Creating an Interactive PowerPoint Lesson for the Lesson

Creating an Interactive PowerPoint Lesson for the Lesson

Lawrence Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-60566-150-6.ch010
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This article helps classroom teachers create an “Interactive Lesson,” a self-paced, student-controlled, individualized learning opportunity embedded with assessments. These lessons are offered to learners who need individualized instruction; corrective instruction, additional practice, or enrichment activities. Interactive lessons are not new. However, the practical, sequential methodology offered herein provides a practical design model for creating and integrating Microsoft’s PowerPoint for presenting self-paced, personalized lesson content. The presentation can be captured to a floppy diskette, burned onto a CDROM, or sent as an email attachment to students in a classroom, computer lab or at home. The interactive lesson has many practical applications for students needing remedial attention or those attending cyber schools or home-bound students.
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The Interactive Lesson Defined

Teachers and trainers use Microsoft Word to create text-based class handouts, lesson study guides, and student workbooks based on their own classroom learning objectives. They use Microsoft’s Front Page and Netscape’s Composer to produce web-based content materials. And, they use Microsoft’s PowerPoint to create interactive presentations. Interactive Lessons take the form of a self-paced, student-controlled, individualized learning opportunities embedded with formative and summative assessments to gauge student learning outcomes. Lessons are offered to those who need individualized attention, remedial instruction, additional practice, or enrichment activities. Specifically, an Interactive Lesson:

  • Is a visual-based, behavioral-oriented teaching strategy appropriate for learners at all levels that may benefit from concrete, graphical learning experiences.

  • Contains self-paced instructional content appropriate for those who learn best when content is sequenced and delivered at their own pace or who need remedial instruction outside the typical classroom environment.

  • Offers specific, logical, systematic lessons that foster individualized instruction and sequential learning.

  • Is student-initiated and student -managed learning that places a good deal of the responsibility for mastering the material directly in the hands of the learner.

  • Embraces all phases of the Mastery Learning instructional technique. It suggests alternatives for presenting the initial mastery objectives, corrective instruction, and enrichment activities.


Creating An Interactive Lesson

The ADDIE instructional system design model guides the creation of the Interactive Lesson.

For each step in the ADDIE Model, a practical, hands-on task is completed as evidence that the skill has been mastered. Here’s how it goes: (Figure 1)

Figure 1.

The ADDIE model for instructional system design

  • 1.

    Analyze: define the needs and constraints

  • 2.

    Design: specify learning activities, assessment and choose methods and media

  • 3.

    Develop: begin production, formative evaluation, and revise

  • 4.

    Implement: put the plan into action

  • 5.

    Evaluate: evaluate the plan from all levels for next implementation; evaluation is essential after each step.

Each step has an outcome that feeds the subsequent step.

Complete Chapter List

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Table of Contents
Chapter 1
Mara H. Washburn
Many Western nations face a critical shortage of skilled professionals in science, technology, engineering, and mathematics (STEM). However, despite... Sample PDF
Media and Women in Technology
Chapter 2
David Gefen, Nitza Geri, Narasimha Paravastu
Threaded discussions are one of the central tools of online education. These tools enhance student learning and compensate for the lack of social... Sample PDF
The Gender Communication Gap in Online Threaded Discussions
Chapter 3
Princely Ifinedo
In this study, we investigate the influence of two external influences i.e., Ease of finding and Computer anxiety on the technology acceptance model... Sample PDF
The Technology Acceptance Model (TAM) and the Continuance Intention
Chapter 4
Thanakorn Wangpipatwong
In this article, the study of how a constructivist e-learning system affects students’ learning outcomes was explored and a two-phase study was... Sample PDF
The Influence of Constructivist E-Learning System on Student Learning Outcomes
Chapter 5
Andreas Wiesner-Steiner, Heike Wiesner, Heidi Schelhowe, Petra Luck
This article presents substantial results from two projects that deal with teaching and learning with digital media in basic and higher education... Sample PDF
The Didactical Agency of Information Communication Technologies for Enhanced Education and Learning
Chapter 6
Daniel J. Shelley
E-learning and e-pedagogy continues to grow in importance in the delivery of higher education, due in part to the cost of higher education, a... Sample PDF
Comparative Analyses of Online and Traditional Undergraduate Business Law Classes: How Effective is E-Pedagogy?
Chapter 7
Ido Millet
Data Flow Diagrams and Use Cases are two popular methodologies in teaching as well as in practice. For the last 4 years, we have been using both... Sample PDF
Student Perceptions of Data Flow Diagrams vs. Use Cases
Chapter 8
Hong Lin
Agent-oriented design has become one of the most active areas in the field of software engineering. The agent concept provides a focal point for... Sample PDF
Promoting Undergraduate Education with Agent Based Laboratory
Chapter 9
Tony Jewels, Rozz Albon
For optimum workplace effectiveness in knowledge-intensive industries in which principles of knowledge management need to be applied, it is... Sample PDF
Supporting Arguments for Including the Teaching of Team Competency Principles in Higher Education
Chapter 10
Lawrence Tomei
This article helps classroom teachers create an “Interactive Lesson,” a self-paced, student-controlled, individualized learning opportunity embedded... Sample PDF
Creating an Interactive PowerPoint Lesson for the Lesson
Chapter 11
Chris Thompson, Zane L. Berge
This chapter briefly profiles three virtual schools, each at a different stage of development, yet each dependent upon a successful and sustained... Sample PDF
Planning Staff Training for Virtual High Schools
Chapter 12
MarySue Cicciarelli
Research shows that training prospective online instructors in an online learning environment is advantageous. One effective training topic is on... Sample PDF
Training Prospective Online Instructors: Theories Utilized by Current Online Instructors
Chapter 13
Michael Fedisson, Silvia Braidic
Seventh grade students were tested on their knowledge of sentences and nouns in a language arts classroom. This study was conducted over a two-year... Sample PDF
The Impact of PowerPoint Presentations on Student Achievement and Student Attitudes
Chapter 14
Henry H. Emurian
Information systems students in a graduate section and an undergraduate section of an introductory Java graphical user interface course completed... Sample PDF
Teaching Java™: Managing Instructional Tactics to Optimize Student Learning
Chapter 15
John DiMarco
This research project investigated the existence of web portfolios on academic websites in New York State. It cites disappointing results when... Sample PDF
Toward an Increase in Student Web Portfolios in New York Colleges and Universities
Chapter 16
Marianne Döös, Eva R Fåhræus, Karin Alvemark, Lena Wihelmson
Conducting a dialogue on the Web is a matter of linking thoughts in digital conversations. Dialogue differs from discussion by not being aimed at... Sample PDF
Competent Web Dialogues: Text-Based Linking of Thoughts
Chapter 17
Jeffrey Hsu
A number of new communications technologies have emerged in recent years which were originally used primarily for personal and recreational... Sample PDF
Employing Interactive Technologies for Education and Learning: Learning-Oriented
Chapter 18
Matthew Shaul
As a socially constructive learning tool, discussion forums remain central to online education. They have continued to evolve in functionality... Sample PDF
Assessing Online Discussion Forum Participation
Chapter 19
Solomon Negash, Michelle Emerson, John Vandegrieft
An empirical analysis was conducted to compare synchronous hybrid e-Learning environment with traditional classrooms. Empirical study with 165... Sample PDF
Synchronous Hybrid E-Learning: Empirical Comparison with Asynchronous and Traditional Classrooms
Chapter 20
Diane Hui, Donna L. Russell
Effectiveness of professional development is affected by the quality of social interaction. This study examines how online collaborative dialogues... Sample PDF
Understanding the Effectiveness of Collaborative Activity in Online Professional Development with Innovative Educators through Intersubjectivity
Chapter 21
Silvia Braidic
Teaching is a complex activity that involves careful preparation, delivery and reflection. As an educator, it is essential to create a sense of... Sample PDF
Effective Questioning to Facilitate Dynamic Online Learning
Chapter 22
Cindy S. York
This article briefly reviews two important goals in online education: interaction and presence. These are important goals in online education... Sample PDF
Transitioning from Face-to-Face to Online Instruction: How to Increase Presence and Cognitive/Social Interaction in an Online Information Security Risk Assessment Class
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