Why Change:
Who doesn't like Comic Sans?Influenced by Default:
How PowerPoint default settings encourages text useYour Brain on PowerPoint: (coming soon!)
What Multimedia Learning Theory says about slidesCe n'es pas la Rocket Science: (coming soon!)
Edward Tufte's take on PowerPoint
Nobody reads anymore, Grandma: (coming soon!)
PowerPoint slides as documents
Solution Screencasts:
Ain't Your Momma's PowerPointThe slide-as-flipbook technique:
Slides don't Kill Trees
The image-as-mnemonic technique:
Breadcumbs in the PowerPoint Forest
Homepage as Hyperlink:
Surfing through your Presentation
Assertion + Evidence:
One idea per slide: easy enough, right?-
References
- Alley, M., Schreiber, M. Ramsdell, K. & Muffo, J. (2006). How the design of headlines in presentation slides affects audience retention. Technical Communication, 53(2), 225-234.
- Alley, M. Neely, K.A. (2005). Rethinking the design of presentation slides: a case for sentence headlines and visual evidence. Technical Communication, 52(4), 417-426.
- Atkinson, C. (2005). Beyond Bullet Points: Using Microsoft PowerPoint to Create Presentations That Inform, Motivate and Inspire. Redmond, WA: Microsoft Press. Atkinson, C. Mayer, R. E. (2004, April 23). Five ways to reduce PowerPoint overload. [weblog article]. Retrieved from http://www.sociablemedia.com
(2010, June 30). - Burke, L.A. & James, K.E. (2008). PowerPoint-based lectures in business education: an empirical investigation of student-perceived novelty and effectiveness. Business Communication Quarterly, 71(3), 277-296. Chandler, P. & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332.
- Cooper, E. (2009). Overloading on slides: cognitive theory and Microsoft’s slide program PowerPoint AACE Journal, 17(2), 127-135.
- Doumont, J. (2005). The cognitive style of PowerPoint: slides are not all evil. Technical Communication, 52(1), 64-70.
- Duarte, N. (2008) Slide-ology: The Art and Science of Creating Great Presentations. Sebastocol, CA: O’Reilly Media.
- Farkas, D.K. (2009). Managing three mediation effects that influence PowerPoint deck authoring. Technical Communication, 56(1), 28-38.
- Garner, J.K., Alley, M., Allen, F.G. & Zappe, S.E. (2009). Common use of PowerPoint versus the assertion-evidence structure: a cognitive psychology perspective. Technical Communication, 56(4), 331-345.
- Kirschner, P.A., Sweller, J. & Clark, R.E. (2006). Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
- Leahy, W., Chandler, P., & Sweller, J. (2003). When auditory presentations should and should not be a component of multimedia instruction. Applied Cognitive Psychology, 17, 401-418.
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References Continued
- Mayer, R.E., Griffith, E. Jurkowitz, I.T., & Rothman, D. (2008). Increased interestingness of extraneous details in a multimedia science presentation leads to decreased learning. Journal of ExperimentalPsychology, 14(4), 329-339.
- Mayer, R.E. & Johnson, C.I. (2008). Revising the redundancy principle in multimedia learning. Journal of Educational Psychology, 100(2), 380-386.
- Mayer, R.E. (2001). Multimedia Learning. Cambridge: University Press.
- Microsoft Support. (2010). What Happened to the Auto Content Wizard? [weblog article]. Retrieved from http://office.microsoft.com. (2010, July 10).
- Neely, K.A., Alley, M., Nicometo, C.G., & Srajek, L.C. (2009). Challenging the common practice of PowerPoint at an institution: lessons from instructors. Technical Communication, 56(4), 346-360.
- Ong, W.J. (1982). Orality and Literacy: The Technologizing of the Word. New York: Routledge.
- Reynolds, G. (2008). Presentation Zen: Simple Ideas on Presentation Design and Delivery. Berkeley, CA: New Riders.
- Savoy, A., Proctor, R.W., & Salvendy, G. (2009). Information retention from PowerPoint and traditional lectures. Compters & Education, 52, 858-867.
- Soto, D. & Humphreys, G.W. (2008). Stressing the mind: the effect of cognitive load and articulatory suppression on attentional guidance from working memory. Perception & Psychophysics, 70(5), 924-934.
- Susskind, J.E. (2005). PowerPoint’s power in the classroom: enhancing students’ self-efficacy and attitudes. Computers and Education, 45(2), 203-215.
- Tindall-Ford, S. & Sweller, J. (2006). Altering the modality of instructions to facilitate imagination: interactions between the modality and imagination effects. Instructional Science, 34, 343-365.
- Tufte, E.R. (2006). The Cognitive Style of PowerPoint: Pitching Out Corrupts Within. Cheshire, CN: Graphics Press.
