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Now a household name, Microsoft PowerPoint software is one of the most commonly used slideware presentation tools in business, scientific conferences, education, and other professional, academic, government, and military settings. As an instructional message design tool, controversy proliferates surrounding its role in the classroom experience and its impact on cognitive learning. After compiling the research, lessons can be garnered on how to best visually display PowerPoint slides, how to most effectively deliver PowerPoint-aided instruction, and how to maximize student learning from PowerPoint-based lessons. This chapter will explore the existing body of literature on the technology's capabilities and limitations; offer best practices for instructional designers, instructors, and learners; and suggest future directions for research on PowerPoint use in higher education.

Multimedia learning theory describes how the designers of instructional messages, systems, and learning environments can optimize learning. The principles and heuristics of multimedia learning theory have application in traditional and online environments, with young and adult learners, in K-12, higher education, military, corporate, government, and informal learning environments. This diversity of application is based on the foundational premise that all learners can independently process auditory and visual information, have limited working memory resources, and require cognitive resources to process new information and to learn. This chapter describes the basic tenets of multimedia learning theory, best practices that can improve our message design and communication, and exciting future directions that we can take new research.

The highlights and the correlation between the paper and the presentation are as follows: (a) Slide series showing student/instructor interaction using the instructional materials, (b) Demonstration of the use and advantages of this new approach to an old problem, (c) Use of illustrations in two-dimensional forms, and (d) Demonstration of correlation in a sequential way between lens curve instructional media with course in lens design.

This article describes educational research methodologies being used in the investigation and evaluation of desktop virtual world environments (DVWEs) as used to teach a variety of subjects in higher education. Ellis' research framework on innovations (2005) and Reeves and Hedberg's research goals (2003) were used as lenses to examine the state of educational research methods within DVWEs. An extensive search that resulted in 127 peer-reviewed papers chosen, was carried out to locate journal articles in the fields of educational technology, computer science and information systems, virtual reality/virtual worlds/gaming, science and health education, human-computer interaction, media and communications, psychology, social science, cognitive science, and library science. Results showed that while small scale research is common, research with broader goals (i.e. program evaluation, developmental research) is lacking. Implications include the need for signature developmental researchers to make their virtual world applications open source, and for DVWE researchers to explore collaborative research opportunities with postmodern, education researchers in order to shed more light on important issues of equity, gender, politics, and culture that impact education.

Web 2.0 has brought about a grassroots revolution resulting in a global democratization of access to tools, information, experts, content, and education, and in many ways has begun to change how education is delivered, conducted, and defined. I believe it is my obligation as a responsible netizen and educator in this moment to participate, to evaluate, to document, and to expose and engage students and faculty to and in this process. This presentation will endeavor to challenge and inspire you to think outside your box to consider possibilities for your own instruction. I will demonstrate my "box" and how I am exploring what it really means to be student-centered. I will show you what happens when web 2.0 technologies (twitter, voicethread, diigo, edublogs, jing, meebome, seesmic, youtube, gcast, audacity, polldaddy) are stitched together into one fully online course in moodle. I will talk about how I did it and why. And I will also invite you to explore selected tools for yourself, and to join my networks, so you can share with me what you know, and what you learn. Related Link: Teaching Out Side the "Box"

Cover -- Endorsements -- Copyright -- Acknowledgements -- Content -- About The On A Shoestring Series -- Introduction -- What This Book Isn't, and What It Is -- DEEPER DIVE Instructional Design Theory and Models -- What Is Instructional Design? -- Build, Borrow, or Buy: How to Use This Book -- Recurring Elements -- You Can Do It-Even on a Shoestring -- PART 1: BUILD -- 1: Building With Structure -- What Is "Instructional Design Structure"? -- DEEPER DIVE Instructional Design Models -- How Do You Build With Structure? -- TIME SAVER Getting It Right From the Beginning -- Figure 1-1. Actions to Take When Using ADDIE -- Analyze -- DEEPER DIVE Needs Assessments -- Design -- Develop -- Implement -- Evaluate -- What Does Build With StructureLook Like in Practice? -- Example 1. "We Need Training" -- Example 2. "We Need Training" -- TOOL Putting ADDIE to Work -- A Shoestring Summary -- 2: Building the Formal Learning Experience -- Can You Be Ruthless? -- TOOL How Ruthless Are You? -- What Happens If You Can't Be Ruthless? -- TIME SAVER Shortcut to Being Ruthless -- How Can You Ruthlessly Build Your Learning Experience? -- What Is Your Intent? -- Table 2-1. Matching Intent and Delivery Options -- What Are Your Options? -- Building a Learning Experience That Includes Instructor-Led Training -- TOOL Lesson Plan for Instructor-Led Training -- Learning Objectives -- DEEPER DIVE Effective Learning Objectives -- Estimated Time -- Table 2-2. Estimating Time -- Table 2-3. Estimating Time With Precision -- Content and Key Points -- Table 2-4. Outlining Content and Key Points -- Table 2-5. Outlining Content and Key Points With Greater Detail -- Instructional Technique -- Table 2-6. Attempt at Assigning Instructional Techniques to Content -- Table 2-7. Diversifying the Instructional Techniques -- TIME SAVER "I Just Need Something That's Good Enough".

Based on a phenomenological theoretical perspective, the purpose of this qualitative study was to explore how instructional designers make decisions related to determining which layers and related instructional design activities to address based on time and tool resource constraints. To explore the topic, this study was guided by five research questions which included: (a) what type of time and tool constraints do instructional design practitioners experience, (b) how do instructional design practitioners make decisions based on time constraints when completing work projects, (c) how do instructional design practitioners make decisions based on tool constraints when completing work projects, (d) how do instructional design practitioners determine which layers or questions to address given project constraints such as time and tool limitations, and (e) what steps do instructional design practitioners omit during work projects that have time and or/tool constraints? The study included 20 instructional designers (n=20) that work in various industries including higher education institutions, consulting, tourism, charity/nonprofit, health care, government, and retail. There were a total 14 female participants and 6 male participants. Upon the completion of 20 interviews and analysis of interview notes, six themes and three patterns emerged. The findings from this study show that in response to the constraint of limited time to design, develop, and implement instructional interventions, instructional designers modify instructional design processes that are based on traditional instructional design models. The findings suggested that when faced with tool constraints, instructional designers found ways to "figure it out" and worked within the constraints of the tools. The findings also highlighted that instructional designers reference prior knowledge and similar past projects in order to make decisions throughout the design process.

Cognitive load theory assumes that information should be structured to eliminate any avoidable load on working memory in order to enhance learning. We hypothesized that the appropriate type of structure may depend on the learner's level of expertise. Less expert learners using a diagram might require the diagram to be physically integrated with related text-based information in order to reduce cognitive load. However, the same diagram might be intelligible in isolation by more experienced learners, who might require the elimination of redundant text to reduce cognitive load. The results of three experiments indicated that as level of expertise increased, the best instructional designs changed from ones in which diagrams and text were physically integrated to ones in which the text was eliminated.

This study is concerned with the analysis, comparism and examination of implementing inquiry in biology using some senior secondary school (SSS1) students in Ogba/Egbema/Ndoni Local Government Area of Rivers State. The stratified random sampling technique was used considering the type of school, urban/rural and gender in which four secondary schools were drawn from the fifteen secondary schools Ogba/Egbema/Ndoni Local Government Area of Rivers State (ONELGA). From each of the four schools, fifteen (15) SSS1 biology students were picked up randomly into two classes. The study was made up of thirty (30) students from each school. This amounted to a total of one hundred and twenty (120) students from the four schools representing the sample of the study. These research questions with null hypothesis guided the study with the aid of a quasi experimental research design. These students were randomly assigned to two groups (treatment and control group). Treatment group were those taught biology using the sensitized inquiry teaching method while conventional method (lecture) was used for the control group.(1) Biology Achievement Test (BAT) was developed on the following units in biology, flower pollination, muscle structure and function, and seed germination. All these were drawn from anatomy and physiology of flowering plants and animal physiology in the biology textbook of SSl, to measure the initial and terminal academic achievement of the students. (2) Lesson notes were prepared on the above mentioned units using the inquiry teaching method and the conventional method using a pretest, post-test experimental treatment. Thus, it is the contention of the author that the inquiry approach would enhance student's achievement in biology, hence the thrust of the study.