Below are slides from a presentation that has to do with what it means to be a visible learner. On the left, you will see 2 of the original slides. On the right, you will see the newly re-designed slides.
Embedded Files
Below are slides from a presentation I use in my classroom to explain different features of the GA regions. On the left, you will see 2 original slides (Blue Ridge and Piedmont). On the right, you will see the newly re-designed slides.
Reflection
The first presentation that I chose had very basic multimedia principles. Both Mayer's Multimedia Principles and Dual Coding theory were considered as I redesigned this presentation. The first slide states, "I can do hard things!" Although this is was the major point to share with the viewers, the viewer's eye was not drawn to the text. The background was basic and the text color and font type was not bold enough. In the redesigned version, I added the dual coding theory to add a symbol that represents strength. This helps the viewer connect meaning to the phrase by appealing to the visual learning process. I also used Mayer's Spatial Contiguity Principle by keeping the text and associated image physically close together.
The second slide initially described (in detail) how the phrase, "I can do hard things" is used in the classroom. The focal phrase up top was in orange, which was not easy to read. Then, there was a lot of text, with no images or bold text to signal the viewer's eye to the important points. As I re-designed it, I added a clipart of "work in progress" to represent dual coding theory. The viewer can understand the concept of this slide through the meaning of this image. I also changed the background color to black, but used rainbow words for the key words on the page. This strategy represents Mayer's Signaling Principle. It allows the viewer to focus in on these key words. I also implemented Mayer's Coherence Principle. Although I initially thought all of the text was necessary, once I started to read what was written, I realized that there was a lot of text and material on the slide that was not necessary, especially when I would present the information verbally.
The second presentation contained slides on GA regions that my team uses each year. This is used when we are describing the different features of each region to the students. In the first slide, Blue Ridge Mountains, the background was yellow, the text was easy to read, but the photograph was not easily viewed. I changed the background to blue to represent the Blue Ridge Mountains. I already had included the dual coding theory by displaying a photograph, but I just made it bigger so that students could analyze the photograph and discuss what they see in the photograph. I implemented the Coherence Principle again by not including information that was unnecessary to the understanding of the slide.
The second slide about the Piedmont region was initially yellow as well, with a small photograph and complete sentences. I added another photograph and enlarged the photographs to appeal to the visual learners. I changed the background to a green color to represent the hills of the Piedmont. I implemented the Modality Principle by including more images than text. Lastly, I implemented the Multimedia Principle by adding the second photograph. I feel as though within this standard, it is very important that students discuss the features of each region. They need various opportunities to do so. In order to give them these opportunities, I gave them two different photos to analyze and discuss with one another instead of just reading text.
Page updated
Report abuse