PowerPoint

MS PowerPoint is commonly used by many teachers / lecturers / presenters. However the quality of slides used is often extremely poor. This is a checklist I use with student teachers. They are to check each of their slides prior to using / submitting their PowerPoint presentation

This paper aims to briefly introduce and review the current literature discussing PowerPoint ‎presentations. After rendering a brief history of PowerPoint, this review indicates PowerPoint’s ‎limitations and advantages. By reviewing relevant researches, this paper also shows that ‎PowerPoint’s defective use ends in results ranging from the audience’s passive reception and ‎confusion to financial and fatal damages. More importantly, it reviews major existing theoretical ‎frameworks that have been employed, or may help with, investigating PowerPoint presentations ‎ranging from communication, theatre and film studies to cognitive science, rhetoric, and critical ‎discourse analysis. This review, also, reflects some of the recommendations by theorists on how to ‎improve PowerPoint presentations.‎

KOMPETENSI DASAR:
1.7 Mengelompokkan jamur berdasarkan ciri-ciri, cara reproduksi, dan mengaitkan
peranannya dalam kehidupan

INDIKATOR:
1.7.1 Menjelaskan ciri-ciri umum Divisio dalam Kingdom Fungi.
1.7.2 Menjelaskan dasar pengelompokkan Fungi.
1.7.3 Menggambarkan struktur tubuh jamur dari berbagai golongan.
1.7.4 Membedakan berbagai golongan jamur berdasarkan ciri-ciri morfolginya
1.7.5 Menjelaskan cara-cara perkembangbiakan yang ditemukan pada berbagai golongan
jamur.
1.7.6 Membedakan spora vegetatif dan generatif berbagai golongan jamur.

Over the last few years, there has been a significant increase in the number of researchers dealing with the integration of paper and digital information or services. While recent technological developments enable new forms of paper-digital integration and interaction, some of the original research on interactive paper dates back almost twenty years. We give a brief overview of the most relevant past and current interactive paper developments. Then, based on our experience in developing a wide variety of interactive paper solutions over the last decade, as well as the results of other research groups, we outline future directions and challenges for the realisation of innovative interactive paper solutions. Further, we propose the definition of common data formats and interactive paper design patterns to ensure future cross-application and framework interoperability.

There are various of elements and principles of graphic design available on the net. These selected elements and principles that I think are most useful and practical. This content is information that I retrieved from the net.  What I did was only combine and rearrange the content to suit my need. Thus, I would like to thank all  authors who had shared their information. May this piece of PowerPoint would be useful knowledge to you.

The conventional approach in teaching ‘Measurement’ module involves the lecturer trying to explain the construction technology on a drawing, the prescriptive set of rules and showing students the measurement (also called taking-off) process to quantify the work. Little technology, other than the use of PowerPoint to illustrate the drawings, is adopted to teach ‘Measurement’ module. This paper investigates the use of video and interactive PowerPoint as a teaching method to present anatomic information to aid learning and enable students to acquire the skills to measure and define construction works. Questionnaires were used as an instrument for measuring varying degrees of respondents’ opinion of using video and interactive PowerPoint as a tool to support students’ learning. Research findings indicated that the teaching methods have helped the delivery of the module more efficiently, students’ learning experience was enriched and students were able to understand the module better. However, skills required for interpreting construction drawings has to be developed separately. As the quantity surveying programme is one which requires a lot of drawings to illustrate the construction process and to aid students to grasp the subject, the use of video and interactive PowerPoint would be of great benefit and help in supporting students’ learning in their own time.

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PowerPoint es uno de los presentadores multimedia más utilizados para realizar presentaciones en el aula. Debido a ello, en esta investigación se observó el uso didáctico que le otorga el profesor de Lenguaje y Comunicación a este recurso y, por supuesto, el uso correcto e incorrecto de esta herramienta durante los distintos momentos de la clase. Para realizar un estudio más objetivo se pesquisaron di-versos documentos de tipo histórico que permitieron comprender cómo la llegada de la tecnología a Chile provocó diversos cambios en el ámbito educativo. Finalmente, los instrumentos de recolección de datos utilizados (encuestas, observación y entrevista) nos permitieron identificar los aciertos y errores cometidos por los docentes de la disciplina y cómo el recurso PowerPoint ha ido adquiriendo protagonismo por sí mismo.

PowerPoint presentations (PPT) are measures of the technological capacity of the teacher inside the classroom. Students even expect their teachers to be knowledgeable of the design and delivery of the said tool in order to better teach the students. However, there is a dearth of qualitative data to either support or disprove this belief. This study thus aims to describe the experiences of a select group of college students as they describe and discuss the pluses, minuses, and interests (PMI) of PowerPoint use of their teachers inside the classroom. Thirty out of ninety selected college students who have been exposed to and taught in their classes using PPT were the participants in this qualitative inquiry. Initially, the students were made to fill out forms for purposes of profiling their baseline characteristics. The students were divided into small groups and were asked to discuss both the positive and negative details of PPT use inside the classroom on two separate group discussion instances. On the third group discussion, the students were asked to discuss the suggestions that they could offer their teachers about PPT design and delivery. Data gathered were carefully analyzed via a repertory grid, thematized via a dendrogram, and a member-checking procedure during data explicitation. The study revealed a " see saw " model typifying the experiences of the respondents relative to the three variables. The respondents' PowerPoint experience surfaced three themes: Functions, Dysfunctions, and Accretions. Functions were facilitative and generative. Dysfunctions were divided into two faces: technical or human. Accretion challenge were either technical or about its continuity. On the whole, students who experienced being lectured with PPT feel that there are ups and downs in the constant use of the tool inside the classroom.