Your examples
Your guidelines
Proximity
Alignment
Repetition
Contrast
Four basic principles
Your task…
Write a pupil workbook to accompany the game. (10%)
This should include follow-up learning activities for pupils based on the game. It would typically include screenshots of the game, or re-use characters and settings, and make clear links between the game, the story on which it is based and the learning objectives covered (c 400 words).
This also should be completed in draft by 25th March.
For now… make a start on the front cover.
http://studentzone.roehampton.ac.uk/softwaresupport/classes/index.html
Fully justified /centred / left justified text - which is easiest to read?
Line length – does it affect readability?
Does line-spacing matter?
Fonts Readability tests?
Readability issues
Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint. Almost no gains in student learning have been found from using presentation software per se; representing knowledge in slide format often distorts meaning; and the use of presentation technology has resulted in poor pedagogical practices.This workshop aims to acquaint participants with the disquieting nature of current research outcomes into the use of presentation software in higher education; to invite them to reflect on their own practice; and to consider some ideas for ‘good practice’ in the use of presentation technology.
Universities have made significant investments in presentation technology
and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However,
despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software
are more effective than those taught using more traditional audio-visual technology. Indeed, the research
literature identifies several disquieting concerns about the use of PowerPoint.
Almost no gains in student learning have been found from using presentation
software per se; representing knowledge in slide format often distorts meaning; and the use of presentation technology
has resulted in poor pedagogical practices.
This workshop aims to acquaint participants with the disquieting nature of current research outcomes into the use of
presentation software in higher education; to invite them to reflect on
their own practice; and to consider some ideas for ‘good practice’ in the use of
presentation technology.
Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint. Almost no gains in student learning have been found from using presentation software per se; representing knowledge in slide format often distorts meaning; and the use of presentation technology has resulted in poor pedagogical practices.This workshop aims to acquaint participants with the disquieting nature of current research outcomes into the use of presentation software in higher education; to invite them to reflect on their own practice; and to consider some ideas for ‘good practice’ in the use of presentation technology.
Left justified Centred Fully justified
Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint.
Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint.
Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint.
Which is most comfortable to read?
Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint.
Which is most comfortable to read?
Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint.
Universities have made significant
investments in presentation
technology and more tutors than ever
are using PowerPoint in the
preparation and delivery of their
lectures. However, despite this
investment there is little evidence to
confirm that lectures taught using
slide-based presentation software are
more effective than those taught using
more traditional audio-visual
technology. Indeed, the research
literature identifies several disquieting
concerns about the use of
PowerPoint.
Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint.
Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint. Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint.
Universities have made significant investments in presentation technology and more tutors than ever are using PowerPoint in the preparation and delivery of their lectures. However, despite this investment there is little evidence to confirm that lectures taught using slide-based presentation software are more effective than those taught using more traditional audio-visual technology. Indeed, the research literature identifies several disquieting concerns about the use of PowerPoint.
Which would work where?
FKRA = (0.39 x ASL) + (11.8 x ASW) - 10.59