Unit 1 Team One Wiki

Efficacy of the PresentationsShift Happens and Copyright

byJessica Benrud, Brenda Corbin, Dorene Hartford, and Willia Jordan

OverviewEvaluation is essential for designing learning objects, including identifying learners/their needs, conceptualizing a design, developing prototypes, implementing and delivering instruction, and improving the evaluation itself (Kay & Knaack, 2007). This presentation will evaluate the learning objects’ Objective Effective/ineffective presentation Usefulness as a training tool

Shift Happens: Ineffective

Objective No performance standards exist No performance criteria exist No performance conditions exist

No training component to this slideshow Informational presentation with no

training intent Human race will never be smart enough—

what are we supposed to do about that?

Shift Happens: Ineffective

Format Most glaring error: the presentation was

too long (67 slides) An overwhelming amount of statistics Inconsistent format Excessive white space

Introduction did not provide need, timing, range, nor objective

Shift Happens: Effective

Pictures and graphics Attracted viewers to visuals Increased recall versus text alone

(Stimson, 2002) Images complemented text

Diverse examples Promote an understanding of history

that mandates change in education sources

Explain educational trends

Shift Happens: Effective

“Did You Know?” slides Prompted the viewer to continue clicking

through to the next slide Peaked interest

The presentation was worded simply Easy to understand by many

audiences

Copyright: Ineffective

Objective No performance standards exist No performance criteria exist No performance conditions exist

Intent was to understand how copyright laws apply to online learning The presentation does not effectively deliver

a measurable objective The introduction does not efficiently organize

content

Copyright: Ineffective

Most glaring errors: “Shadow” effect was difficult to read Background color selected was not appropriate

for the text Introduction did not provide interest, timing,

range, nor objective Slides contained far too much text Graphics didn’t correlate with text Audience became disinterested Printed information was excessive for one

slideshow

Copyright: Effective

There was a training element, but execution could be improved Text within the presentation taught us

something Slides were informative Slides could be a standalone document

Copyright: Effective

The author was well-informed The objective of the presentation

was clear A summary slide was included that

outlined what the viewer was intended to learn

It was clear for whom the presentation was created

Summary

The purpose of a PowerPoint or any other presentation is to engage learners, aid their understanding of the topic, and enhance their ability to process, store, and retrieve the information in order to act on it at a later stage (Pugsley, 2007).

While both presentations contained effective components, neither effectively provided a training objective or training content.

References

Kay, R., & Knaack, L. (2007). Evaluating the learning in learning objects. Open Learning, 22(1), 5-28. Retrieved from http://eds.b.ebscohost.com.lib.kaplan.edu/eds/detail? sid=3bc13712-0e01-4a34-b72c-a9d8db33af1a@sessionmgr115&vid=10&hid=116&bdata=JnNpdGU9ZWRzLWxpdmU=

References Continued

Pugsley, L. (2010). Design an effective powerpoint presentation. Education for Primary Care, 21(1), 51-53. Retrieved from http://eds.b.ebscohost.com.lib.kaplan.edu/eds/detail? sid=1ef5a7a4-f9b6-4a24-9f01- 649f1922e42b@sessionmgr110&vid= 8&hid=116&bdata=JnNpdGU9ZWRzLWxpdmU=

References Continued

Stimson, S. (2002). How to write and prepare training materials (2nded.). London, England: Kogan Page Ltd.