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Desktop Presentations Catalog Description: Engaging Learners with Desktop Presentations This one-credit graduate course will explore ways to engage learners with desktop presentation software. Activities will include the following: creating PowerPoint presentations for classroom use, critiquing presentations based on effective design principles, and creating a classroom activity that requires students to use desktop presentation software. Course Overview: This course is designed for the teacher with some experience using computers. Participants will receive hands-on training in developing effective desktop presentations with Microsoft PowerPoint software. Participants will also create projects to involve their students in presenting with PowerPoint. Assignments are designed to provide opportunities to practice the skills introduced in each session, to encourage reflection on best practice for technology integration, and to be of immediate use in the practice of teaching. Prerequisite: Introduction to Computers or consent of the instructor. Participants must understand basic computer and mouse operations, including storing and working with files. Student Learning Objectives:
Teaching Method/Class Format: Each class session will consist of the following: Discussions of assigned readings, assignments, applications of technology in the classroom, or issues related to technology for learning. Demonstrations of how to use specific features of computers and software. Practice Activities that encourage participants to practice what was learned in the demonstration and develop skills required to complete out-of-class assignments. An Integration Activity that encourages participants to incorporate their newly learned skills into their teaching. The above methods are designed to build participants’ confidence using desktop presentation software and hardware while encouraging immediate integration of technology into classroom instruction. Participants will also apply best practices of integrating learning technologies as outline in the engaged learning model. Texts and Required Reading: Course web site address: http://www.wths.net/edtech/bdit/ppt/default.htm/ Pence, Harry E. PowerPoint and Cooperative Learning: An Idea Instructional Combination. Technology Source, July, 1997. Online: http://horizon.unc.edu/TS/featured/1997-07.asp Chamberlain, Cathy Schoolworks
PowerPoint 2000 for Teachers SchoolWorks Press, 2000
Grades are differentiated on the basis of quality. Quantity alone is not a significant factor for grade differentiation. All work for the course must be completed within one week of the final session. Bibliography Recommended reading: Plugging In: Choosing and Using Educational Technology. North Central Regional Educational Laboratory, 1997. http://www.ncrtec.org/capacity/plug/plug.htm Course web site address: http://www.wths.net/edtech/bdit/ppt/default.htm/ Attendance Policy Given the intensive nature of this course, students are required to attend all classes and to participate in class discussions, small group activities, experimental and experiential group exercises and projects. Should an emergency prevent one’s attendance at a given session, students must provide prior notification to the instructor, complete any required make-up activities, and complete all required assignments. All work for the course must be completed no later than one week after the last session of the course. Academic Honesty and Integrity Statement "Students are expected to maintain academic honesty and integrity as students at Aurora University by doing their own work to the best of their ability. Academic dishonesty (cheating, fabrication, plagiarism, etc.) will result in the student’s receiving a zero for that test, assignment, or paper." Final Examination Policy Students will create a slide show as described in the Slide Show #2 assignment description. American Disability Act Compliance In compliance with ADA guidelines, students who have any condition, either permanent or temporary, which might affect their ability to perform in this class, are encouraged to inform the instructor at the beginning of the term. Adaptations of teaching methods, class materials, including text and reading materials or testing, may be made as needed to provide for equitable participation. Aurora University School of Education of George Williams College GRADUATE GRADING SYSTEM [The graduate grading system was reviewed by Deans' Council and forwarded to the Academic Standards committee for deliberations. This has been approved by the Academic Standards Committee on 5 May 1992 for presentation to the Faculty Senate on 12 May 1992 for approval. This was approved by the Faculty Senate on 12 May 1992.] At the end of the course, letter grades are awarded as defined: A (4 quality points per course unit) Excellent. Denotes work that is consistently at the highest level of achievement in a graduate college or university course. B (3 quality points per course unit) Good. Denotes work that consistently meets the high level of college or university standards for academic performance in a graduate college or university course. C (2 quality points per course unit) The lowest passing grade. Denotes work that does not meet in all respects college or university standards for academic performance in a graduate college or university course. F (0 quality points per course unit) Failure. Denotes work that fails to meet graduate college or university standards for academic performance in a course. Cr (quality points are not calculated in grade point average) Pass. Denotes pass with credit at least at the level of B work, in graduate course that are graded Cr/NCr. NCr (0 quality points per course unit) no credit. Denotes work that fails to meet graduate college or university standards for academic performance at least at the level of C work. Revised 5 May 1992
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