PPT: From Practice to Theory
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Transcript of PPT: From Practice to Theory
PPT: From Practice to Theory
GU Yueguo
Beijing Foreign Studies University
www.multimodal.cn
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
A picture is worth a thousand words --- Folk Wisdom.
Words sharpen our mind, while sounds touch our heart. --- Waltery Stone
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Main Headings
1.PPT in Practice 2.Critique: Assumptions an
d Parameters3.Agent-Oriented Modeling
for Critique and Design
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
1PPT in Practice
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
PPT Corpus1. PPT used for
conference presentations --- Presentational Use;
2. PPT used for instructions --- Instructional Use
In face to face classroom
In virtual environment
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Mono-, Dual-, Multimedia
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
1 Mono-medium – text only
Why is the world learning English with Why is the world learning English with greater intensity than ever?greater intensity than ever?
To promote greater individual To promote greater individual mobility mobility
To facilitate more effective To facilitate more effective international communicationinternational communication
To provide better access to To provide better access to informationinformation
To promote international trade and To promote international trade and commercecommerce
To allow for more intensive personal To allow for more intensive personal interaction between citizensinteraction between citizens
To facilitate improved working To facilitate improved working relations between nationsrelations between nations
According to Newsweek, According to Newsweek, English is:English is:
‘‘The planetThe planet ’’s language for s language for commerce, technology, and commerce, technology, and
empowermentempowerment ’’
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
2 Dual Media – text + graphic
Frequencies and proportions of semantic and nonFrequencies and proportions of semantic and non --semantic associations for high semantic associations for high
frequency and low frequency stimuli from the four groupsfrequency and low frequency stimuli from the four groups
%
6.01197.114214.529020.2403N-semantic (L)
1002000100200010020001002000Total
4.7946.51319.318613.4268N-semantic (H)
44.088142.985835.571029.8597Semantic (L)
45.390643.586940.781436.6732Semantic (H)
F%F%F%F
Year 4
(n = 50)
Year 3
(n = 50)
Year 2
(n = 50)
Year 1
(n = 50)
Semantic and nonSemantic and non--semantic associationssemantic associations
Semantic associations contain paradigmatic, sintagmatic and encyclopedic associations.
Non-semantic associations includes clang -other responses and no-response cases.
Mean proportions of clangMean proportions of clang --other associations for four other associations for four
groups of subjectsgroups of subjects
0. 0%
10. 0%
20. 0%
30. 0%
Year 1 Year 2 Year 3 Year 4
Cl ang- other
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Shared Portfolios
• Website for teachers on portfolios.• http://www.evergreen.edu/washcenter/resources
/acl/e2.html• Students create individual folders which they
share (email) with success partners.• Instructor posts these folders online at the
middle and end of the semester.• Students view individual essays and peer
responses on online homepage.
2 Dual Media – text + photoes
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
3 Multimedia – text + graphics + audio + video
17-18 August 2007 Online Education Conference, Weihai , Sandong Province
19
Inter-modal reinforcement and learning retainability
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20
Sequential exhaustion
Mono-modal content
Multimodalized
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21
Learning_Agent: Human_Agent
Receiving_Agent
Audio_Agent
Visual_Agent
Haptic_Agent
Processing _Agent
Visual_Inf_Agent
Proximity_Inf_Agent
Olfactory _Inf_Agent
Haptic_Inf_Agent
Audio_Inf_Agent
Producing _Agent
Read _Agent
Talk_Agent
Write_Agent
Anatomic relation Anatomic relation
Anatomic relation
Collaborative relation
Collaborative relation
Visual learning, Observational learning,
Text learning
Audio learning
Braille text learning,Operational learning
Gesture _Agent
Body_AgentMotor_Control _Agent
Acting, sporting, performing
Talk backup, interpersonal skill
Producing comprehension
Producing written texts
Producing oral texts
Personal _Knw_Agent
Updating personal knowledge
Skill_Do_Agent
Taste_Inf_Agent
Listening_Agent
Producing skills
Producing comprehension
Personal _knw_Agent
Multimodal and Multimedia Process
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Types of Interaction
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
PPT and Speaker Interaction – Zero Interaction
1. PPT + other doc;
2. Speaker-controlled;
3. No speaker’s interaction with it.
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PPT and Speaker Interaction – Some Interaction
1. PPT + paper;2. Speaker-
controlled;3. Paper-based,
occasional interaction with PPT.
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PPT and Speaker Interaction – Full Interaction
1. PPT based;2. Speaker-
controlled;3. Speaker’s
presentation is slides-based.
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The Role of PPT in Classroom
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
The Role of PPT in classroom
Display the existing content
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The Role of PPT in classroom
PPT: Supplementing verbal information
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The Role of PPT in classroom
PPT: Supplementing Multimedia Materials
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The Role of PPT in classroom
PPT: Supplementing Multimedia Materials, and also available on the WebCT
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The Role of PPT in Virtual Environment
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PPT in virtual environment -- 1
PPT: Dual Media Texts, leaving the user in control of its play process
第一讲认识POWERPOINT主讲内容
第一讲 认识POWERPOINT第二讲 文件操作第三讲 基本编辑操作第四讲 文字输入与编辑第五讲 插入幻灯片组件第六讲 绘图与修改第七讲 表格操作
第八讲 图表操作第九讲 组织结构图第十讲 设计演示文稿的外观第十一讲 备注、讲义和大纲第十二讲 幻灯片的放映与动画
学习制作教学演示文稿学习制作教学演示文稿
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PPT in virtual environment -- 1
P P T Us ag e xL ec tu r in g v o ic e c o n tr o lled
PPT: Verbal Texts Synchronized with a Lecturing voice
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PPT in virtual environment -- 3
P P T Us ag e xL ec tu r e r c o n tr o lled
PPT: Verbal Texts Synchronized with the Lecturer Lecturing
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Summary
1. Medium: Mono-, Dual-, and Multi-2. Types of Speaker Interaction (zero,
some, and full);3. PPT Roles in Classroom
(duplication, supplementation); 4. PPT Roles in Virtual environment
(user control, lecturing voice control, and lecturer control)
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
2Critique:
Some Assumptions &
Evaluative Parameters
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Some Assumptions
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Why PPT at All ? !
1. Fact 1: Humans (including other animals) are by birth multimodal animals;
2. Fact 2: Humans (including other animals) enjoy processing multimedia information;
3. Fact 3: Our sense organs support each other.
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Can you describe my voice?----Test your audio learning and
memory
Write it down or describe orally to your partner
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Verbal memory and graphic memory
Have you ever seen Qian Qichen? Describe what he lo
oks like.
Can you recognize him?
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Inter-modal reinforcement and learning retainability
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Multimodal and Multimedia Learning
1. Babies learn multimodally;2. Prenatal babies enjoy music;3. Babies enjoy pictures better than
words; 4. Illiterate people learn multimodall
y and non-verbally;
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Learning and Experience
1. Direct experience --- naturally multimodal learning;
2. Vicarious experience --- multimedia-mediated learning;
3. Indirect experience --- symbol-based learning.
With regard to language learning, the assumption is: Direct experiential learning is the best of all. But it can be too expensive. Vicarious experiential learning is the second best.
Transcripts: show or not be shown?
Voice over or no voice over?
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Evaluative Parameters
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
1. Content designA. Visualization of abstract concepts
B. Integration (text, image, sound, graphics, video)
C. Multimodalization and vicarious experience learning
D. Multimodality congruence
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
2. Effect enhancementA. Synchronization
a) Multimedia synchronization
b) Voiceover synchronization
c) Presenting speech synchronization
B. Narrative voiceover
C. Animation
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
3. Channeling the Audience attention and working memory
A. Meta-cognition a) Hierarchy
b) Discourse structuring
c) Content navigation
d) Cognitive offloading
B. Focus
C. Difference and contrast
D. Interactivity (Prof. Robb’s case and process-control, see Parameter 4)
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
4. OperationA. Auto-play
B. Speaker-control
C. Lecturing-voice-control
D. User-control
5. External resources integrationA. Print textbook
B. Handout
C. Hyperlinked resources
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Demonstrative Explanation
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Content design: Visualization -- sample 1
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Content design: Visualization -- sample 2
Explaining how e-mail works
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pres enter ac tivities
toggle on/off
media navigation buttons
sync hronous tex tarea
keyboard interac tion area voic e interac tion area
c ourse/unit navigation button
handy tools buttons
go to the e-library
join Forum discussion
FTF tutorial
join group work
Use Whiteboard
upload
download
v o icech a tro o m
in s ta n t m e s s a g in g
s u rf in g th ein te rn e t
Inte rne t-ba s e a c tivitie s
Content design: Visualization -- sample 3
Explaining how Using the Computer in ELT was designed
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Content design: Process from Reading to Skill Production
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Content design: Integration
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1. Multimodal content vs. mono-modal content (e.g. math) ;
2. Multimodal content monomodalized;
3. Mono-modal content multimodalized.
Content design: Multimodalization vs. Monomodalization
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
一语未了 , 只听外面一阵脚步响 , 丫鬟进来笑道 :" 宝玉来了 !" 黛玉心中正疑惑着 : " 这个宝玉 , 不知是怎生个惫懒人物 , 懵懂顽童 ?"__ 倒不见那蠢物也罢了 . 心中想着 , 忽见丫鬟话未报完 , 已进来了一位年轻的公子 : 头上戴着束发嵌宝紫金冠 , 齐眉勒着二龙抢珠金抹额 , 穿一件二色金百蝶穿花大红箭袖 , 束着五彩丝攒花结长穗宫绦 , 外罩石青起花八团倭锻排穗褂 , 登着青缎粉底小朝靴 . 面若中秋之月 , 色如春晓之花 , 鬓若刀裁 , 眉如墨画 , 面如桃瓣 , 目若秋波 . 虽怒时而若笑 , 即视而有情 . 项上金螭璎珞 , 又有一根五色丝绦 , 系着一块美玉 . 黛玉一见 , 便吃一大惊 , 心下想道 :" 好生奇怪 , 倒象在那里见过一般 , 何等眼熟到如此 !" 只见这宝玉向贾母请了安 ,
Figure x: Multimodalization of a mono-text
Multimodal content being monomodalized in a printed text.
multimodalization
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Content design: Students’ Multimodalization and Interactivity
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Sequential exhaustion
Mono-modal content
Multimodalized
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Learning_Agent: Human_Agent
Receiving_Agent
Audio_Agent
Visual_Agent
Haptic_Agent
Processing_Agent
Visual_Inf_Agent
Proximity_Inf_Agent
Olfactory_Inf_Agent
Haptic_Inf_Agent
Audio_Inf_Agent
Producing_Agent
Anatomic relation Anatomic relation
Anatomic relation
Collaborative relation
Collaborative relation
Visual learning, Observational learning,
Text learning
Audio learning
Braille text learning,Operational learning
Motor_Control_Agent
Taste_Inf_Agent
Personal_knw_Agent
Read_Agent
Talk_Agent
Write_Agent
Gesture_Agent
Body_Agent
Acting, sporting, performing
Talk backup, interpersonal skill
Producing comprehension
Producing written texts
Producing oral texts
Personal_Knw_Agent
Updating personal knowledge
Skill_Do_Agent
Listening_Agent
Producing skills
Producing comprehension
Multimodal congruence
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Audience-channeling: Meta-cognition: Hierarchy
长期记忆
经验所留下的所有相对持久的效应
显性记忆(亦称可言记忆)
那些具有意识潜势、可以调用的信息
意义记忆
稳定的、抽象的知识,是语言、法则、事实、策略等的根基
情景记忆
个人所经历过的事或所为,如某年某日遭雨淋
隐性或过程记忆(亦称难言记忆)
学习留下的潜意识效应,无法用言词表达,如肌能技巧
图六:长期记忆分类
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Audience-channeling: attention control: Case study -- illustrative animation
1. Why OBOW exams?2. What is an OBOW exam?3. How to construct an OBOW
exami. THE CONTEXT
ii. THE TASK
iii. THE GUIDE TO THE TASK
4. OBOW and Web 2.05. Summary and conclusion
Where is the audience’s focus of attention?
Acknow
ledgement: from
Prof. W
illiams’ lecture
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Major Design Issue for Discussion
1. Message-oriented vs. affect-oriented
2. Message reinforced by affect
*Acknowledgement: the following three slides are taken from Prof.
Williams’ lecture.
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
How do I engage
my students
?Busy and committed language teacher
1. Why OBOW exams?
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
1) Students cheat during invigilated exams
2) In the adult learner context, only a small percentage will attempt to cheat … why pander to the lowest common denominator?
Seldom observed points1. Why OBOW exams?
17-18 August 2007 Online Education Conference, Weihai, Sandong ProvinceTake the plunge …
5. Summary and conclusions
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Summary of Section 2
1. Content designA. Visualization of abstract concepts
B. Integration (text, image, sound, graphics, video)
C. Multimodalization and vicarious experience learning
D. Multimodality congruence
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
2. Effect enhancementA. Synchronization
a) Multimedia synchronization
b) Voiceover synchronization
c) Presenting speech synchronization
B. Narrative voiceover
C. Animation
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
3. Channeling the Audience attention and working memory
A. Meta-cognition a) Hierarchy
b) Discourse structuring
c) Content navigation
d) Cognitive offloading
B. Focus
C. Difference and contrast
D. Interactivity (Prof. Robb’s case and process-control, see Parameter 4)
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
4. OperationA. Auto-play
B. Speaker-control
C. Lecturing-voice-control
D. User-control
5. External resources integrationA. Print textbook
B. Handout
C. Hyperlinked resources
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
3Agent-Oriented Modeling:
Critique and Design
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Environmental Relativism
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What is an AOM?
First of all, it is a way of thinking about the world. The world consists of all sorts of agents interacting with one another.
AML modeling means using agent constructs to reconstruct the world. It is like using words to compose sentences, and using sentences to describe the world.
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
The Multimodal and Multimedia Corpus for eEucator Development (MMCED)
1 Screen-text based2 screen-text plus audio 3 screen-text plus video
4 screen-text plus animation
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
PPT as a case study
1. Perspectives: the teacher, the PPT, the learner, the designer, the producer, etc.
2. Model the samples;3. Reflect upon the practices;4. Watch out for the best practice;5. Build a prototype model for
programmers.
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
A g e n t C o n s t r u c t C a r d C a r d R e f N o : 7
A c t i v i t y D e s c r i p t i o n : T e a c h o r a l s k i l l s , u s i n g t e x t s a n d v i d e o c l i p s a b o u t L o n d o n
C o n s t r u c t T y p e : M i n d M a p
A c t i v e _ A g e n t _ I DM e _ T e a c h e r: T e a c h i n g _ A g e n t
A c t i v a t e d _ A g e n t_ I DP P T : I n s t r u c t i v e _ T o o l_ A g e n t
P e r s p e c t i v e : T h e t e a c h e r ’ s
A c t i v a t e d _ A g e n t _ I DL e a r n i n g _ A s s u m p t i o n _ A g e n t:
I n t e r f a c e _ A g e n t
PPT
Item-bulleting
Nevigation
highlighting
focusing
Audio clips
Video clips
Remote controlling
annimationhyperlinks
synchronization
landmarking
PPT
Item-bulleting
Nevigation
highlighting
focusing
Audio clips
Video clips
Remote controlling
annimationhyperlinks
synchronization
landmarking
Learning_Assumption:Agent
Vicarious experience
Attention fixing
Interactive involvement
Cognitive off-loading
Image first, words later
Video stream and narration
synchronized
Information chunking
17-18 August 2007 Online Education Conference, Weihai, Sandong Province
Thank you for your multimodal
participation!
Welcome to visit my personal website: www.multimodal.cn
17-18 August 2007 Online Education Conference, Weihai, Sandong Province