In the vast majority of educational institutions, live lectures remain the cornerstone of the student experience. While the use of practical elements and the lecturer’s own narration are essential, the use of presentation software such as PowerPoint or Keynote is typically utilized as a means of illustrating key points, providing additional information or showing examples which correlate the the information that the lecturer is providing.
Yet there is little in terms of guidance for educators on how to develop high-quality presentations. Research by Mayer (2001) has indicated that a lack of imagery and an over-reliance on bullet-point text in presentation is less effective than the use of imagery and text together. This recommendation is based largely on the proposition that multimedia presentations (i.e. presentations that contain words and graphics) encourage learners to engage in active learning by mentally making connections between the pictorial and verbal representations and offer learners a chance to construct and integrate verbal & visual cognitive representation of what is being presented.
Despite this, there is little advice given as a common practice for lecturers on sourcing appropriate images (RE: copyright, etc.), editing images, utilizing rich media, etc. for presentations to enhance pedagogical effectiveness. This Micro-course will look at technologies which can be utilized for the purposes of enhancing a lecturer’s presentations.
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Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press
Moreno, R., & Mayer, R. E. (2000). A coherence effect in multimedia learning: the case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92, 117–125.
Schraw, G. (1998). Processing and recall differences among seductive details. Journal of Educational Psychology, 90, 3–12
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