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Digital Presentation Skills Course

The document outlines an 8-day curriculum focused on teaching learners how to create and deliver digital presentations using software like MS PowerPoint and Google Slides. Each day includes specific learning outcomes, teaching activities, tasks for learners, assessments, and homework assignments aimed at developing skills in presentation creation, formatting, multimedia integration, collaboration, and delivery. Resources such as textbooks and computers are utilized throughout the program to support learning.
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0% found this document useful (0 votes)
13 views5 pages

Digital Presentation Skills Course

The document outlines an 8-day curriculum focused on teaching learners how to create and deliver digital presentations using software like MS PowerPoint and Google Slides. Each day includes specific learning outcomes, teaching activities, tasks for learners, assessments, and homework assignments aimed at developing skills in presentation creation, formatting, multimedia integration, collaboration, and delivery. Resources such as textbooks and computers are utilized throughout the program to support learning.
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Day 1: Introduction to Digital Presentation

| SPECIFIC LEARNING OUTCOME |

 Learners will understand the purpose of digital presentations, features of presentation


software, and their benefits.

| TEACHING AND LEARNING ACTIVITIES |

 Discussion: Importance of presentations in communication and different software


(MS PowerPoint, Google Slides, etc.).
 Demo: Overview of the PowerPoint interface (menus, ribbons, slides).
 Task for Learners:
o Explore the interface of MS PowerPoint and list 5 key features from the
Home, Insert, and Design tabs in their notebooks.

| TIME | 10 (Discussion), 15 (Demo & Task) |

| PARTICIPATION | I

| FORM OF ASSESSMENT | Learners submit notes on interface features. |

| HOMEWORK | Research additional tools for creating presentations (e.g., Canva, Prezi). |

| RESOURCES | Sumita Arora textbook (Chapter: Digital Presentation Basics). |

| AIDS/MATERIALS | Computers with MS PowerPoint or equivalent. |

Day 2: Creating a Basic Presentation

| SPECIFIC LEARNING OUTCOME |

 Learners will create, save, and edit a simple presentation.

| TEACHING AND LEARNING ACTIVITIES |

 Demo: Steps to create a new presentation, add slides, and save files.
 Task for Learners:
o Create a 5-slide presentation titled "Importance of Technology in Education":
 Slide 1: Title Slide.
 Slide 2: Benefits of Technology.
 Slide 3: Examples of Tools (add an image).
 Slide 4: Challenges.
 Slide 5: Conclusion.

| TIME | 10 (Demo), 15 (Task) |

| PARTICIPATION | I |
| FORM OF ASSESSMENT | Review slide content and structure. |

| HOMEWORK | Add additional slides to their presentations. |

| RESOURCES | Textbook exercises and templates. |

| AIDS/MATERIALS | Computers with MS PowerPoint or Google Slides. |

Day 3: Formatting Text and Slides

| SPECIFIC LEARNING OUTCOME |

 Learners will apply text formatting, bullet points, and slide designs.

| TEACHING AND LEARNING ACTIVITIES |

 Demo:
o Text formatting (font styles, colors, sizes).
o Adding bullet points.
o Applying slide designs and themes.
 Task for Learners:
o Format their Day 2 presentation by:
 Changing font colors and styles for headings.
 Adding bullet points to Slide 3.
 Applying a theme to all slides.

| TIME | 10 (Demo), 15 (Task) |

| PARTICIPATION | I |

| FORM OF ASSESSMENT | Assess visual consistency and formatting. |

| HOMEWORK | Add a title animation to their presentation. |

| RESOURCES | Sumita Arora textbook (Chapter: Formatting in Presentations). |

| AIDS/MATERIALS | Computers with MS PowerPoint. |

Day 4: Inserting Objects and Multimedia

| SPECIFIC LEARNING OUTCOME |

 Learners will insert images, shapes, audio, and video into slides.

| TEACHING AND LEARNING ACTIVITIES |


 Demo:
o Steps to insert images, shapes, and multimedia.
o Use of audio and video for engagement.
 Task for Learners:
o Add the following to their existing presentation:
 Insert one image and shape on Slide 2.
 Embed a video on Slide 3.
 Add background audio to Slide 4.

| TIME | 10 (Demo), 15 (Task) |

| PARTICIPATION | I |

| FORM OF ASSESSMENT | Assess multimedia integration and placement. |

| HOMEWORK | Search for royalty-free images and videos for future projects. |

| RESOURCES | Textbook examples and practice exercises. |

| AIDS/MATERIALS | Computers with internet access. |

Day 5: Using Animations and Transitions

| SPECIFIC LEARNING OUTCOME |

 Learners will apply animations and transitions to presentations.

| TEACHING AND LEARNING ACTIVITIES |

 Demo:
o Animating text and objects.
o Adding transitions between slides.
 Task for Learners:
o Animate text on Slide 1 and objects on Slide 2.
o Add transitions to all slides with a uniform effect.

| TIME | 10 (Demo), 15 (Task) |

| PARTICIPATION | I |

| FORM OF ASSESSMENT | Review animation and transition usage. |

| HOMEWORK | Create a 2-slide animated presentation on any topic. |

| RESOURCES | Textbook Chapter: Animations and Transitions. |

| AIDS/MATERIALS | Computers with MS PowerPoint. |


Day 6: Collaborating on Presentations

| SPECIFIC LEARNING OUTCOME |

 Learners will use cloud-based tools for real-time collaboration.

| TEACHING AND LEARNING ACTIVITIES |

 Demo:
o Collaboration on Google Slides or OneDrive.
 Task for Learners:
o In groups of 4, create a collaborative presentation titled "Future
Technologies."
 Each member contributes 2 slides.

| TIME | 10 (Demo), 15 (Task) |

| PARTICIPATION | G |

| FORM OF ASSESSMENT | Group presentations and peer reviews. |

| HOMEWORK | Write a reflection on collaboration experience. |

| RESOURCES | Sumita Arora textbook. |

| AIDS/MATERIALS | Computers, internet, Google Slides. |

Day 7: Reviewing and Finalizing Presentations

| SPECIFIC LEARNING OUTCOME |

 Learners will review, edit, and finalize their presentations.

| TEACHING AND LEARNING ACTIVITIES |

 Peer Review: Groups review and provide feedback on each other’s presentations.
 Task for Learners: Finalize presentations by:
o Fixing errors.
o Adding a summary slide.

| TIME | 5 (Review), 20 (Finalization) |

| PARTICIPATION | G |

| FORM OF ASSESSMENT | Final version of presentations. |


| HOMEWORK | Prepare for class presentation. |

| RESOURCES | Rubric for peer review. |

| AIDS/MATERIALS | Computers. |

Day 8: Delivering Presentations

| SPECIFIC LEARNING OUTCOME |

 Learners will present their work confidently and effectively.

| TEACHING AND LEARNING ACTIVITIES |

 Task for Learners:


o Groups deliver their presentations in front of the class.
o Each presentation is followed by Q&A.
 Feedback: Teacher and peers provide constructive feedback.

| TIME | 20 (Presentation), 10 (Feedback) |

| PARTICIPATION | G |

| FORM OF ASSESSMENT | Presentation delivery assessed using a rubric. |

| HOMEWORK | Write a self-reflection on the learning experience. |

| RESOURCES | Rubric for assessment. |

| AIDS/MATERIALS | Projector, computers. |

Common questions

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The course employs a progressive learning strategy, starting with basic understanding and moving to complex tasks like collaboration and delivery. This approach uses scaffolding, where each day builds on the previous, reinforcing skills through consistent practice and reflection. It promotes cognitive development by integrating theory with practical application .

On Day 2, learners apply their understanding from Day 1 by creating a simple 5-slide presentation which involves practical skills like creating, saving, and editing. This task builds on their introductory knowledge by requiring them to use software features in a hands-on project, fostering skills in organization and content development .

Researching additional tools like Canva or Prezi expands learners' ability to use different presentation tools beyond the basics. It encourages independent learning, adaptability, and application of the concepts learned, aligning with the comprehensive development goals of the curriculum .

Integrating animations and transitions adds a dynamic element to presentations, capturing attention and guiding the audience through the content seamlessly. This practice teaches learners how to enhance visual interest, improve flow, and maintain audience engagement, which are important for effective communication .

On Day 1, learners are expected to understand the purpose and features of digital presentation software like MS PowerPoint and Google Slides. This foundational knowledge is crucial as it prepares the learners to engage with the software, facilitating future lessons on creating and formatting presentations .

Reflective exercises enhance cognitive skills such as self-assessment, critical thinking, and metacognition. They encourage learners to evaluate their understanding and performance, leading to deeper learning and improved problem-solving skills by fostering an awareness of their own cognitive processes .

The task of inserting multimedia enhances engagement, as images, audio, and video can better convey complex information and maintain audience interest. It teaches technical skills in embedding diverse media, which is critical for developing presentations that are both informative and appealing .

Delivering presentations on Day 8 allows learners to demonstrate their acquired skills in planning, structuring content, and public speaking. This task assesses their competency in communication and effective presentation, which are essential outcomes of the course, highlighting the importance of practice and presentation delivery skills .

Collaborative tasks on Day 6 require learners to work in groups, developing essential skills like teamwork, communication, and collaborative problem-solving. By using cloud-based tools for real-time cooperation, learners prepare for professional environments where working collaboratively is often required .

Peer review is crucial as it encourages critical analysis and constructive feedback, facilitating error correction and deeper understanding. It ensures the presentations are polished, inculcating skills in evaluation and collaborative learning, which are vital for professional environments .

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