Transcript Kun Huang, PhDInstructional Designer

Using PowerPoint to
Enhance Teaching &
Learning
Kun Huang, PhD
Instructional Designer
Center for Learning & Development
What is your interest today?
Objectives
• At the end of this workshop, you will be able to
• Explain the limitations of PowerPoint as a presentation
tool.
• Justify the importance of learner-centered PowerPoint
design.
• Design PowerPoint utilizing Gagne’s Nine Events of
Instruction as a framework.
• Identify three ways of using visuals to support student
learning.
• Create PowerPoint that minimizes students’ cognitive
load.
Outline
Outline
PowerPoint is evil?
Source: http://norvig.com/Gettysburg/
Source: http://norvig.com/Gettysburg/
Source: http://norvig.com/Gettysburg/
Limitations of PowerPoint
•
•
•
•
•
Presenter-oriented
Passivity
Linear & hierarchical
Diluting thoughts
Content overload
Teaching/Learning
with PowerPoint
Before you start …
Presentation
Teaching
Lecture
Ask yourself
Online
• My class goals?
• Student learning
challenges?
How students learn?
Attention
Organization
Integration
1. Gaining attention
2. Informing the learner of the objective
Gagnè, R. (1985). The
Conditions of Learning and
the Theory of Instruction,
(4th ed.), New York: Holt,
Rinehart, and Winston.
3. Stimulating recall of prior knowledge
4. Presenting information
5. Providing guidance
9
Events
6. Eliciting performance
7. Providing feedback
8. Assessing performance
9. Enhancing retention & transfer
1. Gaining attention
2. Informing the learner of the objective
3. Stimulating recall of prior knowledge
4. Presenting information
5. Providing guidance
9
Events
6. Eliciting performance
7. Providing feedback
8. Assessing performance
9. Enhancing retention & transfer
Beginning of PowerPoint
• Attention
• Objectives & overview
• Relevancy & interest
Teaching/Learning
with PowerPoint
Outline
Using embedded YouTube video to arouse interest and
establish relevancy
PowerPoint Principles
1. Establish relevancy and interest at the
beginning of the presentation.
2. Inform students of the learning objectives
in measurable terms.
1. Gaining attention
2. Informing the learner of the objective
3. Stimulating recall of prior knowledge
4. Presenting information
5. Providing guidance
9
Events
6. Eliciting performance
7. Providing feedback
8. Assessing performance
9. Enhancing retention & transfer
Main body of PowerPoint
•
•
•
•
•
Review
Present information
Guide learners
Monitor learning
Provide feedback
PowerPoint components & use
PowerPoint
PowerPoint components & use
Text
Bullet
points
Games
PowerPoint
Links
Visuals
Videos
Audios
Text

Avoid long paragraph (important
information only)
The working memory
• Initially designated short-term memory (e.g. Miller, 1956) it is now
more commonly referred to as working memory (e.g. Baddeley &
Hitch, 1974) to reflect the change in emphasis from a holding store
to the cognitive system’s processing engine.
• Working memory can be equated with consciousness in that the
characteristics of our conscious lives are the characteristics of
working memory. The most commonly expressed attributes of
working memory are its extremely limited capacity, discussed by
Miller (1956) and its extremely limited duration, discussed by
Peterson and Peterson (1959). In fact, both of these limitations
apply only to novel information that needs to be processed in a
novel way. Well-learned material, held in long-term memory, suffers
from neither of these limitations when brought into working memory
(Ericsson & Kintsch, 1995).
Sweller, J. (2002). Visualisation and instructional design. Paper presented at the
International Workshop on Dynamic Visualisations and Learning. Knowledge Media
Research Center, Tübingen, Germany.
Text


Avoid long paragraph (important
information only)
Conversational style
Text



Avoid long paragraph (important
information only)
Conversational style
Use color for cues, highlights &
organization
Text




Avoid long paragraph (important
information only)
Conversational style
Use color for cues, highlights &
organization
Limit use of colors
Bullet points
• Use to organize content
Bullet points
• Use to organize content
• Keep it simple
The endless bullets
• Level 1
• Level 2
• Level 3
• Level 4
• Level 5
• Level 6
• …
Bullet points
• Use to organize content
• Keep it simple
• Show students where they are
Bullet points
•
•
•
•
Use to organize content
Keep it simple
Show students where they are
Not everything fits as bullet points
Classes of heart failure
• Stage 1
• No symptom limitation with ordinary physical activity
• Stage 2
• Ordinary physical activity somewhat limited by
dyspnea (e.g., long-distance walking, climbing two
flights of stairs)
• Stage 3
• Exercise limited by dyspnea with moderate workload
(e.g., short-distance walking, climbing one flight of
stairs)
• Stage 4
• Dyspnea at rest or with very little exertion
Classes of heart failure
NYHA
Level of Impairment
Class
I
No symptom limitation with ordinary physical activity
Ordinary physical activity somewhat limited by dyspnea
II
(e.g., long-distance walking, climbing two flights of stairs)
Exercise limited by dyspnea with moderate workload (e.g.,
III
short-distance walking, climbing one flight of stairs)
IV
Dyspnea at rest or with very little exertion
Physical Activity
Classes of heart failure
Normal
Modest
Light
At rest
I
II
III
IV
Visuals
• Use tables, images, diagrams, concept
map, timeline as appropriate
• Concept map tool: https://bubbl.us/
• SmartArt & Shapes
This material was created by JHSPH, Copyright © 2006, Jonathan Samet & Heather Wipfli
Image source: http://www.fda.gov/ForConsumers/ConsumerUpdates/ucm254273.htm
Springfield E. (2007). PowerPoint pedagogy: two usages, two pedagogical styles.
Computers, Informatics, Nursing, 25(1):15-20.
Springfield E. (2007). PowerPoint pedagogy: two usages, two pedagogical styles.
Computers, Informatics, Nursing, 25(1):15-20.
Visuals
• Use tables, images, diagrams, concept
map, timeline as appropriate
• Use relevant images
Visuals
• Use tables, images, diagrams, concept
map, timeline as appropriate
• Use relevant images
• Make your image big enough
Collagen IV increases endothelial
monolayer wound repair, cell
proliferation, and tube formation.
A: 24-well plates were coated with
collagen IV (10–30 μg/ml) or BSA (10–
30 μg/ml) and then PAEC were seeded.
The monolayer wound repair was
assayed after cells became confluent.
B: 96-well culture plates were coated
with collagen IV (30 μg/ml) or BSA (30
μg/ml) and then PAEC in suspension
were seeded on 5 × 103 cells/well. After
24 h, proliferation assay was evaluated
after incubation of cells with 2′deoxyuridine (BrdU; 10 μM).
C and D: collagen IV (30 μg/ml) or BSA
(30 μg/ml) was added to solidified
matrigel in 96-well culture plates and
then PAEC suspension was seeded for
tube formation assay. After 8 h, tube
length was measured. Data shown are
representative images from 5
experiments (amplification, ×100).
D: bar graph depicting the changes in
tube length. Results are expressed as
Wang, H., & Su, Y. (2011). Collagen IV contributes to
means ± SE; n = 5 experiments. *P <
http://scienceblogs.com/pharyngula/2007/12/evolution_of_vertebrate_eyes.php
nitric
oxide-induced angiogenesis of lung endothelial
0.05 vs. BSA group.
cells. Am J Physiol Cell Physiol , 300(5), 979-988.
B | 96-well culture plates were coated with collagen IV
(30 μg/ml) or BSA (30 μg/ml) and then PAEC in
suspension were seeded on 5 × 103 cells/well. After 24
h, proliferation assay was evaluated after incubation of
cells with 2′-deoxyuridine (BrdU; 10 μM).
Wang, H., & Su, Y. (2011). Collagen IV contributes to nitric oxide-induced
angiogenesis of lung endothelial cells. Am J Physiol Cell Physiol , 300(5), 979-988.
Wang, H., & Su, Y. (2011). Collagen IV contributes to nitric oxide-induced angiogenesis
of lung endothelial cells. Am J Physiol Cell Physiol , 300(5), 979-988.
Visuals
• Use tables, images, diagrams, concept
map, timeline as appropriate
• Use relevant images
• Make your image big enough
• Do not use both text & verbal explanation
for visual content
Visuals
• Use tables, images, diagrams, concept
map, timeline as appropriate
• Use relevant images
• Make your image big enough
• Do not use both text & verbal explanation
for visual content
• Technical issues
Audios
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
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Heart, lung, bowel sound
Pronunciation of terms
People’s voice
Narrated PowerPoint
Video/animation
•
•
•
•
Illustrate or reinforce a complex idea
Visualize complex structure or procedure
Videos: 20 sec – 2 min
Sources: YouTube, Google video search,
medical repositories, textbook resources,
MERLOT, MedEd Portal, Pathology
laboratory, Health Education Asset Library,
Merck Source
Links
•
•
•
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To other websites
To animation/video
To another document
To other slide
Games & interactive activities
• iClicker questions
• Student input
What is your interest today?
Games & interactive activities
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iClicker questions
Student input
Case study (University of Central Florida)
Interactive tutorial (Duke University)
Jeopardy games
Rajasekaranm S. K., Senthilkumar, U., & Gowda, V. (2008). A powerpoint game format to
teach prescription writing. Medical Teacher, 30(7). 717-718.
Rajasekaranm S. K., Senthilkumar, U., & Gowda, V. (2008). A powerpoint game format to
teach prescription writing. Medical Teacher, 30(7). 717-718.
PowerPoint components & use
Text
Bullet
points
Games
PowerPoint
Links
Visuals
Videos
Audios
1. Gaining attention
2. Informing the learner of the objective
3. Stimulating recall of prior knowledge
4. Presenting information
5. Providing guidance
9
Events
6. Eliciting performance
7. Providing feedback
8. Assessing performance
9. Enhancing retention & transfer
Outline
Handouts
• Guided-note handouts
• Note taking is a way of learning
Outline
Teaching
• YOU are the focus
• Do NOT read the slides
• Include open-ended brainstorming slides,
annotation; on the fly notes
• Vary teaching modes to encourage
interaction
• Technical
PowerPoint Principles
1. Establish relevancy and interest at the beginning
of the presentation.
2. Inform students of the learning objectives in
measurable terms.
3. Provide an outline of presentation and remind
students where they are throughout the
presentation.
4. Use visual tools to draw students’ attention and
help them to organize information.
5. Avoid cognitive overload by reducing text length
and/or replacing text with verbal explanation.
6. Use iClicker questions and other means to
engage students at appropriate intervals.
Questions?
• Kun Huang, PhD
Instructional Designer
Center for Learning & Development
[email protected]
817-735-2941