Casper in Slide Design
October 7, 2022 | Author: Anonymous | Category: N/A
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Description
ICMS Module
CASPER
Contents
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Contents
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About This Module: CASPER
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• Learning Objectives • Learning Outcomes • Learning Experience • Contact Hours • Delivery Methodology • Who Should Attend Standards - NETS for Teachers Module Checbric • Instruction Contrast Alignment Simplicity Proximity
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Emphasis Repetition References
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About This Module: CASPER
Learning Objectives
T To o guide participants to useand CASPER principles in screen design layout.
Learning Outcomes
At the end of the session, participants par ticipants should be able to apply CASPER principles in preparing their teaching-aid materials.
Learning Experience
Participants will be able to create teaching aids using MS PowerP PowerPoint oint and refer to CASPER as guidelines.
Contact Hours
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1 hour
Delivery Methodology
• • • •
Lecture Demonstration Hand-holding Hands-On
Who Should Attend
Lecturers
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Standards - NETS for Teachers CASPER module follows:
I. TECHNOLOGY OPERATIONS AND CONCEPTS Teachers demonstrate a sound understanding of technology operations and concepts. Teachers: A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology T echnology Standards for for Students). B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES Teachers plan and design effective e ffective learning environments and experiences supported by technology. Teachers:
A. design developmentally appropriate learning opportunities that apply technology-enhanced technology-enhance d instructional strategies to support the diverse needs of learners. B. apply current research on teaching and learning with technology when planning learning environments and experiences. C. identify and locate technology resources and evaluate them for accuracy and suitability.
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D. plan for the management of technology resources within the context of learning activities. E. plan strategies to manage student learning in a technology-enhance technology-enhanced d environment.
III. TEACHING, LEARNING, AND THE CURRICULUM Teachers Teac hers implement curriculum plans that include methods and strategies for applying technology to maximise student learning. Teachers: A. facilitate technology-enhance technology-enhanced d experiences that address content standards and student technology standards. B. use technology to support learnercentered strategies that address the diverse needs of students. C. apply technology to develop students’ higher order skills and creativity. D. manage student learning activities in a technology-enhanced technology-enhance d environmen environment. t.
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V. PRODUCTIVITY AND PROFESSIONAL PRACTICE Teachers Teac hers use technology to enhance their productivity and professional practice. Teachers: A. use technology resources to engage in ongoing professional development and lifelong learning. B. continually evaluate and reect on professional practice to make informed decisions regarding the use of technology in support of student learning. C. apply technology to increase productivity. D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
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VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES Teachers Teac hers understand the social, ethical, legal, and human issues surrounding the use of technology in PK–12 schools and apply that understanding in practice. Teachers: A. model and teach legal and ethical practice related to technology use. B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. C. identify and use technology resources that arm diversity. di versity. D. promote safe and healthy use of technology resources. E. facilitate equitable access to technology resources for all students.
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Module Checbric Instruction: Based on your prior knowledge and knowledge acquired after completion of this module; kindly indicates the scales that are most appropriate to you, in the space provided below. Scale: 0 – No knowledge 1 – Limited knowledge 2 – Knowledgeable and able to clarify well 3 – Competent and can put to practice fully
Items
Learning Achievement
Before
After
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IPowerPoint know how to evaluate a MS presentation. • Able to identify the key components in slides design.
I know what is CASPER • Refer as Contrast, Alignment, Simplicity, Proximity, Emphasis and Repetition.
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CASPER
CASPER principles serve as guidelines in screen design and layout. In the slides design phase; the content, navigational structure, assets, approach and graphic design are developed in detail. But Bu t what is CASPER? CASPER is the acronym and mnemonic for Contrast, Alignment, Simplicity, Proximity, Proximity, Emphasis and Repetition.
Contrast It’s very important to have sucient contrast between text and its background. Use white background with black body text where possible. If not, black on the lightest background colour you can manage.
Sample of bad Contrast in slide
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Sample of good Contrast in slide
Alignment Left-aligned text is easier to read than right-aligned text. Full justication (where words are stretched so that they meet both the left and right margin, as in this paragraph) is only eective with pretty long lines of text (40chars+). However, However, onscreen text is easier to read in narrower columns, which makes it hard to justify full justication.
Sample of bad symmetrical/ asymmetrical Alignment 2008 Copyright Prestariang Systems
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Sample of good symmetrical Alignment
Sample of good asymmetric Alignment
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Simplicity Gaining attention is an important part of any communication act, hence it is important to keep your message as simple as possible. • • • •
Use necessary amount of text and graphics to get your point across. Unnecessary graphics can interfere with the message. An overabundance of fonts or colours can distract rather than assist learning. Use graphics that are as simple si mple as possible when displaying content on the screen.
Sample of bad Simplicity
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Sample of good Simplicity
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Proximity The simplest way to associate a number number of elements is to group them together. together. What grouping does is make similar things appear similar. That way, the readers’ eyes can decipher a title (for example) and immediately associate that title with all the objects around it.
Sample of bad Proximity
Sample of good Proximity
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Emphasis Create emphasis through using underlines, bold and italics, but use them sparingly. Emboldening increases contrast, and contrast only works when it has something to contrast against against.. However, lots of bold text doesn’t draw attention. It competes for attention and decreases readability. Italics are quite handy for emphasising words or short phrases. They tend to have a softer softer emphasis than emboldening. emboldening. Italics should not be used for longer text, because they can reduce readability. Similarly, underlining text can serve to emphasise certain words or short phrases, when used in moderation. Be careful that underlining for emphasis is not mistakable for hyperlinks. Another method used to attract attention in the design of a screen is the use of a focal point. A focal point draws your attention to the most important element on the page. If most of the elements on screen are grouped closely together, an object by itself stands out as a focal point.
Sample - Emphasis by Isolation
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Sample – Emphasize with text attributes
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Repetition Repetition is an idea of consistency throughout the slides. In particular, icons used for navigation should maintain one position to avoid the learner. It is alsothe wise to use similar faces andconfusing colour schemes throughout slides, unless thefont change is used to signal a new unit, topic or section.
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References Stephen McGloughlin (2001) Multimedia Concepts and Practice. Practice.
Shelly G.B, Cashman T.J, AVermaat M.E, Walker T.J. (2005) Discovering Computers 2006: Gateway to Information, Course Technology . Stephen M. Alessi and Stanley R. Trollip Trollip (2001) Multimedia for Learning.. A Pearson Education Company. Learning Company. USA. James E. Shuman (1998) Multimedia in Action. Action. Thomson CourseTechnology. Belmont CA.
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