Six Principles of Learning in a PowerPoint

Learning happens more efficiently when information is presented clearly and concisely, as illustrated by the Hint Cards video clip.

Teachers can utilize PPT to present ideas through pictures, oration, and text – following the cognitive theory of multimedia learning with dual coding theory (Mayer 2001; Mayer and Moreno 2002). Review these principles before engaging in any recommended activities for each one.

1. Visualization

Visualization is a core learning principle and skill. It helps students create vivid mental pictures of the world around them and can assist with reading, studying, and other tasks such as the ones described here. Many adults practice visualization without even realizing it! This PowerPoint introduces this topic through examples, discussion, and guided practice sessions.

PPTs (PowerPoint Presentations) are used in business meetings for training and educational purposes. Created using Microsoft PowerPoint software, these presentations may contain drawings, charts, and other graphics to communicate information to attendees clearly. Students often utilize PPT presentations in high school and college projects.

Creating an engaging PowerPoint Presentation requires creativity to keep audiences entertained and attentive. One effective method for doing so is through visual effects like animations and transitions; using color combinations, fonts, and shapes will also add aesthetic value.

Keep in mind that your slides should tell a narrative and remain cohesive throughout, with similar colors and styles from drop to fall. A great way to ensure this happens is by using templates with consistent techniques across them all.

Add visual flair to your PowerPoint by employing graphs and data visualization techniques, like diagrams. These tools can help convey information in an easily understandable fashion to an unfamiliar audience – especially if that audience lacks prior knowledge on the topic at hand. Utilizing graphs will allow them to fully comprehend all the data being presented by giving your presentation.

2. Modality

Modality in learning refers to the variety of ways that language conveys relationships between truth and reality, such as through auxiliaries such as “can,” “may,” or “might”; modal adverbs like “possibly,” or “necessarily”; and mood which philosophers and linguists have long examined for its connection to metaphysical notions of necessity and possibility.

Modality stresses the need for learners to be ready to learn in order for subject matter and learning experiences to be practical. Adult learners typically enter learning situations with expertise, often carrying mental habits, biases, and assumptions with them that make engaging in different approaches challenging.

Modality should always be considered when creating learning initiatives tailored to specific audiences. For instance, learners who prefer video content might become disengaged with text-heavy interactive courses or knowledge-based articles. To meet their preferences more effectively, instructional designers could choose to start the initiative off with an intro video that helps familiarize users with navigation elements and support features before gradually unveiling content in more than one video format.

Instructional designers can better comprehend modality by analogy with food. When dining at an upscale restaurant, the chef often creates dishes with balanced flavors and textures to satisfy individual culinary preferences. Likewise, instructional designers craft learning initiatives tailored specifically to diverse learners’ needs – for instance, starting with short introductory videos and interactive lectures covering critical issues before moving on to knowledge base articles for additional reading or practice.

3. Multimedia

Multimedia technology combines text, graphics, audio, and video in a single format to present information attractively and interactively while making it accessible for people with disabilities. Furthermore, multimedia can help learners retain more information as it engages multiple channels of sensory perception (sound, vision, and motion), leading them to grasp complex concepts better.

Audio is at the core of multimedia, including both speech and music. Audio provides a useful teaching tool, as it can be paused and rewound for learners who require a review of information. Digital recordings are stored on computers, while analog sounds come directly from original signals.

Video is a vital element of multimedia, offering viewers realistic experiences through both real-life footage and animation. Video can provide students with a more realistic understanding of how the real world operates; similarly, it can help businesses convey information more efficiently to customers. For instance, a company website might feature photos and videos showcasing its product with the features listed.

Multimedia can be seen in the arts through the works of artists who combine techniques from various art forms into original pieces, like Leda Luyken’s ModulArt, which integrates musical composition and film elements into painting. Virtual reality provides users with an engaging sensory experience.

4. Temporal Contiguity

The temporal contiguity principle asserts that learning events tend to be automatically organized chronologically, with information associated with one event leading to another. Although this seems intuitive and is highlighted by many learning strategies, its application, in reality, remains less specific; its foundation lies in memory retrieval being enhanced when presented at close intervals in time.

There is ample evidence against this statement. First, some research shows that learning events may not necessarily correlate to performance on tests. Second, this approach does not seem capable of organizing information into coherent wholes – in fact, some recognition memory studies have found no automatic effects from temporal contiguity at all!

Realistic learning perspectives should consider learning as an ongoing process of construction rather than reception, meaning students come to learning situations equipped with prior knowledge that influences what they construct in future learning situations. Furthermore, they recognize that our ability to connect knowledge depends both on our existing memory and on our mental faculties to form connections.

According to this view of learning, different levels of human intelligence impact strengths and areas of weakness in learning processes and content. These intelligence include Verbal-linguistic, Logical-mathematical, Visual-spatial, Musical, Naturalistic, and Bodily-kinesthetic intelligence. With regard to this theory of education, teachers should provide students with multiple methods for accessing course content and demonstrating knowledge; additionally, they should incorporate multiple assessment practices in classroom settings in order to address all five intelligences.

5. Storyboarding

Storyboards provide an effective way of previsualizing video projects and can range from detailed to basic, depending on your preferences. Storyboards can be created on paper, word processing software, or even with dedicated specialized software (there are even templates online!), but ultimately, their primary function should be containing one picture for every frame in your video with accompanying text, using text notes can help with recording script lines spoken by characters or narration as well as production/post-production notes.

Storyboarding, commonly used by Alfred Hitchcock to craft his movies before shooting them, can also be a beneficial tool in any project involving ads, documentaries, or corporate training videos.

Storyboarding can be an effective way to organize and articulate your thoughts for a project, as it helps ensure everyone involved understands exactly what needs to be captured in video form. A storyboard also ensures that what ends up on camera matches what was originally envisioned.

Poorly created storyboards can lead to miscommunication, confusion, and an uneven final product. Common missteps include failing to communicate the narrative of events clearly enough, neglecting visual composition and framing, or not containing enough information on each scene or shot. To avoid such mistakes, ensure each board has its own name and scene number so matching up shoot scenes with the script will be easy.