1	Materials Design: Effective Presentation Skills Deborah Healey English Language Institute Oregon State University deborah.healey@oregonstate.edu http://oregonstate.edu/~healeyd/
2	Objectives Raise awareness about teaching and learning Provide information about approaches to take Encourage action
3	Why bother?
4	Agenda Starting points Learning theories Constructivist design Break Gagne’s steps of instruction PowerPoint Practical application Q&A
5	Red/orange = I agree Blue/green = I disagree The teacher’s main role is to provide information The student’s role is to listen and learn Students should be encouraged to ask questions Students should expect to get answers mostly from the teacher
6	Red/orange = I agree Blue/green = I disagree There is information that students need to memorize Students need to be able to find information on their own Knowledge and information are the same thing
7	Discussion
8	Starting points Who? Why? What? When? How?
9	Who? Who are the learners? How old are they? What are their learning styles? What do they already know? What are their goals for learning?
10	Why? Why is this information important? Why should learners think it’s important?
11	What? What are the concepts to convey? What do learners need to know in order to understand the concepts?
12	When? When are the learners ready for this concept? What scaffolding is needed? Is there an appropriate sequence?
13	How? How can I link this information to what my students already know? How can I set a problem that learners will want to solve? How will I know that they understand the concepts?
14	Red/orange = I agree Blue/green = I disagree Teachers should always appear to know more than students People don’t respect a teacher who doesn’t know the answer to a question People prefer to be passive learners Most people like to learn from lectures
15	Discussion
16	Traditional view of learning “Empty vessel” pedagogy The teacher fills the head of the learner with information, much like pouring water into an empty vessel
17	“Sage on the stage” Students receive information, process, and repeat it There is a goal, and the teacher knows what it is
18	Student role Students gratefully absorb all the information they're given, asking for more
19	Constructivism Learning is Internal, not external Multiple dimensions, not just one Participatory, not passive Part of life and living Testing is Part of the task Ongoing p
20	Schema Learners start with their own background knowledge. Learners build or revise a framework that fits or incorporates the new information.
21	Designing instruction Constructivist view Large project: design team Goal/Task analyses Multiple channels Learning environment Assessment
22	Design team Subject matter expert Needs analysis, content, critique Designer Needs analysis, implementation Teacher and student Design, implementation, evaluation
23	Goal/task analyses Objectives as heuristics Learning experiences as central to instruction Problem-solving Constructing meaning Non-traditional assessment Multiple stages of expertise
24	Multiple channels Multiple sources of information Multiple ways to solve problems Multiple levels of learning Multiple types of assessment Multiple people in control
25	Learning environments Give students responsibility Let them manage their learning Let them work together to learn Make learning meaningful Real situations Encourage active learning Higher level thinking, problem-solving Reflection and sharing
26	Assessment Continuous - student and teacher Reflection Traditional and non-traditional Dynamic Student-centered Multi-faceted Not easy
27	Reflect 5-minute writing What concepts are useful? What do you question or disagree with? What do you want to know more about?
28	Break What’s to come… Survey Gagné’s steps in design PowerPoint tips Application Q&A
29	Red/orange = I agree Blue/green = I disagree Multimedia is always a good idea A good lesson can be repeated again and again for several years Adults have different preferences in how they learn Most people know how they learn best
30	Gagné’s steps in design Overview (Bostock 1996) Analyze learning requirements Learning outcomes Learning hierarchy (if any) Internal processes External conditions
31	Select media Learning context Learner characteristics - intelligences and learning styles Select media, looking for multiple channels Different tools, different strengths
32	Design instruction Motivate Consider 9 instructional events Trial runs and formative evaluation Summative evaluation From Bostock, S. (1996). Instructional design - Robert Gagne, the conditions of learning. Online document at www.keele.ac.uk/depts/cs/Stephen_Bostock/docs/atid.htm
33	Nine steps of instruction - Robert Gagné 1) Gain attention 2) Describe the goal 3) Stimulate recall of prior knowledge; build framework
34	Nine steps, continued Presentation 4) Present the material 5) Provide guidance for learning 6) Elicit performance
35	Nine steps, continued Assessment 7) Provide informative feedback (formative assessment) 8) Summative assessment 9) Enhance transfer and retention
36	Constructivist version Initial steps 1) Gain attention consider learner needs 2) Describe the goal learners help set the goal 3) Stimulate recall of prior knowledge; build framework in collaborative groups >
37	Constructivist version, cont. Presentation 4) Present the material pose the problem suggest resources 5) Provide guidance for learning create a learning environment 6) Elicit performance have learners create something
38	Constructivist version, cont. Assessment 7) Provide informative feedback (formative assessment) learner reflection; peer comments 8) Summative assessment product and process; often alternative 9) Enhance transfer and retention encourage reflection and discussion
39	PowerPoint Easy to use Easy to create good-looking presentations Supplement to a presentation Assumes the teacher isn’t just reading
40	PowerPoint features Doesn’t need to be linear Internal links Constructivism External links PowerPoint show Web page Document Jumps
41	More features Entrance Emphasis Animation
42	Media effects Graphics Sound Insert Record your own Movies
43	Try it... Think of a course or lesson What are the learning objectives? Who is setting them and why? What problem(s) can be posed? How should the learning space be designed? What material is needed? Multiple channels? --Discuss--
44	More... How will learners be supported? Group work, individual interaction Resources available Formative evaluation By learners, peers, teacher Summative evaluation What are some alternative assessments?
45	Quick Assessment Red/orange = Constructivist Blue/green = Traditional Learning spaces Auditorium Room with tables and movable chairs Teacher moving around the room while students work in groups Teacher at the front behind the desk
46	Quick Assessment Red/orange = Constructivist Blue/green = Traditional Student activities Hands-on experiments A discussion without a “right answer” Students reading and taking notes Debate Student-created newsletter or other product
47	Final reminder... Content first Media and effects only as needed
48	Reflection What did you find useful? What do you have more questions about?
49	Q&A