NECC, San Diego, CA ., July 6, 2006

Following Last Years One Hour Session (found here),

You will create a "hands-on" powerpoint presentation
(after de-constructing this template from the Microsoft Office Template Gallery)
to demonstrate answers to the following questions.

TEN Essential Questions of Multimedia

Creating a PowerPoint for Understanding, Retention, and Application

Are students:

1)   Shown examples of both poor and well crafted presentations?
2)   Given a checklist of technology literacy and a checklist for design skills before starting the project?
3)   Given graphics requirements for the slideshow?
4)   Following a writing process? Prewriting, writing, revising, editing, and publishing?
5)   Given a rubric/assessment tool before starting?  Does the rubric include items for both project and oral presentation? 
(Example from
6)   Expected to storyboard the presentation before work begins? (Inspiration)
7)   Expected to frame the presentation in the form of an Essential Question?
Research from Heidi Hayes Jacobs
8)   Given opportunities to use a compare/contrast or other appropriate template? See Article 5 below
9)   Creating presentations with more glitz and glamour than content?
10) Using notes view in order to create as much slide text as possible?

Discovery Education Network

Table of Contents/Works Cited

Page (s)



TEN Essential Questions of Multimedia

2 - 4

1. Atkin Mayer, Richard E., Mr. “The Cognitive Load of PowerPoint: Q&A with Richard E. Mayer.” Interview with Cliff Atkinson. sociable media. 1 June 2004.  29 June 2006 <>.


2. Roblyer, M D. “Our Multimedia Future.” Learning & Leading with Technology Mar. 1999: 51-53. 29 June 2006 <‌Content/‌NavigationMenu/‌Publications/‌LL/‌LLIssues/‌Volume_26_1998_1999_/‌March7/‌March_1999.htm>.


3. Simons, Tad. “The multimedia paradox.” Presentations (Sept. 2004): 1-4. 29 June 2006 <‌presentations/‌search/‌article_display.jsp?vnu_content_id=1000734183>.


4. Burmark, Lynell, Dr. Enhancing Multimedia Presentations. Lake Barrington, IL: Thornburg Center, 2000. 29 June 2006 <‌Burmark/‌Handouts/‌Presentations.pdf>.


Essential Questions: What is Snow?


Strategies for Comparing/Contrasting: Identifying_similarities_and_differences


5.  Varlas, Laura. “Getting Acquainted with the Essential Nine.” Nine Essential Instructional Strategies. Winter 2002. The MiddleWeb Listserv.  29 June 2006 <


Microsoft Educational Templates


6. “Raising Student Achievement with Technology.” Apple - Education - Research. Spring 2006.  29 June 2006 <‌education/‌research/>


7. Boster, Franklin J., et al. “A Report on the Effect of the Unitedstreaming(TM) Application on Educational Performance.” CARET (Center for Applied Research in Educational Technology). CARET.  29 June 2006 <>



Additional Resources: Digital Storytelling Examples


Additional Resources: PhotoStory3, Producer, and Movie Maker


NECC 2006 Conference Website


Research Listings

The Cognitive Load of Powerpoint: Q&A with Richard E. Mayer by Cliff Atkinson

Scoring Power Points by Jamie McKenzie (FNO)

Multimedia Projects WebSite
    Scoring Rubric

Enhancing Multimedia Presentations
    "Humans process visuals 66,000 times faster than text!"

Instructional Strategies that Work, Marzano
    Identifying Similarities and Differences

The Multimedia Paradox

Powerpoint Checklist

UnitedStreaming Full Report (72 pages)
    UnitedStreaming Summary (3 pages) from
    Math Report

Our Multimedia Future From ISTE (c) 1999

Impact of Technology on Student Achievement (Summary of ACOT Findings)

Microsoft Office Template Sites

State Report Template
Microsoft Template Gallery for Education

Dowload the "Learning Essentials" with many additional templates

Research Websites for Workshop

Graphics Websites for Workshop

Example Checklist Choices for the Microsoft Office Template Our 50 States


A ­ Editing Skills


Title Slide contains an Essential Question


Evidence of clear planning through a storyboard (Inspiration) was submitted


Each slide contains a clear heading


All spoken text has been researched and edited and is viewable in the notes view area


Conferred with my teacher to make revisions and corrections


Contains proper citations and copyright information

B -- Multimedia Elements


At least one graphic per slide. Graphics may include: digital camera images, clipart or animated images, or Internet graphics


Map of location, state or other geography


Drawing tools used to call attention to map points, or other elements in the slideshow


Graph, or Organizational Chart (using solid, not fill, colors)


Movie from Discovery Learning


Hyperlink to Brainpop or National Geographic Explorer


Sounds, Music, Narration as appropriate for content

C ­ Design Considerations

Text/Font. If you find it necessary to include text on a slide, follow these rules:


Followed the 5 by 5 rule ­ maximum. Five lines of text, five words per line.


Easy to read


Appropriate for presentation


Size for Title slides is 40 point minimum
Size for slide body text is 28 point minimum


Appropriate color with background



Appropriate for slide


Clear not blurry


Proportionally sized


Enhances presentation


Tried to use photographs, instead of clipart when possible


Avoid placing saturated primary colors (red, green or blue) adjacent to each other

SlideShow Design


Background enhances each slide


Backgrounds follow the same color range


Comparison Contrast Layout is used when possible


Few transitions, of limited distraction, are used


Titles appear before other elements of the slide


D ­ Presentation Considerations


Practiced delivery of the presentation in a conversational style


Given the audience opportunities to take notes

Richard Mayer’s Multimedia Principle

(in which people learn better from words and pictures than from words alone)


_____ Signaling Principle, in which people learn better when the material is organized with clear outlines and headings

_____ Personalization Principle, in which people learn better from a conversational style rather than a formal style.

_____ Coherence Principle, in which people learn better when extraneous material is excluded rather than included

_____ Contiguity Principle, in which people learn better when corresponding words and pictures are presented at the same time or next to each other on the same screen

_____ Modality Principle, in which people learn better from animation (graphics) with spoken text than animation with printed text

Multimedia Project Scoring Rubric: Scoring Guidelines




The integration of media objects such as text, graphics, video, animation, and sound to represent and convey information. Videotapes which include sound and images fit this definition.

Working together jointly to accomplish a common intellectual purpose in a manner superior to what might have been accomplished working alone.

The topics, ideas, concepts, knowledge, and opinions that constitute the substance of the presentation.

Presentation, conversational in style, engaging, questioning strategies are used and eye contact is regularly maintained



Students have used multimedia in creative and effective ways that exploit the particular strengths of the chosen format. All elements make a contribution. There are few technical problems, and none of a serious nature.

Students were a very effective team. Division of responsibilities capitalized on the strengths of each team member. The final product was shaped by all members and represents something that would not have been possible to accomplish working alone.

Meets all criteria of the previous level and one or more of the following: reflects broad research and application of critical thinking skills; shows notable insight or understanding of the topic; compels the audience's attention.

Delivery is smooth, engaging, conversational in style, questioning strategies are used with the audience, and eye contact is regularly maintained. Rehearsal is evident.



Presentation blends 3 or more multimedia elements in a balanced, attractive, easy-to-follow format. Elements include original student work. With minor exceptions, all elements contribute rather than detract from the presentation's overall effectiveness.

Students worked together as a team on all aspects of the project. There was an effort to assign roles based on the skills/talents of individual members. All members strove to fulfill their responsibilities.

The project has a clear goal related to a significant topic or issue. Information included has been compiled from several relevant sources. The project is useful to an audience beyond the students who created it.

Delivery is smooth, engaging, mostly conversational in style, questioning strategies are rarely used with the audience, and eye contact is normal. Rehearsal is evident.



Presentation uses 2 or more media. There are some technical problems, but the viewer is able to follow the presentation with few difficulties.

Students worked together on the project as a team with defined roles to play. Most members fulfilled their responsibilities. Disagreements were resolved or managed productively.

The project presents information in an accurate and organized manner that can be understood by the intended audience. There is a focus that is maintained throughout the piece.

Delivery is smooth and somewhat engaging, questioning strategies are not used with the audience, and eye contact is irregular. Rehearsal is questionable.



Presentation uses 2 or more media, but technical difficulties seriously interfere with the viewer's ability to see, hear, or understand content.

Presentation is the result of a group effort, but only some members of the group contributed. There is evidence of poor communication, unresolved conflict, or failure to collaborate on important aspects of the work.

The project has a focus but may stray from it at times. There is an organizational structure, though it may not be carried through consistently. There may be factual errors or inconsistencies, but they are relatively minor.

Delivery is not smooth but somewhat engaging, questioning strategies are not used with the audience, and eye contact is rare. Rehearsal is questionable.


Multimedia is absent from the presentation.

Presentation was created by one student working more or less alone (though may have received guidance or help from others).

Project seems haphazard, hurried or unfinished. There are significant factual errors, misconceptions, or misunderstandings.

Delivery not smooth, engaging, or conversational in style. Eye contact is rare. There was probably no rehearsal.


Multimedia score =

Collaboration score =

Content score =

Presentation score =


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