Virtual Presentation: Difference between revisions
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==Definitions and background== | ==Definitions and background== | ||
Virtual presentation software (VPS) such as Microsoft PowerPoint, was originally designed in an effort to organize content and structure lessons as a means to avoid “rambling” (Savasci Acikalin, 2011, p. 340). Often used to share information seamlessly from a computer to a larger screen, VPS has begun to transform the ways in which material is presented by moving away from chalkboards, whiteboards, and overhead projectors (Bartsch & Cobern, 2003). VPS has evolved beyond a way to simply showcase pertinent text, now permitting users to integrate audio, video, illustrations, and animated graphics alongside text to enrich the learning experience (Tangen et al., 2010). VPS is also aligned with the constructivist approach to learning, naturally tapping into different learning styles by disseminating a range of material in numerous ways (Siegle & Foster, 2001). | Virtual presentation software (VPS) such as Microsoft PowerPoint, was originally designed in an effort to organize content and structure lessons as a means to avoid “rambling” (Savasci Acikalin, 2011, p. 340). Often used to share information seamlessly from a computer to a larger screen, VPS has begun to transform the ways in which material is presented by moving away from chalkboards, whiteboards, and overhead projectors (Bartsch & Cobern, 2003). VPS has evolved beyond a way to simply showcase pertinent text, now permitting users to integrate audio, video, illustrations, and animated graphics alongside text to enrich the learning experience (Tangen et al., 2010). VPS is also aligned with the constructivist approach to learning, naturally tapping into different learning styles by disseminating a range of material in numerous ways (Siegle & Foster, 2001). | ||
Given its adoption as a staple for presenters across a range of industries, including the education and business sectors, it is likely that students will one day require the skills to effectively deliver a multimedia presentation in their careers (Christie & Collyer, 2006). Examples of VPS used by educators include Microsoft PowerPoint, Apple Keynote, and OpenOffice (Tangen et al., 2010). | Given its adoption as a staple for presenters across a range of industries, including the education and business sectors, it is likely that students will one day require the skills to effectively deliver a multimedia presentation in their careers (Christie & Collyer, 2006). Examples of VPS used by educators include Microsoft PowerPoint, Apple Keynote, and OpenOffice (Tangen et al., 2010). | ||
==Affordances== | ==Affordances== | ||
Revision as of 20:47, 8 October 2014
Virtual presentation
Chelsea Whitehead, Memorial University of Newfoundland
Definitions and background
Virtual presentation software (VPS) such as Microsoft PowerPoint, was originally designed in an effort to organize content and structure lessons as a means to avoid “rambling” (Savasci Acikalin, 2011, p. 340). Often used to share information seamlessly from a computer to a larger screen, VPS has begun to transform the ways in which material is presented by moving away from chalkboards, whiteboards, and overhead projectors (Bartsch & Cobern, 2003). VPS has evolved beyond a way to simply showcase pertinent text, now permitting users to integrate audio, video, illustrations, and animated graphics alongside text to enrich the learning experience (Tangen et al., 2010). VPS is also aligned with the constructivist approach to learning, naturally tapping into different learning styles by disseminating a range of material in numerous ways (Siegle & Foster, 2001).
Given its adoption as a staple for presenters across a range of industries, including the education and business sectors, it is likely that students will one day require the skills to effectively deliver a multimedia presentation in their careers (Christie & Collyer, 2006). Examples of VPS used by educators include Microsoft PowerPoint, Apple Keynote, and OpenOffice (Tangen et al., 2010).
Affordances
Constraints
Links
ICT in the post-primary MFL classroom: Using Presentation Tools
ICT by Teachers: Web 2 Presentation Tools
Presentation tools: Centre for Teaching Excellence
Tips for Effectively Teaching with Your Multimedia Presentation
Classroom Presentation tools: 15 Essential iPad Apps For Teachers
Works Cited
Ali, A. Z. M. (2010). Effects of teacher controlled segmented animated presentation in facilitating learning. Journal of Educational Multimedia and Hypermedia, 19(4), 367-378. Retrieved from http://www.editlib.org/p/34544/
Apperson, J., Laws, E., & Scepansky, J. (2006). The impact of presentation graphics on students’ experiences in the classroom. Computers & Education, 47(1), 116-126. doi:10.1016/j.compedu.2004.09.003
Bartsch, R. & Cobern, K. (2003). Effectiveness of powerpoint presentations in lectures. Computers & Education, 41(1), 77-86. doi:10.1016/S0360-1315(03)00027-7
Broek, G. S. E., Segers, E. & Verhoeven, L. (2014). Effects of text modality in multimedia presentations on written and oral performance. Journal of Computer Assisted Learning, 30(5), 438-449. doi:10.1111/jcal.12058
ChanLin, L. J. (1999). Visual control for dynamic presentation in multimedia learning. Educational Media International, 36(4), 258-262. doi:10.1080/0952398990360403
Christie, B. & Collyer, J. (2005). Audiences judgements of speakers who use multimedia as a presentation aid: A contribution to training and assessment. British Journal of Educational Technology, 36(3), 477-499. doi: 10.1111/j.1467-8535.2005.00470.x
Dringus, L, Snyder, M, & Terrell, S. (2010). Facilitating discourse and enhancing teaching presence: Using mini audio presentations in online forums. The Internet and Higher Education, 13(1), 75-77. doi:10.1016/j.iheduc.2009.11.001.
Kablan, Z., & Erden, M. (2008). Instructional efficiency of integrated and separated text with animated presentations in computer-based science instruction. Computers & Education, 51(2), 660-668. doi:10.1016/j.compedu.2007.07.002
Lai, S. L. (2000). Influence of audio-visual presentations on learning abstract concepts. International Journal of Instructional Media, 27(2), 199-206. Retrieved from http://www.editlib.org/p/88259/
Lai, Y. S, Tsai, H. H., & Yu, P. T. (2011). Screen-capturing system with two-layer display for powerpoint presentation to enhance classroom education. Journal of Educational Technology & Society, 14(3), 69-81. Retrieved from http://eric.ed.gov/?id=EJ963196
Montazemi, A. (2006). The effect of video presentation in a CBT environment. Journal of Educational Technology & Society, 9(4), 123-138. Retrieved from http://www.ifets.info/journals/9_4/11.pdf
Samur, Y. (2012). Redundancy effect on retention of vocabulary words using multimedia presentation. British Journal of Educational Technology, 43(6), 166-170. doi:10.1111/j.1467-8535.2012.01320.x
Savasci Acikalin, F. (2011). Why Turkish pre-service teachers prefer to see powerpoint presentations in their classes. The Turkish Online Journal of Educational Technology, 10(3), 340-347. Retrieved from http://www.tojet.net/articles/v10i3/10339.pdf
Siegle, D. & Foster, T. (2001). Laptop computers and multimedia presentation software: Their affects on student achievement in anatomy and physiology. Journal of Research on Technology in Education, 34(1), 29-37. Retrieved from http://eric.ed.gov/?id=EJ645726
Tangen, J, Constable, M., Durrant, E., Teeter, C., Beston, B., & Kim, J. (2011). The role of interest and images in slideware presentations. Computers & Education, 56(3), 865-872. doi:10.1016/j.compedu.2010.10.028
Wecker, C. (2012). Slide presentations as speech suppressors: When and why learners miss oral information. Computers & Education, 59(2), 260-273. doi:10.1016/j.compedu.2012.01.013
Yang, F. Y, Chang, C. Y, Chien, W. R, Chien, Y. T, & Tseng, Y. H. (2013). Tracking learners’ visual attention during a multimedia presentation in a real classroom. Computers & Education, 62, 208-220. doi:10.1016/j.compedu.2012.10.009