There are many ways to deeply integrate these types of tools in the classroom.
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I have really started to think this year how to connect with students using my Promethean board at school.
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The course instructions articulate or link to a clear description of the technical support offered.
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got to have the technical support... learners will get discouraged or quit w/o it! -
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The course is easy and logical to navigate, including self-describing links
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I think it is very important to remove potential barriers to learning. Confusion leads to shutdown.
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Technologies are chosen that are accessible to students
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It's important to remember when placing items on a website that are downloadable to choose programs that most students have. What I am thinking is when using the latest version of microsoft that some students don't have to convert to a pdf file.
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Specific and descriptive criteria, including rubrics, are provided for the evaluation of students’ work and participation
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I have really started to use more rubrics in my teaching and students find it useful. I really think when students are allowed to help create the rubric it makes their learning more powerful and gives them a sense of ownership.
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A clear, complete course overview and syllabus are included in the course
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This is the best way to start all classes. everyone knows what is expected and there ar eno questions as to what is going to be done in the class.
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Ongoing and frequent assessments are conducted to verify each student’s readiness for the next lesson.
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The question then becomes what to do when some are ready to move on abd the others are not quite there yet. Stay with the topic and bore some, or go on and lose others.
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The course content and assignments are of sufficient rigor, depth, and breadth to teach the standards being addressed
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clearly state what the participants will know or be able to do at the end of the course
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I appreciate knowing upfront what I am expected to do and what I will learn in a course! Clarity is great!
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Course instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information.
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The issue that I see as a concern is that tutorials become outdated as soon as a tool updates and the interface/operations change. Keeping the tutorials current is another job for the instructor.
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The course provides opportunities for appropriate student interaction with the content to foster mastery and application of the material.
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The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material and a plan for monitoring that interaction.
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The course instruction includes activities that engage students in active learning.
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The ability to utilize online resources and course work provides many opportunities for students to actively engage themselves and what they learn with in a course. Some hands on activities can be utilized within a moodle
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Instructions make clear how to get started and where to find various course components.
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This is one reason I truly enjoy utilizing a moodle with in my classroom. It limits handouts and creates a great opportunity for me to provide very detailed instructions about assigments, activities or projects. When students are absent they can access this information in order to be prepared for the next class.
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The course provides opportunities for students to engage in higher-order thinking, critical-reasoning activities and thinking in increasingly complex ways.
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This is extremely important for AP classes. The students need to reach this level of thinking skills in order to perform well on the AP exam.
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This is extremely important so that the students know exactly what they must do. It is hard to get to the final destination if the map is unclear.
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The requirements for student work, including student interaction, are clearly articulated.
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ollie1 (Peterman): Iowa Online Teaching Standards - 28 views
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Has experienced online learning from the perspective of a student
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I agree. I need to first understand the tools available from a student's point of view before I can bring it into the classroom. -
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I think that taking online courses ourselves humbles us and helps us to empathize with our students who experience problems with online learning. -
Each time I come to this class, I am engaged in a riveting conflict that involves the following extremes: the fear of being a miserable failure vs. the thrill of successully participating online in a manner that I did not even know exsted two weeks ago. -
Working as a student in an online course is so beneficial to those who will later be an instructor in an online course! I believe it provides instructors with empathy and an understanding that it will not be easy for every student and the challenges will vary with each technology tool! -
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I think this would be such a plus. I always thought my best early childhood college instructors were those that had had experience in an elementary classroom -
As educators, perhaps we should be doing more to experience what our lessons are like from a learner's point of view, and I mean online and offline. We would learn a lot from this. -
I agree with so many of the comments in this section. It is beneficial to be attempting an online class before presenting an online class. (Or hybrid) And it is good to recall what our students will feel - the 'riveting conflict' as described by Steve Leach is something good to experience. -
Being able to understand the issues students have with respect to the online presentations can help us 'fine-tune' our lessons. It can perhaps motivate us to search for easier programs or give ideas we can suggest to the publishers of our favorite program to make them work better. It is a humbling experience to jump from feeling like you know what you are doing to being totally 'lost'.
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Frankly, it's fun to be a student when a lesson is engaging and hits our optimal zone of learning and challenge, but on the flip side if a lesson is poorly conceived it is difficult, even for an adult, to stay focused. It is important to put ourselves in the shoes of students in order to grow as educators. Reflection is so important. -
I think this is very important. One of the reasons I want to get involved in creating my own online course is because I enjoyed being a student and taking classes online. I feel like I know some of the criteria and how to navigate somewhat around an online course that will help me relate to my students. I always like to emphasize to my student whether in the classroom or adult students, that I am sure there will be times when we are going to be learning together.
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Being able to be in contact with the instructor (and other students) is imparative during an online course.
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I agree, Ronda. Students, especially those new to online learning or using a new online platform, need that instructor support to avoid becoming too frustrated. Also, contact with other students helps students to learn from each other.
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I am one of those students who is new to online learning. On a daily basis, I use face-to-face contact in order to succeed, so this is a very challenging way for me to learn. I am encouraged to know that my instructor and my classmates are there to help me when I have a simple question or am feeling overwhelmed by how much I don't know.
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This is crucial. Technology is only a vehicle to learning. If the process is too difficult students won't be spending that time on the content.
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Karen, it is nice to know there is a troubleshooting area in online classes and other students to ask questions of. It is a new way of accessing when we can't see the person on the other end.
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It is important for instructors to be able to use technology to better prepare out students
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The challenge is staying current because the technology emerges so quickly.
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I agree, it is very hard to keep up and stay current with all of the new and better programs that are constantly emerging. It seems like the students are one step ahead all of the time since they are so comfortable with technology. -
I agree Jamie, it is a challenge for teachers to stay current on technology as it changes so fast. School age kids can fit new technology quickly into their skill set because they have always had technology in their life.
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I agree the technology changes so fast that for teachers it is more difficult to 'keep up'. I wonder if we get used to one site that works and we get comfortable and we don't keep looking for new ideas or sites to improve our teaching. -
With my students, we feel more of a responsibility to expose them to educational sites. The population I teach is comfortable with tech, but using it in an educational setting is were they struggle.
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I have been teaching my subject for twelve years now, but do I know how to demonstrate competence in content knowledge using technology?
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Assists students with technology used in the course (Varvel III.C)
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Assists students with technology used in the course (Varvel III.C)
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It is my wish that this class will help me to assist my students with technology as we move to 1:1 school, next year.
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Paloma, Does 1:1 mean that every student will have a laptop or some other form of technology available for every class period?
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I would also like to be more technology literate after this course. While I will not be teaching an online course, I will be enhancing my classroom courses with online resources.
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I am thinking about the importance of collaboration with other teachers and the help of the school's IT Department to help us growing technologically.
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I think collaboration is very important. I'm the only social studies teacher in the middle school level at my school. I love getting together with other middle school social studies teachers and pitching around ideas of what we're using tech wise in class.
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Communicates with students effectively and consistently
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I wanted to say THANK YOU! to Nancy for doing a great job communicating with all of us, effectively and consistently. Great example in teaching us how to create a community of learners.
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Yes, Paloma. Nancy is a great example. I took another course with her and was very encouraged when I communicated my frustration.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation
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I believe one key to student success in any course is getting them off to a good start. A good overview/orientation is essential so that students know what they will be learning and what will be required of them.
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I agree, Charmaine. I found the "Topic 1 Pacing Chart" to be especially helpful last week. I printed it and used check marks to keep track of my progress.
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Having one place with all assignments listed by due date was a feature of all my classes. I would continue thta in this context.
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This is a must with the population that I teach. We have a high ELL group (many children of first generation immigrants). Have detailed explainitions, not only at the beginning, but throughout any activity or class is needed.
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Understands the differences between teaching online and teaching face-to-face
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I think that understanding these differences is essential. What works in one environment may not work in the other. Taking our face-to-face course work and merely putting it online may not be effective nor desirable.
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As a newcomer to online learning, I believe the directions need to be incredibly explicit because the students don't necessarily "see" what the instructor sees, and the instructor isn't standing in the same room as the learner with the ability to just point at the concept that is causing the confusion.
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Yes, and I had a glitch that prevented me from seeing these notes earlier, and that was very frustrating. Have to allow for tech issues.
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Being a student in this class gives me an opportunity to experience what my students may encounter. I am presently working from three different computers and each one works (or doesn't) a little differently.
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From my perspective, I feel that you need to be an online student yourself first before you can design and guide an online class. Being a student gives you the understanding and need to predict student needs when designing online instructions that are different and more challenging than face-to-face instruction. It initially takes more time to design online instruction than face-to-face -
This is definitely something to think about. Some things would be similar, but others would be very different. I've taught face-to-face classes with adults, but never online
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I agree with you Mari. I believe it is very beneficial to be an online student first before you design your own course. I have worked on a course this year, but am learning so many different ways to present information and engage students by taking this course. I think this will make the course I have been working on more rigorous and engaging to the course participants.
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Utilizes a course evaluation and student feedback data to improve the courseþff
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Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
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Knows the content of the subject to be taught and understands how to teach the content to students
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At my school, North Polk, we are currently discussing how we teachers must be constantly adjusting the strategies we use to teach so that we are better able to meet the needs of all learners. It is not enough to know our curriculum; we must be able to deliver it successfully too.
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This is so true! Quality teaching will have the most impact on student achievement - not resources, class sizes or the use of technology. -
I appreciate the 2nd half of this statement most--understands HOW to teach the content to students. We must be developing 21st century skills through all content learning and that doesn't happen by using 19th century teaching methods. Cooperative learning and deep thinking needs to occur.
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• Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
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Utilizes a course evaluation and student feedback data to improve the course
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Considering my struggles with the technology to this point, anything I create would be heavily modified during pr after it's first use.
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching
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Using technology in a classroom is only appropriate if it is beneficial to the learning process for students. Sometimes I believe it is easy to think that using technology is in itself helping students learn, because this generation tends to focus more when on the computer or with a video game type learning device. I imagine this can make it easy to implement technology without a true educational benefit for students and teachers must stay away from that.
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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
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I think this standard is closely related to a standard in ITS 4 which brings up the fact that online learning is different than face-to-face learning. That is very true and because of that online instructors must strive to make their course understandable and beneficial through the presentation of the content and the use of various tools to enhance understanding.
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• Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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I am part of our school's Biology Data Team. We are beginning to implement Data Director to collect data to analyze our student's progress.
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Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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I provide pretest and post test data to my students. I work collaboratively with another teacher to improve instruction. We always discuss methods and analyze our student data.
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Assists students with technology used in the course
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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
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These are very important for the same reason as what I posted above. Because students can be more bold online, it is important to make sure that they are being appropriate in their communications...and that the discussions and work stay on task.
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• Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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I would be interested to know how other teachers do this. I am new to doing things online for my courses, but I would like to know how other teachers tailor their online material to fit the different needs of students.
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Sometimes I follow the forum discussions and from these discussions, I ask more guiding questions that seem to follow student interests or other sites that may support their topics for further research
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I have found that students are more open to communication via online tools than they are in class. Discussions tend to go much deeper when they are online than in the classroom. I have had students ask me some rather profound questions that I don't think they would have face to face.
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I would agree with that. From my experience, online communication tends to break down some barriers for some students. It seems less threatening to them somehow, but this does not always apply for all students.
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• 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)
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This is, of course, good for the teacher to be able to do, but I have found that as rapidly as technology changes, often times it is the students who are able to help me!
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I agree! When I get lost, I turn to our children or another student to help me.
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Selects and uses technologies appropriate to the content that enhance learning
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This is important because technology is not "one size fits all" and you want the technology to help the learner not distract the learner. -
Yes, I agree, we must select the right tool for the right job. The tool needs to be selected after the objective of the lesson has been decided, then the tool is selected to "enhance the learning". We also need to remember that instruction on how to use the tool should be taught before it is expected to help with content learning. It is too easy to forget the content and focus on "tool proficiency."
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Provides substantive, timely, and constructive feedback to students
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If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
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I am weak in this area, but last summer experienced a total lack of communication in one of my online courses that really left me frustrated. I resolved to make sure my students never had to experience the same thing at that point. -
I think this is so important especially for those who are not sure if they are doing an assignment correctly.
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You are so right -- it's easy to get frustrated when there is a lack of communication.
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4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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4 Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
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Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
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I wonder how - pr even if - this might be different for adult learners, particularly in nonformal adult education.
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This is very similar to what we already do in our regular classrooms, so not much different for online teaching standards.
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Understands student motivation and uses techniques to engage students (Varvel V.D, ITS
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Technology can do wonders in the motivation area. Today's students have grown up with technology and it's technology that can engage students in online or face to face classes.
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So true - everyday I have 2-3 students ask "are going to use the iPads today?". It really is amazing how it is so much apart of their lives and I'm just learning and trying to keep up.
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We are going 1:1 next year - ready or not. It's going to be a learning opportunity for everyone. Since I teach the business classes - Microsoft Office - they won't be used as much in my room, but I'm still looking for ways to incorporate them.
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Just like I said in the first section, this is very similar to what is expected in a classroom. I'm not sure how this would be done for creating an online class, other than having a variety of ways to get information, communicate and share what you have learned. I would think that those people taking an online class would have a more similar learning style.
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I've seen several instances that technology is used just for the sake of technology. It really doesn't enhance the learning. I think in an online course this hopefully would not be the case.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
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This has been something I have had to do deliberately because it is too easy for me to keep the same sort of activities happening all the time. I took another OLLIE course that taught me various ways of doing this. It was helpful because I was having difficulty visualizing what I could do on my own.
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I have had this experience as an online student and have included it as an online instructor. In both cases, people who collaborated worked face to face, even though there was an online option. I think as a student you really have to push for inclusion in the collaboration. It is somehow less satisfying than being physically present.
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (
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This needs to be a standards, but there seems to be a lot to know about how one would follow it. Sometimes I think people, myself included, may not even know they are doing things unethical. I appreciate that we are learning about this throughout the Ollie classes.
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This would seem easy, but I have found it to be tempting to skim over it, doing the bare minimum. It is amazing how much content I want to borrow from other sources, which is fine, but also how much I leave the attribution to the bitter end.
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It could be difficult to use the data from assessments to guide instruction in a current course because often the online course is already established and changes cannot be made. However, data from assessments could be used for future classes.
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As a newcomer to online learning, I believe the directions need to be incredibly explicit because the students don't necessarily "see" what the instructor sees, and the instructor isn't standing in the same room as the learner with the ability to just point at the concept
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Networks with others involved in online education for the purpose of professional growth
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Google+ and Twitter and my go-to places to network with teachers online, so these would be my starting points for looking to meet this standard. The majority of online teachers seem to have some kind of presence on at least one of these networks.
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Moodle_iowa must be tagged to get full credit. You must also search ollie iowa and join the group before the drop down menu will give you any other option but "private".
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The interactive, collaboration and learning community of #5 is important as we move into the online learning arena.
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The interactive, collaboration and learning community of #5 is important as we move into the online learning arena.
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Tamela is able to respond to notes already posted but not able to post original thread. I am logged in and can see everyone's notes. I have changed the dropdown menu to Ollie_Iowa. What am I doing wrong?
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I think it finally worked. I am not sure what I did differently! This brings me to #7...it is so important to experience online learning from the perspective of a student :)
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Just like face to face learning, online teachers need to remember to provide opportunities that enable student self-assessment.
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It is important we select and use technology appropriately with the content and not get caught up in the bells and whistles. I have been to classes where they used Power Point and had every icon flying in with a different sound...annoying.
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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It's also important to be available to help students. They will not be learning any of the important content if they are lost in "online never-never-land".
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Understands the differences between teaching online and teaching face-to-face (
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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Understands the differences between teaching online and teaching face-to-face
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It is important for people to understand how to communicate when teaching online. This is different from face to face teaching. People cannot see facial expressions and cannot hear the tone of the teacher online. Making sure communication is clear, positive and professional is important.
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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Students like to understand how they are going to be graded on a project. Making sure that you show them by using a rubric will help with any questions they may have later on about their score. A rubric can also be like a checklist for students to make sure they have covered all parts of the assignment.
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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This is important because students need to understand that their online course is a classroom setting not a private chat room setting. Being professional and respectful in their posts and comments is important.
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I think it's also important to stress the use of proper sentence structure, proper grammar, etc. Just because it's online doesn't meet texting rules apply.
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It's frustrating to see text abbreviations in an academic class. It's something I stress - the difference between what is appropriate and when it is appropriate.
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to stay current with emerging technologies (SREB B.5)
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By Jan Brosnahan -- Sometimes I thinks it's hard to stay current with all the new technology out there. That's why classes like this are helpful to bring people together with ideas that can help other teachers.
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Insuring that students feel safe and included is of extreme importance when we are all learning in isolation, particularly when you can't rely on visual clues like in face to face education. Also written communication can so easily be misunderstood.
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#7 is extremely important. Technology changes so quickly that you have to be constantly exposing yourself to new learning, and then you have to utilize it.
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Aligns assessment with course objectives
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This just underlines the importance to test how we teach, remembering each students ability level and background knowledge. I think we have a special name for that, oh yeah, differentiation.
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• 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)
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It's so important to know the standards and teach those to our students. We can't expect them to know what they haven't been taught.
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• Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
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I am a firm believer in this benchmark of standard 7. I feel as if I'm falling behind when I'm not taking classes to expand my horizon. Which explains my interest in learning about moodle, etc.
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You will probably be able to tell my age .... but I've been going to school for 50 years! If I don't keep taking classes on technology that can help my students, I feel like I'm not preparing them for their next step.
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• Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
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Formative assessment is so important to adjust instruction to meet learner needs.
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Proposed Online Teaching Standards
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Proposed Online Teaching Standards
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Proposed Online Teaching Standards
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These standards are an alignment of the Iowa Teaching Standards (ITS), the Southern Regional Educational Board's iNACOL standards (SREB), and the standards put forth by the University of Illinois (Virgil Varvel)
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Asked this one the on the course standards as well. Are these standards subject to change with the coming of the Iowa Core.
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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)
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Not only do we need to promote a collaborative and interactive situation in the face-to-face classroom, online collaboration that promote interactive activities while teaching content is very important however challenging for someone just starting to learn how to develop online classes. The tools to form collaborative situations sound great but learning how to take advantage of their full potential takes time. I think to start with I'll find one tool, maybe two, to focus on.
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In today's business world - teamwork is an important skill. You are right when you say we need to promote collaborative skills with out students. The online classes can help students work together while not being in the exact location or time.
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This one hits home with me being a science teacher. We need more scientists. We need students graduating and heading to college and majoring in the sciences. One way to capture attentiion and make science intruiging is through technology. I have found that using things like LoggerPro with Vernier Software and Hardware get students that hands-on experience that facilitate learning when they don't know they're learning.
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I believe in trying new things and I'm not afraid to jump out there along with the students. This year, we tried two new projects in class involving two different software programs. One of which, I had zero experience with and the other, minimal technical practice. One was Google Sketchup and the other was Audacity. With Sketchup, the students were highly skeptical, but became extremely more than proficient. Some got really good. When we went to Audacity, it jsut took a reminder that they can do anything they put their mind to. Students are highly adaptable when it comes to technology.
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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 (SREB A.1, Varvel II.A)
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I developed great respect for teaching standards over the past few years as I was required to learn all about Iowa's Early Learning Standards in my position as an Early Childhood Consultant for Northwest AEA. I observed that teachers who get to know and implement the standards have better outcomes for children. Having the credentials and meeting the standards for whatever you are teaching, on or off-line, brings credibility to what you are doing.
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I'm new to online teaching. What are your thoughts in rigor? Do you find online classes more or less rigorous than traditional class?
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Creates or selects multiple assessment instruments that are appropriate for online learning
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I agree. We need to have various ways to assess online learning. We need to do quick screens to get an indication of where students are at, but we must also do ongoing observations. There is value in both formal and informal types of assessment.
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Utilizes a course evaluation and student feedback data to improve the course
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I think reflective teaching, while very important in a standard classroom, is even more critical for an online class. With ever changing technology, lessons will need to be continually modified
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Demonstrates ethical conduct as defined by state law and local policies or procedures
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If students see instructors violate copyright laws, how can we expect them not to?
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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I work with many learners who insist that they cannot connect online the same way they do in person. It's my goal to win over some of these reluctant learners, but I think I need to provide them with many options for interaction.
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I taught a hybrid course last semester out of scheduling necessity and feedback (about the structure of the course) from students was the most beneficial part of the course for me as an instructor. I underestimated what teaching online required before that experience!
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evaluate learning materials and resources that align with the context and enhance learning
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I know it's been mentioned above but this so closely replicates the Iowa Teaching Standards yet is so different at the same time. Remembering that learning material and resource needs are different for students in an online environment is so important! Again, wraps back to the importance of being an active online learner yourself to understand the needs and demands your students will require.
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This is important because technology is not "one size fits all" and you want the technology to help the learner not distract the learner.
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From my experiences as an online student and an instructor, I have found these two criteria very important. The reasons I have found is that you have to think about how to describe in detail expectations that a variety of individuals may have as an online instructor. When you are face-to-face, you can be more general and as students immediately ask questions or you can read body language, you can adjust immediately. So, you have to use many previous experiences to predict concerns which students may have and be ready to differentiate at any time.
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Helps students with disabilities to understand the lessons snapped a picture of what is required of them for the assignments, or connect the subject lessons in reading and writing parts for all other students in class or online lectures. also works to shorten the time of the study. Asma Ali -
studying of Diigo, help increase the teacher in his style in the study, and may be a means of importance in a variety of teaching methods
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If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
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If you don't give students appropriate and timely feedback, how will they know what to do? This is important in a face-to-face class and probably more important with online classes when you don't see the teacher each day.
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From my experiences as an online student and an instructor, I have found these two criteria very important. The reasons I have found is that you have to think about how to describe in detail expectations that a variety of individuals may have as an online instructor. When you are face-to-face, you can be more general and as students immediately ask questions or you can read body language, you can adjust immediately. So, you have to use many previous experiences to predict concerns which students may have and be ready to differentiate at any time.
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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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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.
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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. -
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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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.
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Flow. You can direct people’s eyes to certain areas of a slide to emphasize important points.
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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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Not less than 24 pt font and not more than two lines (and even that is suspect). Got it!
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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.
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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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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.
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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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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.
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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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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.
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I think this is a quick and easy item for anyone to do to make them a better presenter.
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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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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.
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glance test: People should be able to comprehend each one in about three seconds.
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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!
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However
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approach
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something
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Admit your
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slide has a text problem
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main phrases
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on the
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phrases
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Highlight the key phrases that you will help you rehearse for your presentation
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Speak to that content when you present
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slide
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TypeError
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Slide
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It’s also important to stick to a consistent visual style in your slide deck.
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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.
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the star, of course, is your audience
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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.
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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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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.
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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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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.
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never, ever turn your back
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Always be asking yourself, “How much detail do I need?”
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guilty of including too much data
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appropriate
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limit the bars to 4-8.
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evokes feelings
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is emotiona
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can help persuade and motivate.
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can increase interest and improve learning comprehension
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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!
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retention
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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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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!
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Spend time in th
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Slide Sorter view, you can see how the logical flow of your presentation is progressing.
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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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image is cropped for better balance
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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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Lots of extras actually take away meaning
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they become a distraction
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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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Illustrations should be done in the same style.
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streamline the text and incorporate simple visual element
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moves to the message about quality, and then focuses on one beautiful grape from the “yield”:
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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.
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use contrast to focus attention
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I love silhouettes. White over black or another dark color is my favorite with silhouettes.
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your eye wouldn’t know where to begin, and the quote would have lost its power:
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Yes, just because space is there doesn't mean we must fill it. Spaciousness allows the audience to feel spacious. Period. Breatheability.
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if we’d paired the text with a larger or more detailed image,
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allows viewers to quickly ascertain a slide’s most important elements:
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visual unity look as though the same person created them
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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.
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make your message feel cohesive
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consistent type styles, color, image treatment, and element placement throughout the slide deck
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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.
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there’s beauty and clarity in restraint
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you’ll free people up
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to really hea
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and adopt
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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...
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shiny, seductive elements
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Overwhelm can be remedied by remembering - Just because we CAN doesn't mean we should...
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Pretend as though you are an audience member
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Like in teaching, it's advisable to become the student before you introduce a subject.
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golden rule of PowerPoint presentations — always do what is right for your audience.
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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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try to highlight the main point of each bullet point
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Think of it as an approach to rehearsing your slides
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What key part of each bullet point
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Focus on the
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cover details verbally that are not reflected in your bullet points
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one relevant
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Replace bullet points with images
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trick becomes finding just the right image
81More
dol1: Lesson Planning: The Missing Link in e-Learning Course Design - 7 views
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The point of the template is to force a comparison between the two instructional delivery modes, and to make the differences between them explicit to the ID.
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I work with a lot of individuals/groups who want to take their f2f training to a online/self-paced lesson/training. I have had a difficult time explaining how content needs to look different online. The comparative lesson plan/template looks like a great way to make these differences explicit to the content experts and help them begin to see how they may need to adjust their content to fit the way in which it is being delievered.
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lesson planning does not preclude an iterative approach to e-Learning course design.
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While lesson planning may take some additional time upfront, does it streamline the time and effort it takes to storyboard and at the same time turn out a higher quality product? Thus, reducing the need to go back and "fix" things?
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IDP to storyboards requires intermediate steps. What can we do to help close the “e-Instruction gap”? Lesson planning is the answer.
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How much overlap should one expect to see between the content in the lesson plan and what goes on the storyboard? As I work on the lesson plan, I can see myself starting to write out the content for the actually storyboard and eventually getting lost in all of the content and loosing sight of the lesson plan.
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The comparative lesson plan requires the ID to develop the same lesson for two different delivery methods: instructor-led, face-to-face instruction, and self-paced e-Learning
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While different strategies and techniques are needed for F2F settings and online design, one thing that is the same is the need to plan and develop strong lessons first.
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Creating the same lesson for 2 different delivery methods will be so helpful in seeing the difference between what is needed with face to face and online instruction.
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Doing both will only make the lesson more effective and make it much easier to understand if the end goal/objective is attainable and clear. I really like this comparison model.
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I like this as well. This will definitely help with clear goals and targets for the learners.
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. Modeling • Learners need to see examples of a product or a process • Instructor may model or learner may model • Needs to be visual and verbal
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But why choose? Do both. Remember, lesson planning does not preclude an iterative approach to e-Learning course design.
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How do we model in a way to engage students? When they are watching a "how to" video, they are engaged, but in LA, don't have many of those types of videos...often I am modeling paragraph structure or textual citation which isn't very interesting to many.
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Comparative lesson plans help to ensure that self paced e-Learning includes the “voice of the instructor.”
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I remember learning about the "voice of the instructor" in one of the OLLIE courses. This is important not only in the course content, but also in feedback provided to the students. In all of the OLLIE courses, and also so far in this course, I've learned how important subtle (and perhaps not so subtle) humor is for the online student.
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Since introducing lesson plans as required deliverables in my e-Learning design courses, I have seen tremendous improvements in the work of my students. Even students who have considerable experience developing e-Learning courses say they benefit from doing both comparative and detailed lesson plans. This has led to many “Aha” moments!
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This is one of the reasons I am taking this course! The instructional design of my online courses definitely improved after my taking the OLLIE courses, but there is still something missing in my courses. I am hoping that learning how to design lessons in SoftChalk will be the missing piece in my courses, and that my students will benefit from this addition.
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The graduate students’ learning products are not just mere “page turners,” they are lacking both in interactivity to hold the learner’s interest and to ensure that learning occurs, and in sufficient information to guide the learner through the lesson or course.
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Even though my students typically indicate that they learn a lot from my courses, I don't feel they are very interactive. Learning how to design lessons for the courses may help with this, as well as providing sufficient information to the learners. I provide websites for students to read that are related to the module concept, but a lesson would really help to gel the resources and the objectives together.
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“The Design Document: Your Blueprint for e-Learning Standards and Consistency” in the December 5, 2005 issue of Learning Solutions e-Magazine.
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I wonder if the designs features in this dated article are still relevant to instructional design in 2016.
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It is important to let IDs know that not every section needs to be used for each lesson. IDs can think of “Modeling” as “show me” and “Guided Practice” as “let me try.” “Independent practice” might be used for a case study that ties together practice for multiple objectives.
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I think this is reassuring that we don't have to cover each method for every lesson. How can each section, when applicable, be truly engaging for the online learner?
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I wonder if this goes back to Evan's post about Divergent or Convergent lessons. Depending on your general purpose you might vary which parts of the lesson you would include.
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Lesson plans require clarity; they make ideas explicit.
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The difficulty in lesson planning for e-learners is dealing with the unknown. What if one of the technology aspects of the lesson plan is unsuccessful, or instructions aren't clear?
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For lesson planning, we assume that IDs can write learning or performance objectives. We assume that IDs know how to assess learning in meaningful ways and at the right cognitive level. And we assume that they know the limitations and possibilities of the course media. Detailed lesson plans are particularly useful for this last point. While we ask IDs to be creative in designing instruction, we also ask that they be cognizant of the appropriate use of media for instruction
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Just like when we are using technology in a F2F class, we need to make sure the technology fits the lesson and is not just used for it's wow factor. Again, always thinking about why and how the technology fits will make it much more effective.
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Too often, formal storyboarding does not occur prior to authoring. Instead, IDs use the authoring tools to generate storyboards of their already-developed instruction.
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What happens behind the scenes is often much more important than what we actually see! No matter what format or platform we use, that will probably never change!
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hey are lacking both in interactivity to hold the learner’s interest and to ensure that learning occurs, and in sufficient information to guide the learner through the lesson or course
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How do new online instructors ensure that their lessons have clear instructions, engaging content, and meaningful learning outcomes?
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Lesson planning is also useful for helping facilitators and technical writers transition to instructional design roles.
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Educators transitioning to creators of online content may find great value in using comparative and detailed lesson plans to ensure development of quality course content.
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Though developing a lesson plan for e-Learning is similar in many ways to developing a lesson plan for instructor-led learning, there are also differences.
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I think it is often difficult for instructors moving from face-to-face to online environments to accurately gauge student understanding and reactions to online instructional strategies, which makes lesson planning a challenge.
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To demonstrate the effectiveness of integrating lesson planning into the e-Learning design flow, I will work through an example of the documentation for a project. The result will be one lesson for a self-paced WBT course on using basic features of Microsoft Word. The lesson focuses on using the Word Count feature.
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Recently, I drew upon my background in elementary education and in special education to devise a way to help novice instructional designers (IDs) progress quickly in their e-Learning design competencies
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Lesson plans are merely templates that can guide the development of good e-Instruction, saving much time and effort by minimizing revisions and misunderstandings."
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I am not sure why lessons plans are seen as a negative. Anyone delivering learning whether to students or professional learning for adults should be engaging in purposeful planning. -
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"In this article, I will describe [how to use] lesson planning [to help] IDs transition into e-Learning course designers without slowing down the design process. The term 'lesson plan' may sound 'school marm-ish' and academic, but I ask that you reserve judgment until you finish reading this article. Lesson plans are merely templates that can guide the development of good e-Instruction, saving much time and effort by minimizing revisions and misunderstandings."
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The “e-Instruction” gap
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Editor’s Note: Parts of this article may not format well on smartphones and smaller mobile devices. We recommend viewing on larger screens.
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How would the learner know that?
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I am lucky to work with the professionals I do. They alert me to situations in my online courses that need more direction development and do so in an understanding manner. I am teaching a course for the 11th time and there will be tweaks made again to try and provide the best experience possible.
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Very true Holly- students and participants are very helpful in vetting content. Whenever I get a "I don't understand..." message I always as them to help me make it better for others. They are often happy to be asked.
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Our learners want to jump in and take just the training they want and need to perform a task.
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This is an area I struggle with. Trying to gauge the level of the room to provide enough instruction that everyone can preform the tasks without frustration or boredom.
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Checking for understanding • Has learner acquired knowledge? • Sampling — group response • Signaling — agree, disagree, not sure • Individual response — to instructor — another learner
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Makes me rethink my own practice after seeing all the examples in the lessons we looked at. Many had check for understandings along the way. This is an area that I need to spend more time developing in my lessons.
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The first lesson section — the Anticipatory Set — for the face-to-face lesson has the instructor displaying a Word memo and asking participants to guess how many words the memo contains.
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Love using screencasts for anticipatory sets. Give them a little snip of what you are teaching toward.
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n the second lesson section — Objectives
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I need to do a better job at writing clear objectives for the students so that they know what is expected of them in the lesson or module. This can more easily guide the teaching and learning.
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Gain attention Inform learner of objectives Stimulate recall of prior learning Present stimulus materials Provide learner guidance Elicit performance Provide feedback Assess performance Enhance retention and transfer
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http://www.e-learningguru.com/articles/art3_3.htm
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instructional designers start the storyboarding process. Designers
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I have tried for what feels like forever to have students storyboard their work. They do not like it and some have even done the work then created the storyboard for grade. When I talk about storyboarding or graphically organizing work for adults they often don't want to spend the time doing it. I would be interested how others are getting students and adults to storyboard.
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I have a hard time storyboarding, Denise! I think it has to do with how different people process information and plan! I like to think of myself as a backwards designer and start very big picture.
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You might even address compliance with Section 508 of The Americans with Disabilities Act in the lesson plan template
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Great idea! This is very helpful online and something we forget about but fairly easy to do.
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Detailed lesson plans help to ensure that there is adequate instruction — practice and feedback — for each learning objective
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The comparative lesson plan requires the ID to develop the same lesson for two different delivery methods: instructor-led, face-to-face instruction, and self-paced e-Learning
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I think this is an interesting concept - if people struggle moving from F2F instruction this seems like a good scaffold help IDs bridge the gap between F2F and eLearning. I occasionally offer the ISU class I teach as an online module and really struggle the weeks we are online - thinking through what it would like look F2F always helps me (even if I don't formally lesson plan them out).
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section of a comparative lesson plan
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This is a big a-ha for me! I think this is an interesting concept - if people struggle moving from F2F instruction this seems like a good scaffold help IDs bridge the gap between F2F and eLearning. I occasionally offer the ISU class I teach as an online module and really struggle the weeks we are online - thinking through what it would like look F2F always helps me (even if I don't formally lesson plan them out).
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Guided practice
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As a district, we have spent a lot of time exploring two Fisher and Frey frameworks - Productive Group Work and Gradual Release of Responsibility. I'm wondering how these frameworks would fit into an eLearning structure.
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not all nine events were required for every lesson
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asks IDs to consider activities, assessment, and materials/inputs for each learning or performance objective
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I like that from the beginning, IDs are linking objectives and tasks together in this version
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