ppt: from practice to theory

PPT: From Practice to Theory

GU Yueguo

Beijing Foreign Studies University

guyueguo@vip.sina.com

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

Main Headings

1.PPT in Practice 2.Critique: Assumptions an

d Parameters3.Agent-Oriented Modeling

for Critique and Design

1PPT in Practice

PPT Corpus1. PPT used for

conference presentations --- Presentational Use;

2. PPT used for instructions --- Instructional Use

In face to face classroom

In virtual environment

Mono-, Dual-, Multimedia

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 ’’

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

10. 0%

20. 0%

30. 0%

Year 1 Year 2 Year 3 Year 4

Cl ang- other

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

3 Multimedia – text + graphics + audio + video

17-18 August 2007 Online Education Conference, Weihai , Sandong Province

Inter-modal reinforcement and learning retainability

17-18 August 2007 Online Education Conference, Weihai , Sandong Province

Sequential exhaustion

Mono-modal content

Multimodalized

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

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

Personal _knw_Agent

Multimodal and Multimedia Process

Types of Interaction

PPT and Speaker Interaction – Zero Interaction

1. PPT + other doc;

2. Speaker-controlled;

3. No speaker’s interaction with it.

PPT and Speaker Interaction – Some Interaction

1. PPT + paper;2. Speaker-

controlled;3. Paper-based,

occasional interaction with PPT.

PPT and Speaker Interaction – Full Interaction

1. PPT based;2. Speaker-

controlled;3. Speaker’s

presentation is slides-based.

The Role of PPT in Classroom

The Role of PPT in classroom

Display the existing content

PPT: Supplementing verbal information

PPT: Supplementing Multimedia Materials

PPT: Supplementing Multimedia Materials, and also available on the WebCT

The Role of PPT in Virtual Environment

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

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

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

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)

2Critique:

Some Assumptions &

Evaluative Parameters

Some Assumptions

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.

Can you describe my voice?----Test your audio learning and

memory

Write it down or describe orally to your partner

Verbal memory and graphic memory

Have you ever seen Qian Qichen? Describe what he lo

oks like.

Can you recognize him?

Inter-modal reinforcement and learning retainability

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;

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?

Evaluative Parameters

1. Content designA. Visualization of abstract concepts

B. Integration (text, image, sound, graphics, video)

C. Multimodalization and vicarious experience learning

D. Multimodality congruence

2. Effect enhancementA. Synchronization

a) Multimedia synchronization

b) Voiceover synchronization

c) Presenting speech synchronization

B. Narrative voiceover

C. Animation

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)

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

Demonstrative Explanation

Content design: Visualization -- sample 1

Explaining how e-mail works

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

Explaining how Using the Computer in ELT was designed

Content design: Process from Reading to Skill Production

Content design: Integration

1. Multimodal content vs. mono-modal content (e.g. math) ;

2. Multimodal content monomodalized;

3. Mono-modal content multimodalized.

Content design: Multimodalization vs. Monomodalization

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

Content design: Students’ Multimodalization and Interactivity

Sequential exhaustion

Mono-modal content

Multimodalized

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

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 written texts

Producing oral texts

Personal_Knw_Agent

Updating personal knowledge

Skill_Do_Agent

Listening_Agent

Producing skills

Multimodal congruence

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

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

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.

How do I engage

my students

?Busy and committed language teacher

1. Why OBOW exams?

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

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

2. Effect enhancementA. Synchronization

a) Multimedia synchronization

b) Voiceover synchronization

c) Presenting speech synchronization

B. Narrative voiceover

C. Animation

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)

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

3Agent-Oriented Modeling:

Critique and Design

Environmental Relativism

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.

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

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.

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

Item-bulleting

Nevigation

highlighting

focusing

Audio clips

Video clips

Remote controlling

annimationhyperlinks

synchronization

landmarking

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

Thank you for your multimodal

participation!

Welcome to visit my personal website: www.multimodal.cn

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