Welcome to PowerPoint Best Practices, a self-paced module focusing on the design of pedagogically effective PowerPoint presentations.
This module is organized into four sections:
Section 1) “Why and how?” — a summary of research on the assertion-evidence approach to slide design, plus guidelines on making slides accessible to students with visual disabilities Estimated time needed to complete Section 1 — 1.5 hours
Section 2) “Apply your understanding” — Evaluate a sample slide and make specific suggestions for improving it. You will receive feedback on your responses within one week of submitting them. Estimated time needed to complete Section 2 — 30 minutes
Section 3) “Create your own slides” — Using the guidelines from Sections 1 and 2, design three slides and submit them for feedback. You will receive feedback within one week of submitting your slides. Estimated time needed to complete Section 3 — 2.5 hours
Section 4) “Finalize your slides” — Weigh the feedback you received on your draft slides, and then finalize the design. Write a one-page rationale for the design and accessibility decisions you made. You will receive final feedback within one week of submitting your materials. Estimated time needed to complete Section 4 — 2.5 hours
NOTE: Participants who successfully complete all four sections will receive a completion certificate from the Schreyer Institute for Teaching Excellence.
To get started:
Click on the pages tabs above or to the right. Then work through the sections in order. If you have any questions along the way, don’t hesitate to email us — Chas Brua (firstname.lastname@example.org) and Larkin Hood (email@example.com).
About the Author
Dr. Chas Brua is an Instructional Consultant and Research Associate at the Schreyer Institute for Teaching Excellence. Dr. Brua received his Ph.D. in applied linguistics from Penn State in 2009. His dissertation focused on ways to improve medical communication between English-speaking doctors and Russian-speaking patients. He received his B.A. in English and M.A. in Teaching English as a Second Language at Penn State