Showing posts with label Technology in the Classroom. Show all posts
Showing posts with label Technology in the Classroom. Show all posts

Wednesday, February 8, 2012

5 Principles for Effective PowerPoint Presentations

Faculty everywhere have come to depend on PowerPoint (PPT) for presenting information to their students in the classroom. Well, I say "PowerPoint," but really, I'm talking about any presentation software, including PPT, Keynote (Mac), and even the unique and constantly improving Prezi.

No matter what kind of presentation software you use, keep these five principles in mind as you prepare your slides.

#1 Brief is better.


You've probably spent time in conferences squinting at the screen, trying to read huge amounts of tiny print because the speaker put too much content on the slide. If your audience — your students, other teachers, or a whole auditorium of colleagues — can't read your slides, what's the sense of putting all that content on there?

Keep your slides brief and to the point. Each slide should perform a particular function, such as any of the following:

  • Reminding you what you want to talk about

  • Getting the audience to focus on one point

  • Presenting a key concept

#2 Cut down on the text.


I think I said "Keep it brief" already, but I really really mean it. Use these tricks to help you whittle away the textual content on your slides:

  • Delete all articles (a, an, the). Seriously. You don't need them and neither does your audience.

  • Keep each concept separate. Don't try to jam three key points into one bullet. Instead, make them separate bullets or even separate slides.

  • Don't be afraid to use more slides. The number of slides in your presentation is not the primary indicator of how long your talk will be. What's important is choosing which slides to spend your time on.

  • Use graphics to help tell part of the story.

#3 Don't overdesign.


Don't do things that make your audience focus more on the presentation software than on what you're saying. To that end, don't do this kind of stuff:

  • Don't use lots of different fonts and font colors. Oooh, aren't they pretty? NO! They're distracting, is what they are.

  • Don't set the slide transitions to "Random." This is the mark of true amateurs who don't have a clue what they're doing.

  • Don't use colors to indicate emphasis, do that yourself as you're talking.

  • Don't have objects flying in for all different places, like mosquitos in tent. Make them all come into the slide the same way.

  • Don't use a red font over a blue background. I don't know why people think that red stands out, but it doesn't. It can stand out on white or pale yellow, but on anything it gets lost or just looks awful.

#4 Use simple, clear, and consistently applied fonts, slide transitions, and animations.


Following up on #3, here are tips to always follow:

  • Use clean, easy to read fonts, such as Arial, Helvetica, Calibri, Cambria, Century Gothic, Lucida, and Tahoma. Avoid smaller fonts, such as Garamond, Georgia, and Book Antiqua.

  • Use one font for slide headings and another for bullet text.

  • Make sure your font color has enough contrast to make it stand out against the background.

  • Make slide transitions and animations subtle. The idea is to get the audience to focus on what you're saying, not on how cool the animations are. I recommend Fade, Shape, or just plain Appear.

#5 Let graphics work for you, not against you.



  • Keep graphs simple, each one offering one key point. Cramming too much data on a slide, particularly through the use of stacked bar graphs and scatter plot graphs, won't do you or your audience any good. Put them in a handout, making them large enough to read easily.

  • Remember that when you project your show on screen that the colors will wash out a bit, meaning they'll lose contrast. So what looks vibrant on your monitor won't appear quite that vibrant on the screen. So give your overall design lots of contrast with either a dark background and really light text or a light or white background and dark text.

  • Use cartoons sparingly, and when you use them, don't be afraid to let them take up the entire screen.

I'll leave you with one more tip that I might not have mentioned before.

Keep it short!

Sunday, October 2, 2011

6 Electronic Whiteboard Activities for Healthcare Educators

Electronic whiteboards are becoming more prevalent in healthcare education, and rightly so. They’re wonderful tools for engaging students and helping them learn the many intricacies of anatomy, physiology, and many other topics in the health curriculum.

Here’s a half-dozen activities you might want to consider when you use a whiteboard with healthcare students.
Activity #1: Demonstrate blood flow through heart

Project on your whiteboard a blank cutaway view of the heart. Then have students use whiteboard markers to trace blood flow along these or other routes:

  • Upper body to lungs

  • Lower body to lungs

  • Right lung to aorta

  • Left lung to aorta

  • Right ventricle to left ventricle

Activity #2: Calculate dosages

Have students use the whiteboard markers to show their calculations for whatever dosage scenario you give them. Here are a few scenarios to get you started.

  • The physician orders 30mg Celexa by mouth. The tablets you have are 20mg each. How many tablets will you administer?

  • The patient has been told to take 50mg of Amitriptyline, but the pharmacy gave her tablets of 25mg each. How many tablets should she take?

  • A pediatric patient needs 50mg of Amoxicillin syrup. The bottle indicates that there are 125mg per 5mL. How much syrup will you administer?

  • Your patient needs 50mg of Solu-Cortef intramuscularly. The drug is available in 100mg/2ml solution. How much will you administer?

Activity #3: Identify parts of a business letter

Project a box the approximate size and shape of an 8½ × 11 paper. Have students draw boxes where each of the following parts of a business letter should be placed.

  • Heading

  • Inside address

  • Salutation

  • Date

  • Body

  • Complimentary close

  • Signature

  • Superscription

Activity #4: Build medical terms

Give students the meaning of a medical term, and then have them build the term on the whiteboard. Here are a few examples.

  • Removal of the larynx (laryng/ectomy)

  • Tumor of the nervous system (neur/oma)

  • Rapid breathing (hyper/pnea)

  • Surgical opening into the tympanum (tympan/otomy)

  • Surgical creation of an opening of the jejunum through the stomach wall (jejun/ostomy)

For more examples, check your medical terminology text, which I hope is Barb Gylys's Medical Terminology Systems, or Simplified, or her newest, Express. Or perhaps Sharon Eagle's Medical Terminology in a Flash! But I digress.


Activity #5: Break down medical terms

Give students a medical term to write on the whiteboard. Then have them break the word down into its component parts. Here are a few terms to get you started. (Answers in parentheses.)

  • Gangliectomy (gangliectomy/ectomy)

  • Intrathecal (intra/thec/al)

  • Laryngoscope (laryng/o/scope)

  • Dermatologist (dermat/o/logist)

  • Osteochondroma (osteo/chondr/oma)

Activity #6: Sequence steps in a procedure

Set up a drag-and-drop activity, if your whiteboard software offers one, and write the steps to a procedure out of order. Then have students put the steps into the correct order. Don’t be afraid to leave out steps. You’ll want the students to be able to place whatever steps are offered into the proper sequence to make sure that they fully understand the concepts involved.

>>> Do you have other activities you’d like to share? Use the Comment box to help other faculty using electronic whiteboards.

Wednesday, August 25, 2010

Difference between blogs, wikis, and Google Docs

If you've ever wondered how a blog differs from a wiki, or what the heck are Google Docs anyway, here's a quick-scan view of the differences: https://docs.google.com/Doc?docid=ddnzwcn8_15g3jrbpdf

Thanks, Google!

Thursday, January 28, 2010

Will the iPad and Kindle Kill Traditional Textbooks?

TONS of news lately on the new Apple iPad and Kindle's response to it.Some people are wondering whether traditional textbooks will be dead soon.

A blog on the British Medical Journal Group Blog asks whether recent technologies will kill off medical textbooks on paper. The blogger, Harry Brown, takes the position that yes, they will indeed kill paper texts and probably in the not so distant future.

Me, I'm not so sure.

I absolutely believe that the iPad, Kindle DX, and lots of other technologies are changing the way people buy and use clinical content, and I LOVE it. These technologies offer many features that print-on-paper (POP) products simply can't.

Yet there's something about paper, something about holding a book, about writing in the margins and highlighting key passages that make traditional textbooks important learning tools. We've seen attempts at schools going all-electronic falter because the students found the devices (the Kindle DX at Syracuse University and the University of Wisconsin-Madison) too cumbersome, especially for bookmarking, highlighting, and taking notes.

Certainly the technologies will improve and e-books will find a place in education. Absolutely. Bet the farm on it.

But they will not universally replace books just as television didn't universally replace radio, the internet didn't universally replace TV, and so on.

These devices present another option for the user, and for some applications in education, they'll make perfect sense. For others, they'll fall far short.

Same with POP products. They just don't make sense for certain pedagogical applications anymore, which is one of the reasons why all of us textbook publishers are scrambling to provide electronic ancillaries, to supplement the books with what they can't do very well, things like interactivity, rapid searchability, that kind of thing.

That doesn't mean technology will kill textbooks, it just means that the way we develop and present textbooks, and the way we link them with technology, will change. It HAS to change, the market is demanding it.

And we'll do it, we'll change. Actually we already are, and we'll continue to adapt to the technologies and we'll continue to sell paper textbooks because they offer things e-books can't.

More on that to come…

Thursday, December 24, 2009

Five Reasons Why Allied Health Faculty Should Use Social Media

For the longest time I put off doing anything with Twitter. In fact, I opened an account only after a co-worker, the wonderful and prescient Kirk Pedrick, kept bugging me about it. And I hated it. Thought it was stupid. Boy, was I wrong. Not only is Twitter enormously useful—if it's used properly—so are many other social media, particularly Facebook, LinkedIn, and blogs of people in your field. (I haven't done anything with wikis yet, so I left them off my list.)

Turned out that I was using Twitter improperly. I didn't understand it and didn't give it a good enough try. Same thing with Facebook, which I initially found was fine, not bad, okay for maintaining contact with old friends, but that's about it. I saw little value for my business interests.

Wrong again. I think Facebook and Twitter both have enormous potential, not just for me, as an acquisitions editor, but the more I use them, for allied health faculty and students as well. Here are my top five reasons why.

  1. Collates news you're interested in. It doesn't take much time on Twitter to realize that news pertinent to you gets to you fast, without you having to rummage through tons of newspapers, magazines, and the like. Here's an example from today. I noticed a post on Twitter about a study in England that caught my eye, a study about kids who blog, text, or use social networking websites being more confident about their writing skills. The article came from the BBC, which I never watch. But the study is interesting and directly applicable to schools everywhere, and not just for children. I believe that our college students can improve their writing skills using social media as well.

  2. Now, I doubt I would have seen that article if it hadn't been for Twitter. I doubt you would have seen it either if it wasn't for this blog entry. But I saw immediately its potential impact on how we teach allied health students in our community and career colleges, and I'll bet you can see it too. Twitter. didn't keep this news to myself, of course. I "retweeted," so people who follow my tweets (those poor buggers) would see it too. And I posted the link on my business Facebook page so my friends—allied health faculty, practitioners, authors, and colleagues—could learn about it too.

  3. Opens new avenues of thought. I've begun to think a bit differently now that I'm using social media. It's hard to define but I think mostly I've become more creative in my job. I've always been creative, a trait my superiors have consistent lauded, but after so many years in the publishing business I think perhaps I had begun to get stale. I kept track of trends but mostly after the trend had gained solid ground. Now I'm following trends as they happen. I'm also finding and learning things I never would have found and learned before purely as a result of being exposed to the thoughts and news posts of so many people I never would have encountered in any other setting. I think the same thing would have to ring true for other professions, particularly teaching in allied health care.

  4. I'm writing again. That may not seem like much to you but it's huge for me. As an acquisitions editor I write constantly. Constantly. But I'm writing e-mails, mostly, or contract notes, a formal document we prepare for our decision-making group when we have a new book we want to publish. Contract notes are rather formulaic and require little creativity. But this blog, which I'm hoping will grow into something my authors and potential authors will find useful, helps feed my desire to write. Facebook and Twitter help feed that desire as well, while also serving what I hope will be an ever-growing circle of followers, some of whom might choose to write for me and F.A. Davis over a competitor because they've come to know me a bit and trust what I have to say.

  5. It makes good business sense. I use Facebook and Twitter and write this blog to attract potential authors, find new authors and reviewers, and keep in touch with the markets I serve. Pretty straightforward, don't you think? Wouldn't it stand to reason that, say, medical assisting program directors who tweet and maintain a Facebook site or blog might attract potential new students and faculty members simply or even largely because of their presence in social media? I think it does, and I think with these media only growing in popularity, now is the time to get on the bandwagon. Give yourself time to work out the kinks, to get used to using social media, to build a content base, and to build up your cadre of friends and followers. It just makes sense.

  6. It makes good pedagogical sense. According to the National School Boards' Association, social media should be adapted for use in the classroom because:



  • 96% of students with access to the Internet build social networks.



  • 50% of teens say they talk to their peers about schoolwork online (IM, blog or social networking sites) or via text messages.



  • 60% indicate that they discuss education-related topics, such as college and career planning.


    • Your students use social media constantly. Why? Because they find it engaging, interesting, informative, and just plain fun. So why not implement the same media for pedagogical purposes? It makes absolutely NO SENSE not to.

      Next blog: The Drawbacks of Social Media in Schools and How to Deal with Them