Relevant bibliographies by topics / PowerPoint in the classroom

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'PowerPoint in the classroom'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "PowerPoint in the classroom"

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Richardo Bagus Setiadi, Adolf. "What do Students Think about PowerPoint? A Study of Attitudes." Asia Proceedings of Social Sciences 2, no. 4 (December 3, 2018): 11–14. http://dx.doi.org/10.31580/apss.v2i4.240.

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Research Highlights Results of the study indicated that the students showed positive attitudes towards Microsoft PowerPoint’s influence on their learning in English classroom and also their English instructors’ performance in the classroom. Also, no significant difference found between male and female students in terms of their attitude towards both aspects. ___________________________________________________________________________ Research Objectives The aim of this research is to find out the attitudes of Indonesian university students towards Microsoft PowerPoint’s influence on their learning in English classroom and their instructors’ performance in English classroom. The difference between male and female students on that degree will also be observed. Methodology The method used to gather the data used in the research was the survey method. The questionnaire used was a modified version of the questionnaire used in Yilmazel-Sahin’s (2007) research. The participants of the research were students of Universitas Satya Negara Indonesia. After the data was gathered, it was then analysed using descriptive statistics (to find the students’ attitudes) and Mann-Whitney U test (to determine whether statistically significant differences existed between the two groups). This type of test was chosen due to its ability to determine differences between two groups (Nachar, 2008). To avoid the Type I error in the Mann-Whitney U test, Bonferroni correction was applied (Napierala, 2012). Results The results of the data analysis showed that the students showed positive attitudes towards Microsoft PowerPoint’s influence on their learning in English. They moderately agreed that PowerPoint gives positive influence on their learning. The results were consistent with results from previous research (Yilmazel-Sahin, 2007), which showed that students generally had positive attitudes regarding PowerPoint’s influence on their learning. Another result showed was that students showed positive attitudes towards Microsoft PowerPoint’s influence on moderately agreed that PowerPoint helped their English instructors become better prepared and more organised, while they mostly agreed that PowerPoint helped increase the variation in the material delivered by their instructors. The results match the results from Yilmazel-Sahin’s (2007) and Nouri and Shahid’s (2005) research. The results of Mann-Whitney U test showed that there was no significant difference between male and female students in terms of their attitudes towards Microsoft PowerPoint’s influence on both their learning in English classroom and their instructors’ performance in English classroom. This matches the results of research conducted by Kahraman, Çevik and Kodan (2011) which showed no significant difference between male and female participants regarding their attitudes towards PowerPoint usage in classes. Findings Students showed positive attitudes towards Microsoft PowerPoint’s influence on both their learning in the English classroom and their instructors’ performance in English classroom. No significant difference observed between male and female in terms of their attitudes towards both aspects.
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Stefanou, Vassilia, and Maira Kotsovoulou. "Use of PowerPoint in the Classroom." International Journal of Knowledge Society Research 7, no. 4 (October 2016): 38–50. http://dx.doi.org/10.4018/ijksr.2016100104.

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This study uses the participatory research approach to investigate how college instructors feel about the use of PowerPoint presentations when teaching an introductory course of computer information systems. Nine college instructors participated in this research project by exchanging their views through an online discussion forum. The findings revealed that the instructors' preferred teaching method was to combine PowerPoint presentations with other techniques; that there was a shared concern about the changing role of the instructor because of the use of PowerPoint presentations; that the instructors perceived that students' attention and participation is affected by the use of PowerPoint presentations, whereas their performance is not.
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Inoue-Smith, Yukiko. "Using PowerPoint Effectively in Classroom Based Lectures." Journal of the World Universities Forum 8, no. 2 (2015): 9–20. http://dx.doi.org/10.18848/1835-2030/cgp/v08i02/56861.

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Adams, Catherine. "PowerPoint, habits of mind, and classroom culture." Journal of Curriculum Studies 38, no. 4 (August 2006): 389–411. http://dx.doi.org/10.1080/00220270600579141.

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Voss, Diana. "Points of View: PowerPoint in the Classroom." Cell Biology Education 3, no. 3 (September 2004): 155–56. http://dx.doi.org/10.1187/cbe.04-06-0045.

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Keefe, David D., and James D. Willett. "Points of View: PowerPoint in the Classroom." Cell Biology Education 3, no. 3 (September 2004): 156–58. http://dx.doi.org/10.1187/cbe.04-06-0046.

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Lanius, Cynthia. "Points of View: PowerPoint in the Classroom." Cell Biology Education 3, no. 3 (September 2004): 158–60. http://dx.doi.org/10.1187/cbe.04-06-0047.

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McDonald, Kim. "Points of View: PowerPoint in the Classroom." Cell Biology Education 3, no. 3 (September 2004): 160–61. http://dx.doi.org/10.1187/cbe.04-06-0048.

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Amer, Mohammed Elmetwali Mohammed. "Attitudes of Primary School Students in Saudi Arabia Towards Using PowerPoint Program in Classroom." Asian Education Studies 5, no. 2 (September 4, 2020): 1. http://dx.doi.org/10.20849/aes.v5i2.794.

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The present study aimed to explore the attitudes of primary school students in Saudi Arabia towards using PowerPoint program in classroom. A descriptive analytical approach was adopted and a questionnaire was developed. The researcher selected a purposive sample consisting of305 sixth grade male students from five primary schools in Al-Sulail, Saudi Arabia. The questionnaire forms were distributed to all of those students. All of the distributed forms were retrieved and considered valid for analysis. SPSS program was used. It was found that most of the primary school students in Saudi Arabia have excellent skills in using the PowerPoint program. It was found that primary school students in Saudi Arabia have positive attitudes towards using PowerPoint program in classroom. It was found that using PowerPoint enriches students’ knowledge, and increases their concentration, and academic achievement. It was found that using PowerPoint improves students’ understanding of the material, problem solving skills, and information retention.
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Dinan, Susan E. "Technology in the Classroom: Microsoft PowerPoint Slide Shows." Sixteenth Century Journal 31, no. 2 (2000): 453. http://dx.doi.org/10.2307/2671621.

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Dissertations / Theses on the topic "PowerPoint in the classroom"

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Parkinson, James Edward. "The effects of the addition of probeware and Powerpoint® technology on an eighth grade force and motion unit." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (M.S.)--Michigan State University. Interdepartmental Physical Science, 2008.
Title from PDF t.p. (viewed on July 28, 2009) Includes bibliographical references (p.122-123). Also issued in print.
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Gervais, Emily Linda. "Evaluation of a Combination Approach to Pedagogy in a Soil Science Laboratory Classroom and an Environmental Site Assessment Sample." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5507.

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Chapter 1 of this study explores research that has shown that the use of technology in the classroom can be beneficial to student learning. Additionally, a need for Environmental Site Assessment (ESA) instruction in university level core environmental science classrooms has been demonstrated. This study includes an investigation of the potential benefits of using a combination of pedagogies: web-based teaching tools and ESA instruction in a laboratory classroom. The research design included two class formats, one that employed web-based tools (PowerPoint and video) and ESA instruction, and one that did not, with four class sections. All classes were taught by the same instructor and teaching assistant. Weekly quizzes, labs, a final exam, informal interviews and a student survey were used to measure effectiveness of the teaching tools. Significant improvement was exhibited on application questions featured on the final exam with the experimental group scoring higher on 6 of the 15 questions. Additionally, students' preparation and enthusiasm was improved among the experimental groups. Student ratings and performance for the two different formats were similar. Success in the class may depend on the students' preparation and personal desire to succeed. In conclusion, these results suggest that a combination of pedagogies that employs web-based tools and ESA instruction in the laboratory classroom may improve student's preparation for class activities and acquisition of career skills, as well as their enjoyment and enthusiasm to participate in class activities. Chapter 2 represents a sample of the required application activity from the soil science class. It includes the background, test results, procedures, conclusions and recommendations for an Environmental Site Assessment (ESA). ESA instruction is arguably an important addition to soil science curriculum and as such is demonstrated here as an example of the skills displayed and information applied by students who are instructed in writing ESAs.
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Pece, Gregory Shawn. "The PowerPoint Society: The Influence of PowerPoint in the U.S. Government and Bureaucracy." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/33029.

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The standard method for presenting information in the military and political establishments of the US government is through the projection of data in bullet-style and/or graphical formats onto an illuminated screen, using some sort of first analogue, or now, digital media. Since the late 1990s, the most common and expected form of presentation is via the most commonly pre-installed software of presentation genre: Microsoft PowerPoint. This style of presentation has become the norm of communication, and in doing so, has replaced other methods of discursive and presentation. The art of the brief and in particular, the art of the PowerPoint has become a new standard of what was once group communication through oratory. This paper will attempt to show that PowerPoint slide-ware has reduced communication to mere presentation, negatively influencing the decision-making and critical thinking processes of individuals and organizations, particularly within the military and government. This is accomplished through the visual reception of the briefings themselves, where and when the theatrical nature of the presentation takes precedence over the content. And, in fact, this dramatic twist determines which ideas gain acceptance among audiences. This simple style of presentation is becoming indicative of a visual and leadership style of our era. This is the effect of a PowerPoint method of leadership, now de rigueur in the military and demonstrated by the current president and administration. The style of PowerPoint, both at the micro-level in particular presentations, and the macro-level, as demonstrated by people and organizations, ultimately works today as a form of control and discipline. And, in the end, it can become a convenient vehicle for furtherance of a specific ideology and propaganda campaigns.
Master of Arts
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Marks, Lori J. "Creating Talking Books Using PowerPoint." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/3686.

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Presentation contains instructionson how to make a talking book using Microsoft PowerPoint. For examples of presentations, visit: http://faculty.etsu.edu/marks/workshops/05-06%20workshops/2005-2006workshops.htm
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Schuch, Ursula, and Jack Kelly. "Selecting, Planting and Staking Trees (PowerPoint)." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2011. http://hdl.handle.net/10150/144772.

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39 slides
Planting Guidelines; Container Trees and Shrubs (1998) Plant Selection and Selecting your Plants (2000) Selecting, Planting and Caring for Landscape Trees (DVD and VHS (2003); Originally published: 2006
This slide set with accompanying notes is intended to educate profesisonals in the nursery and landscape trade and lay people interested in proper horticultural practices related to selecting, planting and staking trees.
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Regina, Ferraz Vieira Ana. "Retórica e multimodalidade do Powerpoint educativo." Universidade Federal de Pernambuco, 2011. https://repositorio.ufpe.br/handle/123456789/6969.

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Made available in DSpace on 2014-06-12T18:27:59Z (GMT). No. of bitstreams: 2 arquivo1039_1.pdf: 9249982 bytes, checksum: ce7191e5dffa6bb7e2eb1323656c346b (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2011
Instituto Federal de Educação, Ciência e Tecnologia de Pernambuco
Neste início de século, as Apresentações em PowerPoint configuram-se como documentos complexos, sofisticados em termos de layout e cada vez mais disseminados em resposta a um novo cenário tecnológico e, particularmente, às novas versões do PowerPoint® lançadas sucessivamente desde 1984, quando o Presenter inaugurou o mercado e o uso de softwares de apresentação multimídia. A Apresentação em PowerPoint emergiu como gênero essencialmente ligado ao mundo do trabalho e às novas tecnologias, caracterizando-se por integrar imagens, palavras e outros elementos gráficos ou sonoros que se combinam e cooperam entre si no espaço da página para criar significados. Com o mesmo vigor que conquistam usuários há 27 anos, o software PowerPoint® e as onipresentes Apresentações em PowerPoint suscitam polêmicas ou questões de naturezas diversas em esferas diversas, inclusive no âmbito do ensino que põem em dúvida o seu valor pedagógico. Este estudo investiga a organização retórica de Apresentações em PowerPoint disponibilizadas em domínio público na Internet e particularmente voltadas para o ensino, ou PowerPoints Educativos, ancorando-se nas perspectivas dos estudos retóricos de gênero (MILLER, 2009; BAZERMAN, 2005); da multimodalidade na semiótica social (KRESS e VAN LEEUWEN, 2006; VAN LEEUWEN, 2005) e da Teoria da Estrutura Retórica TER (MANN e TABOADA, 2009; MANN, MATTHIESSEN e THOMPSON, 1992; MANN e THOMPSON, 1988) e aplicando o framework de John Bateman (2008) para análise de documentos multimodais. Os resultados sinalizam que os PowerPoints Educativos: a) variam dentro de um continuum entre um maior ou menor uso de recursos visuais na realização de sua organização retórica; b) apresentam de forma recorrente uma estrutura retórica centrada em relações que refletem o caráter pedagógico do gênero, sobretudo as de elaboração; e, finalmente, c) variam quanto à intensidade de uso do layout como recurso semiótico em si que sugere propósitos retóricos específicos
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Murdock, Jennifer. "An Evaluation of the Accuracy of PowerPoint Prescriptions." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/784.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Arts and Sciences
Organizational Communication
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Camp, Benjamin. "Comparing the Effects of Computer-Mediated Versus Human-Mediated Equivalence-Based Instruction." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2723.

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The purpose of the present study was to examine the difference between a computer-mediated equivalence-based instruction (EBI) versus a human-mediated equivalence-based instruction. This study used two delivery methods to train stimulus relations across three stimulus classes with four members in each class per delivery method. The computer mediated EBI used Microsoft PowerPoint 2016 and the human-mediated training used printed stimuli on laminated paper cards delivered on a tabletop. Four participants were recruited from a university in southern Illinois. Results showed that the computer-mediated instruction was as effective as traditional human-mediated instructions. Implications for practitioners and suggestions for future research was discussed.
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Walworth, James. "Soil Structure: The Roles of Sodium and Salts (PowerPoint)." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2011. http://hdl.handle.net/10150/225911.

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Dalenbäck, My. "Riktlinjer för riktlinjer : En studie i att utforma riktlinjer för presentationsteknik för anställda inom en organisation." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-15007.

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Many workplaces around the world use some kind of presentation software as an aid during presentations. At Westinghouse Fuel Service in Västerås they experienced that they didn´t know how to use this medium to its fullest extent. They wanted to increase awareness of presentation skills with PowerPoint among the employees, to improve their internal and external communication. A desire they are certainly not alone to have in the working life. My research studied how to design guidelines for the use of presentation software, so the users can easily absorb the message and find motivation to use the guidelines. In order to adapt the guidelines to their users, and thus create major opportunities for them to absorb the message, I based my study on the concepts legibility, readability and reading value. My research took place at the department at Westinghouse. The study was initiated with a literature review and a pilot-study that included situation analysis of present PowerPoint-presentations created by employees at the company, interviews with employees and observation of one presentation. Based on theories and conclusions from my pilot-study I designed the guidelines based on the concepts legibility, readability and reading value. I tested how the employees accepted the message and appreciated the design in a try-out. The results from the try-out were generally positive and all the subjects found value in reading the guidelines. The study shows how to design guidelines for presentations skills to make them legible, readable and to have a reading value.
På många arbetsplatser runt om i världen används något slags presentationsprogram som hjälpmedel under presentationer. På Westinghouse Fuel Service i Västerås upplevde man att man inte visste hur man skulle nyttja detta hjälpmedel till fullo. Man ville öka kunskapen om presentationsteknik med PowerPoint hos de anställda, för att kunna förbättra sin externa och interna kommunikation. En önskan som de med största sannolikhet inte är ensamma om att hysa i arbetslivet. Min studie gick ut på att undersöka hur man utformar riktlinjer för användande av presentationsprogram, så att läsarna lätt ska kunna ta dem till sig och även finna motivation att ta dem till sig. För att anpassa riktlinjerna till mottagarna, och på så sätt skapa stora förutsättningar för dem att ta budskapet i dem till sig, utgick jag från begreppen läslighet, läsbarhet och läsvärde i mina studier. Jag utförde mina studier på avdelningen på Westinghouse. Studien inleddes med en litteraturgenomgång och en förstudie som innefattade nulägesanalys av befintliga PowerPoint-presentationer skapade av anställda på företaget, intervjuer med de anställda och observation av en presentation. Med stöd av teorier och slutsatser jag drog av min förstudie utformade jag sedan riktlinjerna i form av en gestaltning. Denna utprovade jag sedan på några av de anställda där jag utgick från hur de upplevde materialet utifrån begreppen läslighet, läsbarhet och läsvärde. Resultatet från utprovningen var överlag positivt och samtliga testpersoner fann riktlinjerna läsvärda. Slutsatsen av studien visar hur man utformar riktlinjer för presentationsteknik för att göra dem läsliga, läsbara och läsvärda för användaren av dem.
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Books on the topic "PowerPoint in the classroom"

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Pavel, Samsonov, ed. Powerpoint for teachers: Dynamic presentations and interactive classroom projects (grades K-12). San Francisco: Jossey-Bass, 2008.

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Stephen, Moira. PowerPoint 2002. London: Hodder Headline, 2003.

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Forestier, Jean-Pierre. PowerPoint 2010. Paris: Micro Application, 2010.

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Lingchuang. Powerpoint 2003. Hong Kong: Wan Li, 2004.

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Lewis, Pamela. PowerPoint magic. Eugene, Or: International Society for Technology in Education, 2008.

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C, Groupe, ed. PowerPoint XP. Outremont, Québec: Éditions Logiques, 2002.

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Kelly, Mary Louise. PowerPoint essentials. Indianapolis, IN: Que College, 1995.

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McGraw, Karen L. Mastering PowerPoint. San Francisco: Sybex, 1990.

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Oehring, Hans-Georg. PowerPoint 4.0. Wiesbaden: Vieweg+Teubner Verlag, 1994. http://dx.doi.org/10.1007/978-3-322-87272-2.

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Trigo Aranda, Vicente, 1955- author, ed. PowerPoint 2013. Madrid: Anaya Multimedia, 2013.

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Book chapters on the topic "PowerPoint in the classroom"

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Stephens, Rod. "PowerPoint." In Microsoft Office Programming: A Guide for Experienced Developers, 411–67. Berkeley, CA: Apress, 2003. http://dx.doi.org/10.1007/978-1-4302-0795-5_9.

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Bühler, Peter, and Patrick Schlaich. "PowerPoint." In Präsentieren in Schule, Studium und Beruf, 193–213. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37942-0_10.

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Nahrstedt, Harald. "PowerPoint-Objekte." In Die Welt der VBA-Objekte, 227–71. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-13891-2_4.

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Krist, Susanne, Katharina Noll, Rebekka Pick, Anika Pielstick, Sharmina Sayeed, Lukas Schmid, and Michael Schneider. "PowerPoint-Präsentation." In Gute Hochschullehre: Eine evidenzbasierte Orientierungshilfe, 89–117. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-45062-8_5.

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Bensberg, Gabriele. "PowerPoint-Präsentation." In Dein Weg zum Prüfungserfolg, 57–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-43419-2_5.

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Hütter, Heizn, and Margret Degener. "Grundlagen PowerPoint." In Praxishandbuch PowerPoint-Präsentation, 91–161. Wiesbaden: Gabler Verlag, 2003. http://dx.doi.org/10.1007/978-3-322-84463-7_5.

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Wilson, Kevin. "PowerPoint 2013." In Everyday Computing with Windows 8.1, 107–12. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4842-0805-2_23.

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Graebig, Markus, Anja Jennerich-Wünsche, and Ernst Engel. "PowerPoint kennenlernen." In Wie aus Ideen Präsentationen werden, 9–26. Wiesbaden: Gabler, 2011. http://dx.doi.org/10.1007/978-3-8349-6562-2_1.

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Weverka, Peter. "Introducing PowerPoint." In Microsoft® PowerPoint® 2010 All-in-One for Dummies®, 7–13. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118983904.ch1.

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Weverka, Peter. "Customizing PowerPoint." In Microsoft® PowerPoint® 2010 All-in-One for Dummies®, 513–23. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118983904.ch25.

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Conference papers on the topic "PowerPoint in the classroom"

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"Updating PowerPoint for the new Business Classroom." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4268.

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Aim/Purpose: To update a 2010 study that recommended “rules of thumb” for more effective use of PowerPoint in the post-secondary business classroom. The current study expanded the focus to include the business classroom in India as well as the US and examined possible shifts in student perception of the utility of PowerPoint among Generations Y and Z. Background: The study examined students’ perception of the learning utility of PowerPoint in post-secondary business classrooms in the US and India and the relationship of the use of PowerPoint to course ratings. Methodology: Surveys were distributed in post-secondary business classrooms in India and the US in 2018 and early 2019, resulting in 92 completions from India and 127 from the US. Separately 50 student course evaluations from the same US college were compared to the use of slides as well as to their conformance to the “rules of thumb” for effectiveness established earlier and other measures of quality. Contribution: These results show how PowerPoint is viewed by post-secondary business students in India and the US and its perceived utility as a learning tool for Generations Y and Z. Findings: Most post-secondary business students (80%) found PowerPoint an effective learning tool, but only 21% of the business classes examined used it. US students were more positive than Indian ones, who were more likely to say PowerPoint is overused. There was no difference in student course evaluations between those that had slides and those that did not. However, most of the slide decks examined did not follow the “rules of thumb,” exhibiting a much greater number of words per slide. Generations Y and Z gave high ratings to slides that incorporated audiovisuals, mixed media, and special effects and said they learned more when they were the ones who created the slides. However, most students did not rate themselves as competent in creation of PowerPoint slides. Recommendations for Practitioners: (1) Faculty should consider students’ positive reception of PowerPoint, their preference for adaptive, interactive learning that builds on strong multimedia elements while creating instructional materials. (2) Faculty should receive prescriptive design instruction for incorporating PowerPoint best practices to cut back on their self-reported high time spent on slide creation and student-reported low technical competency in faculty instruction. (3) Publishers should concentrate on slide design and innovativeness along with content coverage to serve faculty needs. (4) Business curricula should take into account generational as well as cultural differences in learning preferences. (5) To address the students’ conflation of personal social media prowess with superior technology or communication skills in the professional context, Business curricula should incorporate learning outcomes related to professional use of technology tools such as PowerPoint. Recommendations for Researchers: There is still utility in old-fashioned paper questionnaires to assess what impacts student learning. There is also merit in comparing student course evaluations with various in-classroom treatments. Impact on Society: PowerPoint may be underused in the post-secondary business classroom, but this paper raises questions about the value of unedited use of the very dense slides provided by publishers as effective learning tools in the post-secondary business classroom. Future Research: Future research can be focused on the use of PowerPoint slides in the business classroom in other countries and cultures, as only the US and India were examined. Further examination needs to be made of the relationship between extensive and unedited use of publisher-provided slides and the reporting of the staggering statistics that most students are not now buying textbooks. Finally, this study did not touch on gender or socio-economic differences in the student demographics, which might open further avenues for investigation.
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Chen, Nai-Rong, Qin-Zhi Zeng, Jiu-Ping Rao, and Qiao-Jia Lin. "The skills of creating PowerPoint slide for classroom teaching." In 2nd Annual International Conference on Social Science and Contemporary Humanity Development. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/sschd-16.2016.67.

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DeAntonio, Michael, Luis Sandoval, and Roberto Arceo. "Work in Progress: A Quantitative Study of the Effectiveness of PowerPoint in the Classroom." In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322489.

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"Interactive 3D Representation of Business Case Studies in the Classroom." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4047.

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Aim/Purpose: In our previous paper, we have proposed a methodology to deliver an applied business course to the multicultural audience having in mind embedding into the course cultural sensitivity and create a safe place for multicultural students to use own cultural metaphors in a learning place. We have proposed a fusion of ancient storytelling tradition creating an overall context for the teaching process and specific use of rich picture coming from Soft System Methodology (SSM). The used teaching approach is promising and brings the required results. However, the proposed method, to be fully effective requires a computerized supporting tool in a form of sophisticated graphical editor/presentation application displaying in real-time case study progress along with the in-class discussion. This tool is a central topic for this paper. Background: The existing tools like for example MS PowerPoint, MS Visio, or Prezi used by us so far cannot be used for our purpose as the interactive image update distract the students. The MS PowerPoint and Prezi require visible mode switching between design mode (edit) and presentation mode. Whereas MS Visio editing is too slow for our purposes. This switching or editing time create a meaningful distraction during the discussion. Methodology: As a solution for the above problem, the authors work on the development of own specialized tool using open source software Blender 3D (http://blender.org) along with Python. The code will be released to open source domain to enable further co-operation with other researchers. Contribution: The described effort, if successful, should create a new presentation tool allowing among the other features, seamless in-class knowledge transfer and in the future will enable the way for gamification of case studies. Impact on Society: A definite improvement of teaching quality in applied business (however, not limited to) with further possibility to extend to deliver courses e.g. for company’s executives. The tool and methodology allow embedding cultural sensitivity into the learning process and will have an impact on digital inclusiveness. Future Research: The tool enables possibility for further analysis of the business situation by artificial intelligence interface. In fact, a whole interactive process of reaching the case conclusion may be observed (allowing collecting analytics and insights on teacher and student’s behavior and performance).
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Moslehpour, Saeid, James Smith, and Claudio Campana. "Interactive Video Professor." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42269.

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The goal of this project is to introduce the importance of multimedia instructions in the classroom. By having multimedia instructions, students will be able to have a well rounded and enhanced learning experience. This is demonstrated by use on video accompaniment. The result of this project was to produce videos of each individual subject and highlight the main pints of each topic and detail from a student’s point of view. This is beneficial to the student with learning problems in the classroom setting. These videos are packaged on an easy user interface designed with Camtasia 4.0 menu maker application software and are very user friendly. The videos are designed so that one will see the instructor interact with the Microsoft PowerPoint slideshow presentation and verbalize to the viewing public the important facts of each topic. Digital Electronics with VHDL text book authored by William Kleitz has been the main focus of this technique.
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Wan, Fauzy. "Blending Theoretical and Practical Experiences for a Multimedia Development Graduate Course." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2654.

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The Center of Instructional Technology and Multimedia at the Universiti Sains Malaysia (Science University of Malaysia) has for the past three years conducted a Multimedia Development course for the Masters of Education program. This paper will present experiences and opinions from both the instructor’s and students’ of the course. The course objective is to provide both theoretical and practical experiences in Multimedia Courseware development to be used in the classroom or training facilities. Students are required to submit a four-research article review as well as produce two-multimedia courseware as their practical component for the course. They are also required to undertake a final examination. From the evaluation and assessment of the course the students are very positive in the experiences that they have undergone and their major complaint is a lack of time to complete the practical component of the course. The instructor utilized PowerPoint and Microsoft Publisher as the introductory software for Multimedia and Web Page development.
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Kitto, Kathleen L. "Transforming a Traditional Introductory Materials Engineering Course to an Active, Learner Centered Environment Using Computer Based Technology Tools." In ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/detc2006-99288.

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Over the past three years, the Introduction to Materials Engineering and Science course at Western Washington University has been transformed from a traditional lecture delivery format course to an active, “learner centered” environment course. Several computer based technology tools have been used to make that transition possible. A Classroom Response System (CRS), the BlackBoard® Course Management System, MP3 audio files, and narrated, archived PowerPoint presentations have all been used to make better connections to the students and to make the course active and concept based. The initial assessment data is encouraging in that it shows improving student scores on traditional exam questions for classical problems, students more involved in their own learning, students rating teacher involvement and understanding of their needs higher, and a deeper conceptual understanding of the course material. In addition, the students were able to complete a much more challenging design problem at the end of the term. The drawback, of course, is that transforming the course and incorporating all these computer tools, active learning exercises and conceptual/peer learning into the course consumes an enormous amount of development time. Given that the potential gains for the students are really quite large and given that the technology used is already transforming our communication environment, the investment is a worthy one for any faculty member. This paper describes not only the specifications for the computer technology tools, but it also explains the needed development activities also necessary for reshaping the course, especially those needed for a concept based course. This approach is innovative because it combines the more traditional transformation approach to active learning with a computer tool centric approach to active and conceptual learning.
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Xu, Jiajun. "Implementation of Student Presentation-Based Active Learning (SPAL) Approach in Undergraduate Engineering Curriculum." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70478.

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Active learning approaches require a lot of time investment in student activities and engagement during the class period, which often leads to incomplete coverage of the course syllabus. Furthermore, it requires significant amount of time for the instructor to design and implement active learning strategies. All these shortcomings are often cited as the common hindrance in adopting student active learning. To address these widely recognized inhibiting factors, we recently implemented a new student active learning approach. This approach is based on the students’ presentation and hence termed as student presentation-based active learning (SPAL). Under this approach, students are given a reading assignment to prepare a PowerPoint presentation on well-defined conceptual topics, questions, or chapter modules. Reading assignments on a topic are administered 1–2 weeks before covering them in the class. This allows reasonable time for the self-comprehension of the suggested material for presentation preparation. Students were expected to rehearse the presentation and be prepared to complete it in the suggested time duration. During each lecture, one group of student would present the assigned topic to the class, and their presentations were graded according to the rubric focusing on the coverage of suggested topics, quality of presentation, and after presentation discussions. Peers and instructor provided feedback about the students’ presentation and unclear concepts. To understand the efficacy of this approach, this approach was implemented in Mechanical Engineering Senior Capstone Project I course in Fall 2016. Here the responses and insights garnered from this practice were presented, and discussion on the advantages and challenges associated with the adaptation of this approach in teaching engineering courses as compared to lecture based classroom education system. This paper can provide useful insights for instructors considering this approach or similar student active teaching approach in their courses.
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Richmond, Michael A. "PowerPoint and complexity." In Companion to the 22nd ACM SIGPLAN conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1297846.1297858.

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Semradova, Ilona. "Multimedia utilization of PowerPoint presentations." In 2016 Management and Innovation Technology International Conference (MITicon). IEEE, 2016. http://dx.doi.org/10.1109/miticon.2016.8025250.

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Reports on the topic "PowerPoint in the classroom"

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Mclean, Thomas Donaldson. Radiation Detector Theory [PowerPoint]. Office of Scientific and Technical Information (OSTI), July 2018. http://dx.doi.org/10.2172/1459622.

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Snell, Madison Michelle, Courtney Jean Pruitt, and Kelsey Leigh Forde Curran. Toxic Endpoint Analysis PowerPoint Presentation. Office of Scientific and Technical Information (OSTI), July 2016. http://dx.doi.org/10.2172/1561810.

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Matheson, Victor A., Dawn Abt-Perkins, and Diane Snedden. Making PowerPoint Interactive with Hyperlinks. Bristol, UK: The Economics Network, February 2002. http://dx.doi.org/10.53593/n625a.

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Flaugher, B., J. Goldstein, J. Incandela, R. Lipton, P. Lukens, S. Mishra, T. Nelson, et al. US CMS Silicon Tracker Project [PowerPoint]. Office of Scientific and Technical Information (OSTI), June 2000. http://dx.doi.org/10.2172/993203.

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Bonamici, Chloe Elizabeth, William Scott Kinman, Mindy M. Zimmer, Anthony Douglas Pollington, Kirk D. Rector, Todd L. Williamson, Damon Clifton, John H. Fournelle, and Richard L. Hervig. The Geochemistry of Nuclear Fallout [PowerPoint]. Office of Scientific and Technical Information (OSTI), August 2018. http://dx.doi.org/10.2172/1463576.

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Lemke, Terrill W. MS4 & IP Connection - PowerPoint Presentation. Office of Scientific and Technical Information (OSTI), May 2015. http://dx.doi.org/10.2172/1182614.

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Bachner, Katherine. Fundamentals of Nuclear Security Culture [PowerPoint]. Office of Scientific and Technical Information (OSTI), November 2019. http://dx.doi.org/10.2172/1574909.

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Shelton, Sydney Anne. The Viability of LEDs at LANL (PowerPoint). Office of Scientific and Technical Information (OSTI), August 2017. http://dx.doi.org/10.2172/1374305.

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Huang, Sincheng. PowerPoint: Automated Ultrasound Data Acquisition and Analysis. Office of Scientific and Technical Information (OSTI), July 2018. http://dx.doi.org/10.2172/1461385.

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Byrd, Lexie, Curtis Smith, Ross Kunz, Nancy Lybeck, Ronald Boring, Humberto Garcia, Victor Walker, et al. Big Data, Machine Learning, Artificial Intelligence [PowerPoint]. Office of Scientific and Technical Information (OSTI), May 2020. http://dx.doi.org/10.2172/1617329.

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