Slide 1:
Strengths
Font size is big enough and colour choice is suitable as there is distinct difference between the title and the subheading (i.e. good contrast).
Areas of improvement
Add-ons (sounds) are not playable. Should check the functionality of the sound first before adding
Static picture of frog is needless as students already know how a frog looks like.In addition picture doesn’t aid learning and is a distraction.
Slide 2:
Strengths
Capital letters for the short title is apt. Font size, spacing, together with the contrast makes the slide easier to comprehend.
Life static pictures of the frog does aids learning as students may not have seen a frog in close proximity that often.
Areas of improvement
Sound effect accompanying the sentences is an irritating distraction. Should be omitted.
Irregular arrangements of pictures and sentences makes the slide messy. Allign pictures on the left and sentences on the right or vice versa.
Slide 3:
Strengths:
“Often complicated information and those that are difficult to remember can be simplified using appropriate visuals (Wong, A.F.L., & Cheung, W.S. (1999).”
Flow chart with clear arrows make slide easy to understand. Diagrams are useful as it helps enhance understanding as compared to words alone.
Areas for improvement
Capitals should not be used for the headings as it is tool long.Words circulating the flow chart should be bigger so that those far back can see. Choice of colour for all words should be uniform to avoid confusions.
Slide 4:
Strength
Words and background builds clarity.Sentences are short and simple to understand.
Areas of improvements
Pictures of frog, young frog and tadpole are needless as it is not related to the slide content. Graphics does not match the text and neither do they assist learning.
Picture of frog eggs should be placed strategically using formal or informal balance to make slide more organized.
More pictures of frog eggs, especially live ones, should be added to the slide.
Slide 5:
Strengths
Informal balance and proximity of the words and pictures makes the slide easier to comprehend. Paragraphs eliminates cluttering.
Areas for improvement
Forward and backward buttons should standardize with the other slides and be placed at the bottom right corner of the slide
There should be no more than 8 lines of text. Try to summarize info or use new slide.
Slide 6:
Strengths
Good contrast makes the slide easily readable.
Areas of improvement
Pictures are disorganized. Will not enhance student’s understanding.Pictures of eggs and tadpole are not needed as it not related to the slide content. Perhaps a real life picture of a young frog should be used instead.
No more than 8 lines of text in a slide. So either summarize information or use a new slide.
Ideas adapted from Wong, A.F.L., & Cheung, W.S. (1999.)
Hi Aiman,
I agree with most of your points about the good and bad aspects of the presentation slides.
Perhaps I could suggest why in slide 3, some words were in orange, and in slides 4-6, there are pictures of the other stages in the life-cycle. The words in orange, as well as the pictures of the other stages, are links to jump to different slides.
But I do think that the links are a bit unnecessary, as it’s more logical to move through the life cycle in chronological order.
You mentioned that in slide 2, the pictures of frogs aid learning. However, I find that they don’t relate to the text. Perhaps you might like to clarify further why you think that the pictures are useful?
Hi Aiman,
I agree with you very much on most of the strengths and areas for improvements for the slides.
Just thought that I could suggest why in slide 3, there are words in orange and in slides 4-6, there are pictures of the other stages of the life cycle. These are links to the relevant slides so you can jump the order of the slides.
But I must say that the links are rather unnecessary as the logical way of learning the life cycle is to go in chronological order.
You mentioned that in slide 2, the pictures of the frogs aid learning. However, I can’t see how they are relevant to the text in slide 2. Perhaps you could point out why you think the pictures are useful?
I think that the pictures are relevant useful because since slide 2 is talking about frogs and their characteristics, it is ideal to have pictures of frogs instead of pictures of cars.
Students definately do not have the chance to see a real frog in close proximity that frequently. Hence, the next best thing other than having a real live frog in class, is having a close up picture of a real frog.
The slide mentioned that frogs have long back legs and webbed feet, which can be sen in the pictures. This aids learning, rather than just letting the students imagine it themselves.
The slide also talks about frogs changing their skin colour depending on the surrounding. And the pictures have shown different skin colours of frogs. Which again helps students visualize better.
So overall I think the pictures do aid learning. Maybe the only improvement I will make is to make the pictures bigger.