Presentation & Content Delivery - Visually enriched PowerPoint^®

Adams, Catherine. (2006). PowerPoint, habits of mind, and classroom culture. Journal of Curriculum Studies, 38(4), 389-411.

Abe, D. (2008). PowerPoint Unplugged: Presenting the Information and Keeping Your Audience Engaged. International Journal of Childbirth Education, 23(1), 20-21.

Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal on Technology in Teaching and Learning, 5(1), 1-21.

Berk, R. A. (2011a). "Powerpoint® Engagement" Techniques to foster deep learning. The Journal of Faculty Development, 25(2), 45-48.

Berk, R. A. (2011b). Research on PowerPoint®: From basic features to multimedia. International Journal of Technology in Teaching and Learning, 7(1), 24-35.

Berk, R. A. (2012). How to Create “Thriller” PowerPoints in the Classroom! Innovative Higher Education, 37(2), 141-152.

Burmark, L. (2002). Visual Literacy: Learn to see, see to learn. Alexandria, VA: Association for Supervision and Curriculum Development.

Corbeil, G. (2007). Can PowerPoint presentations effectively replace textbooks and blackboards for teaching grammar? Do students find them an effective learning tool? CALICO Journal, 24(3), 631-656.

Craig, R., & Amernic, J. (2006). PowerPoint presentation technology and the dynamics of teaching. Innovative Higher Education, 31(3), 147-160.

Hashemi, M., Azizinezhad, M., & Farokhi, M. (2012). Power Point as an innovative tool for teaching and learning in modern classes. Procedia - Social and Behavioral Sciences, 31, 559-563.

Hill, Andrea, Arford, Tammi, Lubitow, Amy, & Smollin, Leandra M. (2012). “I’m ambivalent about it”: The dilemmas of PowerPoint. Teaching Sociology, 40(3), 242-256.

Kosslyn, S. (2007). Clear and to the point: 8 Psychological principles for compelling PowerPoint presentations. New York: Oxford University Press.

Tufte, E. R. (2006a). Beautiful evidence. Cheshire, Conn.: Graphics Press.

Tufte, E. R. (2006b). The cognitive style of PowerPoint: Pitching out corrupts within. Cheshire, Conn.: Graphics Press.

Zham, D. (2011). A Guide to Slideware (aka PowerPoint Presentations). The Community Planner, 1(3), 40-44.

Presentation Experts

Cliff Atkinson

Atkinson, C. (2009). Beyond Bullet Points Using Microsoft® Office PowerPoint® 2007 to Create Presentations That Inform, Motivate, and Inspire. Sebastopol: Microsoft Press.

Nancy Duarte

Duarte, N. (2008). Slide:ology the art and science of creating great presentations. Sebastopol, CA: O'Reilly Media.

Duarte, N. (2010). Resonate: Present visual stories that transform audiences. Hoboken, N.J.: Wiley.

Garr Reynolds

Reynolds, G. (2010). Presentation Zen design: Simple design principles and techniques to enhance your presentations. Berkeley, CA: New Riders.

Reynolds, G. (2011). The naked presenter: Delivering powerful presentations with, or without, slides. Berkeley, CA: New Riders.

Digital Natives

Prensky, M. (2001). Digital Natives, Digital Immigrants (Part I).

Prensky, M. (2001). Digital Natives, Do They Really Think Differently? (Part II).

Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin.

Prensky, M., & Heppell, S. (2011). Enseñar a nativos digitales: Una propuesta pedagógica para la sociedad del conocimiento. Boadilla del Monte: SM.

Prensky, M. (2012). Brain gain: Technology and the quest for digital wisdom. New York, NY: Palgrave Macmillan.

Prensky, M. (2012). From digital natives to digital wisdom: Hopeful essays for 21st Century learning. Thousand Oaks, CA: Corwin.

Tapscott, D. (1997). Growing up digital: The rise of the net generation. New York: McGraw-Hill.

Tapscott, D. (2009). Grown up digital: How the net generation is changing your world. New York: McGraw-Hill.

Thomas, M. (Ed.). (2009). Handbook of research on Web 2.0 and second language learning. Hershey, PA: Information Science Reference.

Thomas, M. (2011). Deconstructing digital natives: Young people, technology, and the new literacies. New York; London: Routledge.

Thomas, M. (2011). Digital education: Opportunities for social collaboration. New York: Palgrave Macmillan.

Visual and cognitive approaches

Chanlin, L. (1999), “Gender differences and the need for visual control”, International Journal of Instructional Media, 26(3), 329-335.

Clark, R. C., & Mayer, R. E. (2008), E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (2nd ed.), San Francisco, CA: Jossey-Bass/Pfeiffer.

De Jong, T., van Gog, T., Jenks, K., Manlove, S., Van Hell, J., Jolles, J., Boschloo, A. (2009). Explorations in learning and the brain: On the potential of cognitive neuroscience for educational science. New York: Springer.

Dolcos, F., & Cabeza, R. (2002), “Event-related potentials of emotional memory: Encoding pleasant, unpleasant, and neutral pictures”, Cognitive, Affective, & Behavioral Neuroscience, 2, 252–263.

Egan, K. (1997), The Educated Mind: How Cognitive Tools Shape Our Understanding, Chicago: University of Chicago Press.

Ellis, R. (2002), “Grammar Teaching –Practice or Consciousness-Raising?”, en J.C. Richards, y W.A Renandya. Methdology in Language Teaching. An Anthology of Current Practice. (pp.167-174), Cambridge UP: Cambridge.

Ellis, N. (2008), “Implicit and explicit knowledge about language”, en N. H. Hornberger & J. Cenoz (Eds.), Encyclopedia of Language and Education (2nd ed., Vol. 6: 119-132), New York: Springer.

Ellis, R. (2009), “Implicit and explicit learning knowledge and instruction”, en R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit learning, testing and teaching (pp. 3-25), Bristol: Multilingual Matters.

Fuentes Martín, J. M., & Tejada Romero, P. L. (2013), “La creatividad visual: técnicas y aplicaciones”, Creatividad y Sociedad, 20, 1-25. Consultado el 23 de noviembre de 2014 en http://www.creatividadysociedad.com/articulos/20/6.%20La%20creatividad%20visual_tecnicas%20y%20aplicaciones.pdf.

Garhart, C., & Hannafin, M. (1986), “The accuracy of cognitive monitoring during computer-based instruction”, Journal of Computer-Based Instruction, 13(3), 88-93.

Geake, J.G. (2009), The Brain at School. Educational Neuroscience in the Classroom, Berkshire (England): Open University Press/McGraw Hill.

Greenbaum, S (1987). “Reference grammars and pedagogical grammars”, World Englishers 8 (3), 191-197.

Ibarrola, B. (2013). “Aprendizaje emocionante: Neurociencia para el aula”, Boadilla del Monte: Editorial SM.

Hamper, R. (2010). “Task design for a virtual learning environment in a distance language”, en M. Thomas & H. Reinders (Eds.). Task-based Language Learning and Teaching with Technology (131-153). London: Continuum.

Hegarty , M. , Kriz , S. , & Cate , C. ( 2003 ). “The role of mental animations and external animations in understanding mechanical systems”, Cognition and Instruction , 21 , 325 – 360 .

Jensen, E. (2005), Teaching with the brain in mind (2nd ed.), Alexandria, VA: Association for Supervision and Curriculum Development.

Langacker, R. W. (1987). Foundations of Cognitive Grammar, I, Theoretical Prerequisites, Stanford: Stanford University Press.

Langacker, R. W. (2008). “Cognitive grammar as a basis for language instruction”, en P. Robinson & N. C. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (2008 ed.: 66-88), New York: Routledge/Taylor and Francis.

Llopis García, R., Real Espinosa, J. M., & Ruiz Campillo, J. P. (2012). Qué gramática enseñar, qué gramática aprender, Madrid: Edinumen.

López García, Á. (2004). Gramática cognitiva para profesores de español L2, Madrid: Arco/Libros.

Lowe, R. K. (1999). “Extracting information from an animation during complex visual learning”, European Journal of the Psychology of Education, 14(2), 225-244.

Lowe, R. K. (2004). “Animation and learning: Value for money?”, en R. Atkinson, C. McBeath, D. Jonas-Dwyer, & R. Philips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference, Australia (558-561), Consultado el 16 de diciembre de 2014 en http://www.ascilite.org.au/conferences/perth04/procs/lowe-r.html.

Mayer , R.E. , Hegarty , M. , Mayer , S. , & Campbell , J. (2005). “When static media promote active learning: Annotated illustrations versus narrated animations in multimedia instruction”, Journal of Experimental Psychology:Applied , 11 , 256 – 265.

Mayer, R. E., Heiser, J., & Lonn, S. (2001). “Cognitive constraints on multimedia learning: When presenting more material results in less understanding”, Journal of Educational Psychology, 93(1), 187-198.

Mayer, R. E. (2011). “Instruction based on visualizations”, en R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction ( 427-445). New York: Routledge.

Mora, Francisco. (2013). Neuroeducación: Sólo se puede aprender aquello que se ama, Madrid: Alianza Editorial.

Paivio, A. (1986). “Manipulation and use of representational information”, en A. Paivio (Ed.), Mental representations: A dual coding approach (177-212), New York: Oxford University Press.

Palacio Alegre, B. (2016). "Gramática cognitiva-operativa: limitaciones de una instrucción única. El caso de imperfecto / indefinido en el aula ELE." Marco Ele, 22 . Consulta: julio de 2017. Disponible en: http://marcoele.com/descargas/22/palacio-imperfecto_indefinido.pdf

Ranpura, A. (2013, March 12). “How We Remember, and Why We Forget” - Brain Connection [Web log post], Consultado el 16 de diciembre de 2014 en http://brainconnection.brainhq.com/2013/03/12/how-we-remember-and-why-we-forget/.

Romo Simón, F. (2014), “La gramática visual del español”, MarcoEle. Revista de didáctica: español como lengua extranjera, 19, 1-19. Consultado el 25 de noviembre de 2014 en http://marcoele.com/la-gramatica-visual/.

Ruiz Campillo, J.P. (2014). “La lógica del espacio. Un mapa operativo del sistema verbal en español”. Journal of Spanish Language Teaching, 1, 1, 62–85.

-----(2016). "Diálogo con José Plácido Domingo: Cómo enseñar gramática." Instituto Cervantes (Bremen): https://www.youtube.com/watch?v=VLe2h9fIm5g&list=PLf2mELj4Vd9m8BpFeoO3kyGgEenPtpEeY&index=50

--- (2016) ."Tercera gramática". https://www.youtube.com/user/subsubordinator. (Vídeos de Campillo).

-----(2000). “‘Tomaban’ o ‘tomaron’ Una visión operativa y cognitiva del problema”, Instituto Cervantes. Centro Virtual Cervantes [en línea]. Consultado en julio 2017. Disponible en: http://cvc.cervantes.es/foros/leer_asunto1.asp?vCodigo=5652#19299

----- (2005). “Instrucción indefinida, aprendizaje imperfecto. Para una gestión operativa del contraste imperfecto / indefinido en clase”, Mosaico [en línea], 15: 9-17. Consulta: julio de 2017. Disponible en: https://sede.educacion.gob.es/publiventa/detalle.action?cod=13149

----- (2017). “El verbo como espacio. Seis nuevos temas de gramática del español”. Revista Nebrija de lingüística aplicada a la enseñanza de las lenguas 22. Consultado en julio de 2017. Disponible en: http://www.nebrija.com/revista-linguistica/el-verbo-como-espacio

-----(2014). “La lógica del espacio. Un mapa operativo del sistema verbal en español”. Journal of Spanish Language Teaching, 1, 1: 62–85.

Santana, C. (2009). “Manual de apoyo visual en la enseñanza de lenguas extranjeras”, MEDISAN, 13(5), 1-4. Consultado el 8 de diciembre de 2014 en http://scielo.sld.cu/pdf/san/v13n5/san08509.pdf.

Sweller, J. (2002). “Visualization and instructional design”, en Proceedings of the International Workshop on Dynamic Visualization and Learning (1501–1510), Germany. Consultado el 18 de noviembre de 2014 en http://www.iwm-kmrc.de/workshops/visualization/sweller.pdf.

Taylor, J. R. (2008). “Some pedagogical implications of cognitive linguistics”, en R. Dirven, S. Knop, & T. Rycker (Eds.), Cognitive approaches to pedagogical grammar: A volume in honour of René Dirven (pp. 37-65), Berlin: Mouton de Gruyter.

Tversky , B. , Morrison, J. B. , & Betrancourt, M. ( 2002). “Animation: Can it facilitate?”, International Journal of Human-Computer Studies , 57, 247– 262.

van Oostendorp, H., Beijersbergen, M. J., & Solaimani, S. (2008), “Conditions for learning from animations”, Proceedings of the 8th International Conference on Learning Science, The Netherlands (pp. 438-445), Consultado el 18 de diciembre de 2014 en http://dl.acm.org/citation.cfm?id=1599871.1599926.

Weir, G. R. S, & Heeps, S. (2003, August). Getting the message across: Ten principles for web animation. Ponencia presentada en la 7a. IASTED International Conference on Internet and Multimedia and Applications. Consultado el 18 de noviembre de 2014 en http://strathprints.strath.ac.uk/2513/1/strathprints002513.pdf.

About Gamification

Alejaldre Biel, L; García Jímenez, A. (2016) "Gamificar: el uso de los elementos del juego en la enseñanza de español". Actas del L Congreso Internacional de la AEPE. Disponible en: http://cvc.cervantes.es/ensenanza/biblioteca_ele/aepe/pdf/congreso_50/congreso_50_09.pdf

Arnold, B. J. (2014). "Gamification in Education". San Diego: American Society of Business and Behavioral Sciences. ASBBS Proceedings; San Diego 21.1: 32-39. Disponible en: http://search.proquest.com/openview/f53ff900f264be441cc37d5b13c2b686/1?pq-origsite=gscholar&cbl=2030636

Cimas Fernández, A. (24 Mayo 2016). "¿Apps y gamificación? ¡Sí gracias!". SM Conectados. Disponible en: http://blog.smconectados.com/2016/05/24/apps-y-gamificacion-si-gracias/

Huang, W, and Soman, D.. A. (2013) Practitioner’s Guide To Gamification Of Education. Toronto: University of Toronto. Disponible en: https://pdfs.semanticscholar.org/c1df/e1970305f257b08a9f2b9844b346452eb869.pdf

Un vídeo que acompaña esta guía puede verse aquí:

https://www.youtube.com/watch?v=kCuz6D8MpBw

Practical Approaches

Alonso Raya, R.; Castañeda Castro, A and Lozano López, G. et al. Guía de referencia para la presentación y práctica de la gramática de español/ LE. Universidad de Granada. Disponible en: http://gramaticacognitivaele.es/paginas/inicio.htm

About Subjunctive:

Ruiz Campillo, J.P. (junio 2014). "El subjuntivo es lógico. Una actividad de concienciación." Redele 1. Disponible en: http://www.mecd.gob.es/dctm/redele/Material-RedEle/Revista/2004_01/2004_redELE_1_11Placido.pdf?documentId=0901e72b80e06888

Ruiz Campillo, J.P. (2007). "El concepto de no-declaración como valor del subjuntivo. Protocolo de instrucción operativa de la selección modal en español". Actas del programa de formación para profesorado de ELE 2005-2006 del Instituto Cervantes de Múnich. (284-327). Disponible en: http://cvc.cervantes.es/ensenanza/biblioteca_ele/publicaciones_centros/PDF/munich_2005-2006/04_ruiz.pdf

Ruiz Campillo, J.P. (2007). "El subjuntivo es lógico". Marco ELE. Material interactivo en formato SCORM: http://marcoele.com/el-subjuntivo-es-logico/

Ruiz Campillo, J.P. (2012). "The Subjunctive in a Single Concept: Teaching an Operational Approach to Mood Selection in Spanish". En G. Ruiz Farjardo (ed.). Methodological Developments in Teaching Spanish as a Second and Foreign Language. Cambridge Scholars, UK, 273-330. Disponible en: https://www.academia.edu/5843023/The_Subjunctive_in_a_Single_Concept_Teaching_an_Operational_Approach_to_Mood_Selection_in_Spanish

Salas Díaz, Miguel (2011). "Un acercamiento cognitivo al problema del subjuntivo". Actas del Congreso de AEPE 46. 173-183. Disponible en http://cvc.cervantes.es/ensenanza/biblioteca_ele/aepe/pdf/congreso_46/congreso_46_19.pdf