POWER2POINT by Roz Hussin June 1, 2011 for POWER 2POINT

POWER2POINT by Roz Hussin June 1, 2011 for

POWER2POINT


Hello…

My name

isROZROZFIRUZ


What is

your

name?Train-the-trainer training for Haberfeld Associates by Southeast Community College Training Solutions

on June 1, 2010 at the Lincoln Country Club

Informal

introductio

ns


Introduction Overview of content & format

Topic 1 TargetIdentifying goals; Specifying audience; Understanding perception

Topic 2 OrganizeStreamlining content; Designing delivery; Maximizing effectiveness

Topic 3 PresentStrategy; Technology; Timing; Pacing; Troubleshooting; Closing

Intermission Restroom break & setup laptops for workshop

4 Workshop production; Presentation; Discussion

5 Conclusion Review & additional resources


TargetIdentifying Goals

Specifying Audience

Understanding Perception

1Topic

GAPGoals ● Audience ● Perception

Your problem is to bridge the gap which exists between where you are now and the goal you intend to reach.

Earl Nightingale,US motivational writerand author, 1921-1989

“”

http://www.btinternet.com/~nigelspencer/title/jump-adam-eve.jpg

http://www.youtube.com/watch?v=Hzgzim5m7oUVideo: The Power of Words 1minute 48 seconds


http://www.youtube.com/watch?v=Hzgzim5m7oU

PEOPLE& PERCEPTION

understanding


Bridging the



Theory of Human Motivation (Abraham Maslow, 1943) Http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm

Security, employment, shelter, health insurance

Survival, instinctive, water, air, food, sleep, protection

Social acceptance, family, belonging, friendships

Personal worth, social recognition, accomplishment

Self-aware, personal growth, fulfilling personal potential

Hierarchy of Needs


Bridging the




Hierarchy of Needs



Theory of Human Motivation (Maslow, 1943) Http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm


Bridging the

BUT message is NOT addressed to

SPECIFIC AUDIENCEMessage contains

clear GOAL



Hierarchy of Needs


Bridging the ?What was the

solution?

How was

the GAP

bridged?





Hierarchy of Needs







Bridging the

Specified AUDIENCE GOAL achieved








Hierarchy of Needs




Bridging the

Bridging the GAP

GOAL achieved

PEOPLE& PERCEPTION

understanding


Bridging the




How can

you apply

this new

knowledge?GAPGoals ● Audience ● Perception

Bridging the

Example

Three F’s

I understand how you feel.

I’ve felt the same way.

I’ve found this works well.

Three F’s

I understand how you feel.

I’ve felt the same way.

I’ve found this works well.

GRAPHIC = Microsoft standard templates

GOAL = Mnemonicfor easy remembering

TOOLS = Letter “F”+ Number “Three”

GOAL = Make connection to and empathize with the customer STRATEGY = Use personal appealTOOLS = Bullet points + underline

3F’S

how you FEEL

FELT

FOUND

I’ve

the same way

this works well

I’ve

I understand

3F’S

how you FEEL

FELT

FOUND

I’ve

the same way

this works well

I’ve

I understand

3F’S

how you FEEL

FELT

FOUND

I’ve

the same way

this works well

I’ve

I understand

PEOPLE& PERCEPTION

understanding


Bridging the



chunk

Short-term memory can only hold ±7 chunks of information.

George Miller (1956)Cognitive Psychologist

“ ”

Here?

Or here?

Or there?

Proc

essi

ng&

Retr

eiva

l

Elab

orati

on&

Codi

ng

repetition

short term memory

long term memory

Unlimited

forgotten

forgottenresponse

external stimuli

sensory memory ¼ to ½ sec

0-18 sec7±2 items

Information Processing Modelbased on "stage theory" by

Atkinson and Shriffin (1968)

hunk


!hunk

Activit

y

challe

ng

e

0014022172914

You will be given 30 seconds to see a series of numbers. The challenge is to see how many you can remember.

?You will be given 30 seconds to see a series of numbers. The challenge is to see how many you can remember.

How did you do?

0014022172914

You will be shown the same series of numbers as before. This time you will be given 1 minute. The challenge is to seehow many you can remember if you apply the

hunk -ing method.

You will be shown the same series of numbers as before. This time you will be given 1 minute. The challenge is to seehow many you can remember if you apply the

hunk -ing method.

?How did you do?


How can

you apply

this new


Bridging the

Example

What is Service Recovery?


The actions a service provider takes in response to a service failure

Taking responsibility, apologizing and wining customers over by earning both their trust and loyalty when a service failure occurs.

NOTE: spelling error to be edited


The actions a service provider takes in response to a service failure

Taking responsibility, apologizing and wining customers over by earning both their trust and loyalty when a service failure occurs.

123

4 5 6 7 hunk

???What

isService Recovery

?The

actions

What

isService Recovery a service

provider takes in response to a service failure.

?Taking responsibility, apologizing and winning customers over by earningboth their

What

isService Recovery

trust +loyaltywhen a service failure occurs.

PEOPLE& PERCEPTION

understanding


Bridging the



Desktop publishinggraphics

Theories of

multimediaanimation

perceptiontypography

http://images.google.com.my/imgres?imgurl=www.cpmc.columbia.edu/homepages/pas7003/images/fancystuff/binary.jpg&imgrefurl=http://www.cpmc.columbia.edu/homepages/pas7003/mainpage.htm&h=256&w=250&prev=/images?q=binary&svnum=10&hl=en&lr=&ie=UTF-8&oe=UTF-8

http://www.scifair.com/images/training.jpg

http://vpf-web.harvard.edu/rmas/images/photos/computer.jpg

http://www.nokia.com/networks/product_catalog/pc_categories/1,6914,,00.html?tech_id=1069

http://www.timespub.tc/Business/Archive/Summer2001/dish.jpg

FocusGraphic Layout Proportion

maximpact& effect

The focus of the visual stimuli must very clearly reflect and emphasize its objective

Center focus alignment

ismost

Powerful

but beware of poor division of information because it can cause

disruption in reading

Graphic Layout Proportion

Center focus alignment is most Powerful but beware

of poor division of

information because it can cause disruption in

reading

Focus

Division of Information


But beware! Center Focus Alignment is NOT good for multiple layer or long presentations. Center Focus tends to imply “self-containment”, thus implying “the end”. It is most effective when designing a “one-off” visual, like a poster. For longer information, if it must be symmetrical, a better layout would be the Forced Justify.


However, the Forced Justify_alignment_is very difficult to control, as you may

find_funny_gaps_in_between text that cannot be controlled.


ThereforeLeft Justified TextThe most common solution when needing to present long or sequential information, is to left justify the text. This way, the audience can “read” in a conventional manner, and pace their understanding based on syntax.


Oncein a blue moon

You may want to experimentwith right justification

as this techniqueinvites opinion


“Attribution Theory: We make attributions to information that seems to stand out abnormal in

the context”

Hilton and Slugoski (1986).

Consistency“Keep the layout of pages consistent - inconsistencies force people to spend extra time trying to figure out how to navigate or focus - it increases cognitive overhead”

Norman, D. (1988) The design of everyday things. New York, NY: Doubleday.

ConsistencyTechniqueTry not to mix techniques too much as it is more effective to stick to one focus point

ConsistencySequential FocusRe-focusing on a different technique takes up too much concentration time

ConsistencyEmphasisRepetition of visual consistencies creates emphasis without needing to change font size or colour or utilize any other techniques

Simplicityis the best policy

“Superfluous graphics can interfere with understanding”

Anglin, G., Towers, R., & Levie, H. (1996). Visual message design and learning: The role of static and dynamic illustrations. In D.H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology . New York: Simon and Schuster Macmillan.

Graphicsfour functions:

Levie, W.H. & Lentz, R. (1982). Effects of text illustrations: A review of research. Educational Communications and Technology Journal, 30 (4), 195-232.

attention pictures or graphics attract attention to the material or direct attention within the material

affective pictures enhance enjoyment or affect emotions and attitudes

cognitivepictures increase comprehension to improve recollection and retention, or to provide information that is not otherwise available

compensatory helping poor readers by adding pictorial clues to decode text

Issues to consider in Graphics:

Misanchuk, E., Schwier, R. & Boling, E. (in press). Visual design for instructional multimedia

Germaneness

An essential picture which cannot be removed without harming comprehension

Realism Simplified drawings are better instructional aids since they focus attention on the salient points under construction

Complexity Graphics should be as simple as possible and complexity should be added only where absolutely required

Size Larger pictures have more impact however, it is necessary to balance the need to have a graphic which is large with technical limitations, such as download time or computer capacity

Culture Users from other cultures may be offended by certain colors/graphics

TextShould also be simple

“An overabundance of fonts or colors can distract rather than assist learning”

Levie, W.H. & Lentz, R. (1982). Effects of text illustrations: A review of research. Educational Communications and Technology Journal, 30 (4), 195-232.

Consistency & Simplicity

Do NOT usemore than three (3) font

variations:

Size

Typeface

Effects

Consistency & Simplicity

Do NOT usemore than three (3) font

variations:

Size

Typeface

Effects

…by the waynotice the Focus

“The Whole is More Than the Sum of Its Parts”Wertheimer, M. (1924). Gestalt theory. Social Research, 11, translation of lecture at the Kant Society, Berlin.

Strategy& TacticsUsing both graphics and text


How can

you apply

this new


Bridging the

Example

Service Failure

Research concluded that it is not the service failure itself but the failure to recover that causes the customer to be dissatisfied.

90% who are dissatisfied with the service they receive will not come back or buy again and each of those customers will tell their story to at least nine other people.

Service Failure

Research concluded that it is not the service failure itself but the failure to recover that causes the customer to be dissatisfied.

90% who are dissatisfied with the service they receive will not come back or buy again and each of those customers will tell their story to at least nine other people.

123

!4 …this is bad news

Service Failure

Research concluded that it is not the service failure itself but the failure to recover that causes the customer to be

dissatisfied90% who are dissatisfied with the

service they receive will not come back or buy again and each of those customers will tell

their story to at least nine other people.

Service

FailuretoRecover…


Let’s

take a

brea

k1

Topic

completed


OrganizeStreamlining content Designing delivery Maximizing effectiveness 2

Topic

•self-play multimedia presentation•one-way lecture presentation•interactive-audience presentation

Types of presentations3

star

t end

presentationmultimedia

presentation

self-play

imp

act

att

enti

on

1 2 3 4 5

sequentialcontent

star

t end

presentationlectureone-

waywake-up

presentation1 2 3 4 5

explain

1 2 3 4 5

example imp

act

att

enti

on


wayexplain

+example

(exciting stories)

star

t end

imp

act

att

enti

on

1 1 2 2 3 3 4 4 5 5

presentation

alternative

star

t end

presentation-audienceinteractiv

e

feed

back

att

enti

on

rap

port

att

en

tion+

rapp

ort

att

en

tion+

rapp

ort

att

en

tion+

rapp

ort

inte

ract

ion

2 31 fin

tera

ctio

n5 64 f 8 97 f

presentation

presentationmultimedia

self-play

•Establish attention at beginning•Ensure impact for ending•Fixed time duration•Sequential content•Control audience perception

•Establish attention at beginning•Ensure impact for ending•Flexible time duration•Content followed by example•Maintain audience alertness


way

•Establish attention at beginning•Ensure impact for ending•Flexible time duration•Content followed by feedback•Maintain audience rapport•Maximum quantity content input

presentation-audienceinteractiv

e


!Activit

y

challe

ng

eAnalyzing types

of presentation

s

You will be given thumbnail prints of the slides from topics 1+2 of today’s training. The challenge is for you to analyze the organization of content in relation to the models provided. From your analysis, sketch a mind-map showing CHUNKING, GROUPING, and SEQUENCING.

!You will be given 10 minutes to do this activity…

Ready-set-GO


Let’s

take a

brea

k2

Topic

completed


StrategyPresent; Technology; Timing; Pacing; Troubleshooting; Closing3

Topic

?All these ideas sound great… but how do I actually DO them on PowerPoint


Tech

nolog

y tools

demo using

example

PowerPoi

nt

prese

ntati

onA

Demo

Service Failure

Research concluded that it is not the service failure itself but the failure to recover that causes the customer to be

dissatisfied90% who are dissatisfied with the

service they receive will not come back or buy again and each of those customers will tell

their story to at least nine other people.

Service

FailuretoRecover…


Tech

nolog

y tools

demo using

example

PowerPoi

nt

prese

ntati

onNew Directions in Educational Research ERAS Conference Diversity for Excellence: Engaged Pedagogies

29-31 May 2006 SingaporePaper by Hussin, Felder & Brent

BDemo

A comparative Study of

Quantitative &

Qualitative

Longitudinal

Action

Research

Case Studies

©2006FHHussinRMFelder

RBrent

New Directions in Educational Research ERAS Conference Diversity for Excellence: Engaged Pedagogies 29-31 May 2006 Singapore

http://www.cwdcn.com/images/smallphoto/post/Thinker.jpg

http://www.cwdcn.com/images/smallphoto/post/Thinker.jpg


Tech

nolog

y tools

demo using

example

PowerPoi

nt

prese

ntati

onContinuing Education Course

Psychology of Learning PXGT6102Taught by Hussin 2005-2007

CDemo

• Behaviorism• Cognitivism• Constructivism

Intro to basicPsychology of Learning

123

Intro to basicPsychology of Learning

132• Behaviorism• Cognitivism• Constructivism

Earl

y

Cog

nit

ivis

ts

Form OrganizationConfiguratio

n

Gestalt Psychology

(German)

Max WertheimerPrague, Germany1880-1943

Earl

y

Cog

nit

ivis

ts

Wolfgang KöhlerRevel, Estonia 1887-1967

Earl

y

Cog

nit

ivis

ts




Kurt KoffkaBerlin, Germany 1886-1941

Earl

y

Cog

nit

ivis

ts



phiMax Wertheimer

Gest

alt

Psy

cholo

gy

p h e n o m e n o n

Cognitive Revolutio

n


Let’s

take a

brea

k3

Topic

completed


Workshop

Hands-on production; Presentation; Discussion4Let’s get into gear!

!You will be given 1-hour to finish the workshop assignment…

Ready-set-GO


4 Let’s

take a

brea

k

completed


Additional ResourcesFree templates for Microsoft Office http://office.microsoft.com/en-us/templates/

50 Totally Free Lessons in Graphic Design Theoryhttp://psd.tutsplus.com/articles/web/50-totally-free-lessons-in-graphic-design-theory/

Gestalt Laws – Logo http://www.albertlie.com/gestalt-laws-logo/

Theories of Learning in Educational Psychology http://www.lifecircles-inc.com/Learningtheories/learningmap.html

The Theory Into Practice Databasehttp://tip.psychology.org/

5

Thank youHope you enjoyed this training session

POWER2POINT

Contact Information

Roz HussinAdjunct Instructor

[email protected]

Michelle TafoyaAssistant Director

[email protected]

http://www.southeast.edu/continuing/trainingsolutions

Documents

POWER2POINT by Roz Hussin June 1, 2011 for POWER 2POINT