Multimedia Presentations: Guidelines and Effectiveness BIM 1 Business Management & Administration Lesson Plan
Performance Objective The student applies presentation management technology. Specific Objectives The student is expected to identify guidelines for using graphics, fonts, and special effects in presentations. The student is expected to analyze effectiveness of multimedia presentations. Terms  Content‐ Something that is to be expressed through some medium, such as a speech or writing.  Format‐ The organization, plan, style, or type of something, such as font styles, sizes, and colors.  Media‐ The means of communication, such as television and newspapers, which reaches many or widely influences people.  Multimedia‐ The combined use of several media, such as sound and full‐motion video in computer applications.  Presentation‐ The act of presenting.  Guideline‐ A principle put forward to set standards or determine a course of action.  Graphic‐ A computer‐generated image.  Font‐ A complete assortment of type of one style and size.  Special Effects‐ Unusual visual and sound effects beyond the range of normal photography or recording.  7‐7 Rule‐ Presentation slides should not have more than 7 bullets and/or more than 7 words per bullet on any given slide.  High Definition/Quality ‐Images that are sharper and more detailed than normal.  Designs‐ Organization or structure of formal elements in presentation.  Transitions‐ Movement between slides.  Screenshot‐ An image created by copying part or all of the display on a computer screen at a particular moment.  Video‐ The visual elements of a television broadcast.  Audio‐ The audio (sound) elements of a television broadcast.  Proportion‐ Proper relation between things or parts.  Introduction Slide‐ Typically the first screen displayed in a presentation.  Final Slide‐ The final slide in a presentation that can provide a summary, a recommendation, or a listing of sources used.  Citing‐ To quote or refer to.  Reference‐ To furnish or compile a list of references.  Intellectual Property ‐The ownership of ideas and control over the tangible or virtual representation of those ideas. Copyright © Texas Education Agency, 2014. All rights reserved.
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Copyright‐ The exclusive right to make copies, license, and otherwise exploit a literary, musical, or artistic work, whether printed, audio, video, etc. Infringement‐ To violate or break a law, agreement, etc. Rubric‐ A set of rules of conduct or procedure. Hyperlinking‐ To link computer screens from a primary screen to a secondary screen or object. Time When taught as written, this lesson should take approximately 150‐250 minutes to teach; this time is dependent upon whether or not the extension activity is used. ion
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities
may result in the elimination of any or all of the TEKS listed.
130.114 (c) Knowledge and Skills The student develops contracts appropriate for virtual business office services provided. The student is expected to: (a) Identify guidelines for using graphics, fonts, and special effects in presentations (b) Analyze the effectiveness of multimedia presentations (c) Apply these guidelines and skills to a project. Interdisciplinary Correlations English‐English IV  110.34(b)(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.  110.34(b)(17) Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.  110.34(b)(18) Students will write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.  110.34(b)(19) Students are expected to spell correctly, including using various resources to determine and check correct spellings.  110.34(b)(12) Students use comprehension skills to analyze how words, images, graphics, and sounds work together to impact meaning.  110.34(b)(22) Students clarify research questions and evaluate and synthesize collected information.  110.34(b) (23) Students organize and present their ideas and information according to the purpose and research and their audience. Copyright © Texas Education Agency, 2014. All rights reserved.
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Occupational Correlation (O*Net – www.onetonline.org/) Job Title: Green Marketers O*Net Number: 11‐2011.01 Reported Job Titles: This title represents an occupation for which data collection is currently underway. Tasks 
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Analyze green product marketing or sales trends to forecast future conditions. Develop communication materials, advertisements, presentations, or public relations initiatives to promote awareness of green products or technologies. Write marketing content for green product web sites, brochures, or other communication media. Soft Skills: Written Comprehension and Expression, Deductive Reasoning, and Oral Comprehension and Expression
Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website. Preparation  Review and familiarize yourself with the terminology, all website links, and any resource materials required  Have materials and websites ready prior to the start of the lesson References  www.dictionary.com  http://goanimate.com/video‐maker‐tips/6‐best‐business‐presentation‐software‐and‐powerpoint‐
alternatives/ Instructional Aids  Lesson 6.1 Presentation  Instructor Computer/Projection Unit  Online Websites listed in the References Section Introduction
The main purpose of this lesson is to help students understand terminology and guidelines to what makes for a good multi‐media presentation, and then to eventually apply this knowledge in the next lesson (Lesson 6.2). Ask How many presentations do you estimate you have seen in your lifetime? Think about ones you may have seen in school, at conferences, at events, at church, etc. Ask Do you remember any of them? If yes, what do you remember about them? If not, why do you think you don’t remember them? Copyright © Texas Education Agency, 2014. All rights reserved.
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Ask What do you think makes a good presentation? Ask What do you think makes a mediocre presentation? Say Most presentations have two things: the person/people talking about the information and some sort of visual to help support what the people are talking about. In our increasingly digital world, these two elements have flip‐flopped; people are becoming the secondary means of communication and the presentation itself is quite often the primary means of communication. Because of this, presentations need to be both informative (content) and creative (format) in order to get the point across to the intended audience. Say In this lesson, we are going to look at various ways to present information, and we are going to talk about some core guidelines for putting together an effective, memorable presentation. In order for us to do this, we need to know what tools we have out there to help us. Ask Can you name some products/software that allow people to create presentations? Say Here are some examples: PowerPoint, Prezi, GoAnimate, Google Docs, Sliderocket, Zoho Show, and Slidesnack, IMovie, Movie Maker, GoAnimate, etc. Say Let’s first start with our guidelines, and then we’ll evaluate a handful of presentations. Finally, we will review and analyze different options you have in presenting information to other people in preparation for your project (that will be introduced in Lesson 2). Copyright © Texas Education Agency, 2014. All rights reserved.
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Outline
I. Vocabulary/Personal Word Walls II. Introduction (Ask and Say) III. Discovery Activity  Presentation Before IV. Information  What Do I Need to Know?  How to Evaluate a Presentation V. Assignment Evaluating Presentations VI. Review and Evaluation VII. Extensions During the 1st week of
school, students Student will have created personal, possibly electronic, Word Walls. The method and location will be established by the teacher. Specifics are listed in both this document and in the presentation. Students will either pair up with a partner or work individually and come up with a quick, five‐slide/frame presentation (using the medium of their choice). Specifics are listed in the presentation on both the slide and in the notes section. You will come back and evaluate this presentation at the end of this lesson. Share the information about what a person needs to know when putting together a presentation. Explain that in order to evaluate something, you first need to see from the viewpoint of the person creating the presentation. Students will review the provided samples (or presentations of your choice) using the evaluation tool provided with this lesson. Students will use the tool provided with this lesson to go back and evaluate their presentation, plus two others. This is also the time where you can review and give the formal assessment. Students can be broken into groups or pairs or work individually, and they can do some research and reporting on presentation software programs and online options. Suggestions are given in the presentation provided with this lesson. Copyright © Texas Education Agency, 2014. All rights reserved.
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Multiple Intelligences Guide Kinesthetic/ Logical/ ialist Interpersonal Intrapersonal Bodily Musical/Rhythmic
Mathematical
Naturalist Verbal/Linguistic Visual
Application
Discovery Activity Either with a partner or individually, create a five‐slide/frame presentation from one of the provided topics. Information This information is provided to help get your students ready to do some sort of application of the information. Share this with your students in the manner that works best for you and your classroom. Assignment Use the provided samples and evaluation tool to help students understand the guidelines of evaluating multi‐
media presentations, so that they will be able to apply these guidelines in the upcoming lesson. Summary
Review and Lesson Evaluation Review the lesson’s purpose and evaluate its effectiveness. Evaluation
Informal Assessment Any and all of the following can be used as informal assessments:  Discovery Activity Presentation  Evaluation 1, Evaluation 2, Evaluation 3 (or all three as one assessment)  Discovery Activity Presentation Evaluation  Any notes taken by students Formal Assessment  Evaluating Multi‐Media Presentations Test Enrichment
Copyright © Texas Education Agency, 2014. All rights reserved.
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Extensions Break students into groups and have them do some research and report on alternative software programs and websites that help people make electronic presentations:  Microsoft Movie Maker  Prezi  GoAnimate  Google Docs  Sliderocket  Zoho Show  IMovie Copyright © Texas Education Agency, 2014. All rights reserved.
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Evaluating Multi‐Media Presentations Formal Assessment 1. From the class discussion and presentation, please list two items from the “What Do I Need to Know?” section. If you can list more, you are welcome to do so. a. b. 2. Explain the reasoning behind why you chose the ones you chose. Choice 1‐ Choice 2‐ 3. From the class discussion and presentation, please list two questions an evaluator must ask himself/herself when evaluating a multi‐media presentation. a. b. 4. If you were given the task of teaching students how to evaluate another person’s presentation, what advice would you give to your students? 5. Given that presentations can come in all varieties, recall at least one presentation you have seen given somewhere in your lifetime. Jot down any specifics you remember from that presentation (topic of presentation, who presented it, where you heard it/saw it, etc.). After you have recalled and recorded that information below, use the slides/frames to story board a simple 3‐slide/frame presentation planning some of the techniques/skills utilized in that presentation. Your topic is “How To Keep Calm and Carry On.” 6. Copyright © Texas Education Agency, 2014. All rights reserved.
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Evaluating Multi‐Media Presentations Formal Assessment 1. From the class discussion and presentation, please list two items from the “What Do I Need to Know?” section. If you can list more, you are welcome to do so.  your audience  how your presentation will be viewed  how to organize information  how to capture the audience’s attention  how and when to use graphics, fonts, and special effects  how to keep it simple, yet informative  how to cover all required information  that “business‐like” doesn’t have to mean boring  the importance of proofreading and accuracy  how to communicate using written expression  that you can use a variety of mediums to construct presentations (it usually depends on others’ preferences and requirements). 2. Explain the reasoning behind why you chose the ones you chose. Answers will vary. 3. From the class discussion and presentation, please list two questions an evaluator must ask himself/herself when evaluating a multi‐media presentation.  Was the presentation suitable for the audience?  Could you view the presentation?  Did it make sense?  Anything get your attention?  Were good, clean, relevant graphics, fonts, and effects used?  Did it get the point across?  Did it meet all requirements?  Was it “business‐like” (error‐free, consistent, and accurate)?  Was it boring?  Do you remember the key points?  What is one thing you liked about it?  What is one thing you didn’t like about it? 4. If you were given the task of teaching students how to evaluate another person’s presentation, what advice would you give to your students? Answers will vary. 5. Given that presentations can come in all varieties, recall at least one presentation you have seen given somewhere in your lifetime. Jot down any specifics you remember from that presentation (topic of presentation, who presented it, where you heard it/saw it, etc.). After you have recalled and recorded that information below, use the slides/frames to story board a simple 3‐slide/frame presentation planning some of the techniques/skills utilized in that presentation. Your topic is “How To Keep Calm and Carry On.” Sample Below On one of my middle
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Copyright © Texas Education Agency, 2014. All rights reserved.
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