stand alone project, design document
TRANSCRIPT
7/31/2019 Stand Alone Project, design document
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INTE6710~CreativeDesignsforInstructionalMaterials
Project3:Stand-AlonePresentationDesignDocumentRyanMcClintock
April22,2012
1.SignificantPurpose
WhatdoIwanttobewhenIgrowup?Whataremynaturalintellectualtalents?Whataremypredominantlearningstyles?Whataremyfriendsgoingtochoose?IhavetopickHOWmanyclasses?WhichacademydoIwanttojoin:Biotechnology&HealthSciences;LeadershipandGlobalCommunications;Science,Technology,Engineering,andMathematics;orVisualandPerformingArts?Howaboutthe“Iwanttolearnaboutcoolstuffandhavefun”academy?Iwonderwhichacademyhasthebestteachers.Whatdotheacademiesdothatmakesthemdifferent?CanIeverchangemymind?MyparentssayIshouldbeadoctor.HowdoIdothat?Iliketodance.CanItakeclassestobeadoctorandalsotakedanceclasses?IcanonlyimaginethequestionsthataneighthgradestudentmustdealwithwhenchoosingoneofthefouracademiesatCastleViewHighSchool.Evenbetter,Ipictureaconversationbetweenthisstudentandateacherfromoneoftheacademies.I’mfairlysuremostofthesequestionswillgounanswered.MostCastleViewteacherscanonlyoffertheprogrammed,“They’llgiveyouanideaaboutthefieldsyou’reinterestedin,whichwillmakelifeeasierwhenyougotocollege,”answer.Theanswer’snotalie,ratherit’sanadmissionofalackoffocusandorganizationthatisnowstymingmostofCastleView’sreform-basedfoundationalideals.Eachacademycontainsacadreofdedicatedteachersfromeachofthecorecontentareas:English,
Mathematics,Science,SocialStudies,WorldLanguages,yettheycurrentlysufferfromalackofdepthregardingthepurposeoftheacademystructure.What,besidesaname,distinguisheseachoftheseacademies?Thisistheessentialquestioneachoftheacademiesgroupofteachersmustanswer.Oncethatquestionisanswered,academiescanthenmoveontothiscentralquestion:Howcanwefocusourendeavorstogiveouracademyidentity,purpose,andimpact?Thispresentationwillfocusonwaystoaddressthisquestionforoneofthefouracademies.Itwillinstructviewers,inthiscase,myBiotechnologyandHealthSciences(BHS)colleaguesand
administrationthesimplestepswecantaketohelpmakeBHSmuchmorethananeighthgradechoiceforstudentswhoaresomehowinterestedinthebroadfieldsofbiotechnologyandhealthscience.TodothisIwillfocusonhowBHSteacherscancollaboratetomakesignificantcontributions(regardlessofcontentarea)tocreateanacademicenvironmentthatengagesstudentsandpersonalizestheirfouryearsatCastleViewinsuchawaythattheygraduatehavingaccomplishedsignificantachievementsandcontributedtoactivities,charities,organizations,andprojectsthatarecurrentlynotinplace.
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ThepresentationwillinstructviewershowthesequestionswillfocustheBHSacademy:
• Grade-levelthemesthatwillpermeateadvisementclassesandinstruction
• Capstoneprojectsforeachgrade-leveldemonstratingstudents’connectiontothegrade-levelthemes
• CreationofaStudentHealthProfessionsAssociation(SHPA),whichwillconnectwithlocalhealthprofessionalssostudentscanlistentotheiradviseandaskthemquestionsregardingtheirprogress
• StreamlinedregistrationprocesssostudentsareguidedwithregardstowhichclassestotakeconsistentwiththeirclassificationasBHSstudents
• Describeacademy-wideannualcharityinvolvement
• Implementationofafifthperiod“Innovation&Creativity”classprovidingopenaccesstolaboratoryequipmentandinstructorexpertiseforstudentstoconductenrichinglaboratoryexperiments.
• Academy-wide“bookclub”forteachersandstudents
CastleViewHighSchoolopenedsixyearsagoasanacademy-basedschoolwherestudentslearninsmallergroupscenteredoncommoninterests.It’stimeforustoreflectonourendeavorsandbrainstormwaystoimprove.
2.APictureoftheFuture
Ilovedtakingthatbiomedicalengineeringclassasafreshman.IwouldhaveneverbelievedIcouldworkwithagroupofstudentstoparticipateinnotone,butfourlargeprojects.Ican’tbelieveIworkedinahospitalbeforeIgraduated.TheBHSacademyraisedover$10,000ayearforacharitythatprovidessurgeriesforkidsinthird-worldcountries.Itwassoeasytoregisterformyclasses,IknewwhatIshouldtakeandmyadvisementteacherguidedmethroughtheentireprocess.I’m
headedtocollegeaspre-medstudentandbecauseoftheSHPAorganizationIknowwhatI’llhavetodotoapplyandgetadmittedtomedicalschoolinafewyears.MyBHSteachersalwaysseemedtobeonthesamepage–theyspentsomuchtimetogether,they’relikeafamily.Ilovedhowmyhistoryclassesdiscussedscientificmaterialandhowmyscienceclassesdiscussedethicsandevenhaduswritingstories.IfeellikeInotonlylearned,butthatIcontributedtosomanycausesasahighschoolstudent.Oh,andIhadablast!ThispresentationwillcatalyzetheBHSacademytoimplementprogramsandactivitiesthatwillfocustheacademy,networkwiththecommunity,andencouragecross-curricularcollaborationandprojectdesign.Atthemostbasiclevel,Iexpectthispresentationtoresultinseriousconversationsamongstthe
BHSteachersandadministratorsastohowwecanimplementprogramsandactivities(eithersimilartoorexactlylikethosedescribedinsection1)intotheBHSacademy.IalsoexpectthispresentationtobeviewedbyourcurrentBHSstudents.Bydiscussingthematerialinthepresentationand/orcirculatingasurveyorsorts,wecanincludeourstudentsintothe
processofreformingandfocusingtheacademymodelofinstructionatCastleViewHighSchool.
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3.ClearDesignValues
“Dobetter”hasbeenamantraofsortsfortheteachersandadministratorsatmyschool,CastleViewHighSchool,thisacademicyear.OurtimeinProfessionalDevelopment(PD)andinProfessionalLearningCommunities(PLCs)hasfocusedonwaystoimproveliteracy(incontentPLCs,ordepartments)andrigorousandrelevantinstruction(inacademyPLCs).Oneofthewayswehave
sharedinformationisthroughIgnite-typetalksthatforcethepresenterstochooseappropriatecontentandtobeefficientinthedeliver,whichisespeciallyniceconsideringhowbusyweallseemtobethesedays.ItookthisprojectasanopportunitytointroduceandconsolidatemanyoftheideasmycolleaguesintheBiotechnology&HealthSciences(BHS)academyhavesharedverballywitheachotherformuchoftheyear.Ithoughtitimportanttocreateaproductthatwecanusetocatalyzemorediscussionandinitiatetheimportantworkweneedtodotoimproveoursystemtobetteraddressourstudents’needs.Theopeningnineslidesmakereferencetothe“DoBetter”movement,butalsoidentifiesthispresentationasthefirstinaseriesof“standalone”presentations,whichcantakeourIgnitetalks
furtherinthattheydonotrequireface-to-facedelivery.Slides4-6acknowledgethefactthatmycolleaguesarebusypeople,buttheyalsoinformthemthatthispresentationwillnottakenearlyaslongastraditionalface-to-facemeetings.Slides7-9weredesignedtoaddanelementofsurprisethatcanessentiallyhookmycolleaguesbyhavingthemquestionthedirectionand/orcontentofthenextslides.Slides10-12referencethefoundingofourschool.Severalvisionaryleadersdesignedourschoolasa“reform-minded”school.IntroducingourfoundingprincipalandassistantprincipaladdscredibilitytothestoryofCastleView’sacademysystem.Creating“StarWars”imagesoftheseleadersalsoaddsanelementoffundesignedtofurtherengagemycolleagues.
Slides13-18aredesignedtoreviewtheimportantofouracademy-systemofeducationatCastleView.ThisisparticularlyimportanttomyaudienceasseveralweretransferredtoCVduetobudgetcutsatotherdistrictschoolsand,therefore,arenotasfamiliarwithoursystemasthoseofushiredaboutthetimeoftheschool’sopening.Slide13utilizescolorandcontrasttoaddemphasistotheimportantwordsorterms.Theimagesonslides14and15werebothmodifiedusingAdobeFireworkssotheycould“bleed”offtheslides.Infact,mostofimagesinthispresentationweremodifiedaccordingly.Slides16-18weredesignedtohighlightthechangeswehavemadetoouracademies,whichiseasytooverlookandforgetattimes.Idesignedslides16and18todirectlycontrasteachother,therebyemphasizingthechangednamesofouracademies.Atthispointinthepresentation(slides19and20)Iamaskingmycolleagueswhatelsehaschangedwithouracademies.Askingthemaquestionandinsertingaslidethatallowsthemtopauseandthinkforamomentfurtherpersonalizesmymessage.
Slides21and22wastheperfecttimetothenhighlightouracademyproblemorissueandthenimmediatelyfollowthisupbyturningitaroundintoanopportunitytolearnfromourexperienceandmakechangestodobetterthings.ThiswasalsothefirsttimeIdecidedtousetwoslides,backtoback,togivethepresentationnotonlyananimationfeel,butalsogivemycolleaguesachancetointeractwiththepresentationandpacetheadvanceasifbeingspokenwithorto.
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Slide23istheperfecttimetooffertheperspectiveofanincomingstudent.TodothisIchoseandmodifiedanimageofastudentsosheappearedtobedirectlylookingattheviewer.Ialsoemphasizedthefontwithsize,color,andglowsoitwasbotheasytoreadandvisuallyservedasacaptionofsorts.Forslides24-28Iaddedquestionsmystudentsindicatedwereappropriate,thatis,questionsthey
themselvesaskedwhenchoosingtheiracademies.Idecidedto“animate”themtoaddemphasistoeachoneandtonotoverwhelmtheviewerbyplacingthemallononeslide.Slides29and30helpvisualizetheanxietyofsuchadecisionandindicatehowmycolleaguesandIcanaddabitofstructuretomakethisdecisioneasierforourstudents.AtthispointinthepresentationI’vereviewedthereasonanddesignofouracademysystemandhowitneedstobetuned-upsoourstudentscanmakebetterdecisionswhenchoosingtheiracademies.Slides31-35aresimpleandcleandesignsthatempowermycolleaguestoworkintheiracademiesratherthanwaitingforouradministratorstotellthemwhattodo,whichmayneverhappeninthiscase.EssentiallyIamtoencouragea“grassroots”–typeofthinkingwiththeseslides.Slides36-38bringthefocusfromallfourofCV’sacademiesdowntoone,BHS.Iaskthemhowwecandobetter,givethemtimetothink,thenseizethemomenttogivetheaimofthepresentation:HowtodobetterthingsinourBHSacademyinfoursteps.Slides39-42grabtheviewersattentionbychangingcolorschemetoaboldyellowandbyanimatingthefourstepsthatthepresentationwilldescribe.Slides43-45describethe“why”forstep1.Idesignedthemwiththesamebackgroundtogivemyviewersasenseofstructureandorganization.Oncethisportionhasbeencommunicated,slides47-54providesamplesofstep1inaction.Eachoftheseslideshasanimagethat“bleeds”offtheslideandtextthatisangled.
Immediatelyfollowingthese“example”slides,Itransitionfromstep1intostep2.Togiveasenseoftimingandpacing,Iagainutilizedthe4-stepslide,butthistimeIscoredthroughsteponeandboxedstep2,whichbothremindstheviewersofthe4stepsandoftheirprogressthusfar.Forstep2Ichangedthebackgroundcolorforreasonssimilartothestep1slides.Ibegin,inslide59,byaskingmycolleaguesaquestion,whichengagesthemandkeepstheinteractivenatureofthepresentation.Toaddemphasistotheanswers,Ichoseacontrastingblackandwhitestyleforslides60and61.Slide61hasawordleoftheCVcourseofferings.Thewordcloudgivesafreshandsurprisinglookthatworksbetterthansimplylistingthesecourses.Additionally,Iamlookingformyviewers(colleagues)tobesurprisedbyhowmanyclassesweofferandourstudentschoose
fromwhenregisteringforclasses.Themessageisthatthisprocesscanbeoverwhelmingforallinvolved.Slides64-71identifywhatwecurrentlydowithregistrationanddescribetheneedtomodifyourcurrentefforts.Slides72-77offeranpossiblealternativethatwecanusetomaketheregistrationprocesseasierforstudentsandparents.Theimageonslide72wascreatedinAdobeIllustratorandwillserveasatemplateforourchanges.Slide75usesasimplevisualthatcombinesthenewvisual(circles)withourcurrentpathwaythinkinginawaythatwillworkbetterthanourcurrentvisuals(depictedonslides65-67)
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Ionceagainchangedthebackgroundcolorfortheslidesthatdiscussstep3.Theyaresimpleslidesthatcontainasmallamountoftext.Slides81-84offerstudents’perspectivequestionsforaguestspeaker.Thepresentationultimatelyendsinawaysimilartohowitbegan.The“Commitment”image(slide98)isatimelymessagethatreferencesarecentcharityfundraiserandhowithelpedcatalyzethe
thisprocessofdoingbetterwithouracademies.Thefinalslides(106&107)showourcurrentprincipalratherthanourfoundingprincipal.This,Ithink,servestoaddmorecredibilityandendthepresentationonapositivenote.DesignDecision#1:Modifiedandcustomimagesofourfoundingprincipalandassistant
principal(oruseofexamples)
TwooftheopeningslidesandtwooftheendingslidesuseimagesofCV’sfoundingprincipalandassistantprincipalaswellasourcurrentprincipal.Usingtheirimagesaddsasenseofcredibilitytothepresentation.“Whenwethinkofauthoritieswhocanaddcredibility,wetendtothinkoftwokindsofpeople.Thefirstkindistheexpert…”(Heath&Heath,2008,p.134)ThedecisiontouseimagesoftheschoolfoundersaddsatremendousamountcredibilitytotheopeningmessageofhowourschoolwasdesignedaroundSmallLearningCommunities(SLCs).“Similarly,thehuman-scaleprincipleallowsustobringourintuitiontobearinassessingwhetherthecontentofamessageiscredible.”(Heath&Heath,2008,p.146)Endingwithimagesofourcurrentprincipaloffercredibilitytoourcontinuedworkandeffortstoimproveourschoolanditsprograms.DesignDecision#2:Useof“bleeding”imagesthroughoutthepresentation
Manyoftheimagesinthispresentationare“full-bleed”imagessoastoaddasenseofbalancewiththetextandtheoveralldesignoftheslide.“Generally,theslidebackgroundsshouldbesimplewithoutlotsofperceptiblesalience.”(Reynolds,2009,p.188)Bleedingtheimagesallowsthetexttobeplacedinvariousplaces,almostasapartoftheimageitself.“This[bleedinganimage]makestheimagemorecompellinganditdrawstheviewerin.”(Reynolds,2009,p.100)Ialsochosetobleedmanyofmyimagesbecauseofhowcanmakethemessentiallyinteractwiththeviewer.Severaloftheimagesappeartobeintentlylookingattheviewers,whichdefinitelydrawstheminandfocusesthemonthecontent.DesignDecision#3:Useofslidesthatquestiontheviewers
“Whenwewanttoknowsomethingbutdon’t,it’slikehavinganitchthatweneedtoscratch.”(Heath&Heath,2008,p.84)Iaskquestionsatseveralpointsinthepresentationtobothfocusmyviewersandcreateasenseofcuriosity.“Knowledgegapscreateinterest.”(Heath&Heath,2008,p.92)Thequestions,Ithink,helpdrawtheviewersintothecontent,therebyincreasingtheirengagementandconnectiontothematerial.
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DesignDecision#4:StoryandhistoryofCVHS
“Storiesareeffectiveteachingtools.”(Heath&Heath,2008,p.205)IthoughtitwasimportanttointroducesomeofthehistoryofCVHSinthebeginningofthepresentation.Doingthisimmediatelyengagestheviewer,aCVHSteacheroradministrator,becauseofhis/herpersonalandprofessionalconnectiontotheschool.Additionally,severalofmycolleaguesmaysaytheyknowthestorywell,
soattheveryleast,theymaybelookingformistakesorpossiblynewbitsofinformation.TellingthehistoryofCValsoinvokesemotionalresponsesintheviewers.“Feelingsinspirepeopletoact.”(Heath&Heath,2008,p.169)Themainobjectiveofthispresentationisformycolleaguesandviewerstogobeyondmeretalkandtakeactiontoimproveouracademies.Forthisreason,andothers,IthinktellingthestoryofCViscompelling.DesignDecision#5:Useofdifferentfontstylestoemphasizetextonaslideandtogiveita
spokentone
“Imagescanimproverecognitionandrecall,andimagescombinedwithtextcanmakeforanevenstrongermessage–aslongasthetextandimagesreinforcethesamemessage.”(Reynolds,2009,p.52)Inthispresentation,Iusedmainlytwofonts(threeattimes).Toaddemphasistothewords,Ioftenbold-facedtheword,increasedthefontssize,and/orchangedthecolor.Thisaddedasenseofnarrativeasithelpedvisuallyenunciatekeywords.“Onewaytodealwith[legibilityissuesassociatedwithplacingtextoverimages]istouseboxesofsolidortransparentcolorbetweentheimageandthetexttoseparatethetextfromtheimageandbringitforward.”(Reynolds,2009,p.54)Tomaketexteasytoreadonimagesandslides,Ioftenwouldutilizevariousfontfeatures,like“glow”tobringthetextforward.Ifoundthisdesigndecision
rathereffectiveinmakingtextreadableandimpactfulonslides.
DesignDecision#6:Transitionslidesbetweenthe4step“howto”process
“TheGestaltprincipleof‘continuation’suggeststechniquesforhelpingtheviewer’seyesflowsmoothly-orcontinue-throughadesignfromoneobjecttoanother”(Reynolds,2010,p.171).Iknowthisprincipleseemstopertaintoflowonaslide,butIinterpretedtheconcepttomeanflowwithinapresentation.Assuch,Ithoughtitwasimportantformyviewerstohavestrongvisualcuesrepresentingtransitionsbetweeneachofthefourstepstodobetter.
Ialsothoughtthetransitionslidesworkedtograbattentionifnecessary–similartoaswimmertakingabreathinbetweensmoothswimmingstrokes.“Themostbasicwaytosomeone’sattentionisthis:Breakapattern”(Heath&Heath,2008,p.64).
DesignDecision#7:Consistentbackgrounddesignforslidesofeachofthe4steps
ForeachofthefourstepsthatthispresentationseekstoinstructviewerstotakeIusedconsistenbackgroundcolors.Redrepresentedstep#1,greenwasstep2,bluewasstep3,andpurplewasforstep4.Medinatalksabouttheneedforrepetitiontocreatememories(Medina,2008,p.100).
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“Ourbrainsseekunityandwholeness,sotheinteractionofthemyriadvisualelementsthat
compriseaworkofart–orabuildingandsoon–contributetoourintuitiveinterpretationofthe
whole.”(Reynolds,2009,p.169)Bothoftheseideassuggesttheuseofconsistencytohelpcreate
morememorablepresentations.
DesignDecision#8:Useofhumorousslidesthatsuperimposeschoolleadersontocartoon-
likeimages“Anemotionalideamakespeoplecare.”(Heath&Heath(2008),p.206Superimposingtheimagesofourfoundingprincipal,assistantprincipal,andcurrentprincipalonthebodiesofObiWanKenobe,HanSolo,andaslammingbasketballplayeraddasenseofhumorthatconnectswithmycolleagues.Theseimagesworkasstoriesthatmakethepresentationmorememorableintheend.“Storiesarestronglyassociatedwithentertainment–moviesandbooksandTVshowsandmagazines.”(Heath&Heath(2008),p.208)
4.FormativeEvaluationResponse
PeerReviewQuestion#1
Whichslidedidyoulikethemost?Why?
WiththisquestionIwaslookingtodeterminewhatIwasdoingwellwithmyslidesandtryingtoascertainiftherewasaparticularstylethatworkedwellwiththemessagesbeingdelivered.
Reviewer#1:
Ireallylikedslides15,19,and24.Theyweredynamic,haddifferentlayouts,andwerebrightandvivid--theyallwerepunctualandhelpful.
Reviewer#2:
TheslidethatIlikethemostwastheproblem/opportunityslide.Itwasobviousthatyoucreateditanditmadeitunique.
Response:
Myfeedbacktothisquestionwassomewhatconflicted.Onereviewerappreciatedthecleanandsimpledesignedslidesthatutilizedlargeimagesandaccompanyingtext.Theother
seemedtothinktheseslideswere“toostock,”butwentontosaythatafavoriteslidewasalsoaclean,text-onlydesign.
Ichosetotakenodirectactionwiththeseresponses.
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PeerReviewQuestion#2
Whichslide(s)don’tyoulike?WhatcanIdotoimproveit(them)?
WiththisquestionIwaslookingtodeterminewhatIwasdoingwellwithmyslidesandtryingtoascertainiftherewasaparticularstylethatworkedwellwiththemessagesbeingdelivered.
Reviewer#1:
Iwasn'ttoothrilledwiththeintroductoryslides,mainlyslides6-11.Ifeltthattheconceptofshowingtheschooloffasitwaswaybackwhenwasn'tveryhelpful.Ialsofelt--eventhoughIlovestarwars--thosetwoslideswereabitoutofplace,andfeltunconnectedeventothe"inthebeginning"progressionyoustartedon.So,Iwouldreconsideryouruseofthoseslides.
Reviewer#2:
Therearesomeslidesthatwereverystock-like.Ifyoucanreviewthosestockimagesandseeifyoucanreplacesomeofthose,Ithinkitwouldhelp.
Response:
Reviewer#1gavespecificinformationthatIwasabletoreflectupon.IrealizedthattheopeningslidesareonlynecessarywhenmyaudienceisagroupofCVHSteachers.IfIweretoreleasethispresentationtoabroaderaudienceIwouldremovetheseslides(andafewattheend).Thesecondreviewer’sfeedbackwastoogeneralformetoseriouslyconsidertakingactionandmodifyingmywork.
PeerReviewQuestion#3
HowcanImakethispresentationmoreinstructionalandlessinformational?
WiththisquestionIwaslookingtodeterminewhatIwasdoingwellwithmyslidesandtryingtoascertainiftherewasaparticularstylethatworkedwellwiththemessagesbeingdelivered.
Reviewer#1:
IthinkthatsharingastoryaboutanSLCinaction--doingwhatitissupposedtodofor
studentsandtheirlearning--wouldbeverypowerful.Inthisway,you'redemonstratingwhatSLC'sshouldbe,ratherthaninformingusofwhattheyaresupposedtobe.Doesthatmakesense?Ijustthinkthatbysharingapersonalanecdote,youwouldgetamoresticky,instructionalpresentation.
Reviewer#2:
I'mnotsurehowyoucanmakethepresentationmoreinstructional.I'mnotquitesurewhatyouaretryingtoteachinthepresentation.Itdoesseemsmoreinformational.
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Response:
Iappreciatethefirstreviewer’sfeedbacktothisparticularquestion.IchosetonotdwellonwhatisgoingwellwithourSLCsandtoinsteadfocusonhowwecandobetterbecauseitcoulddistractfromsomeofmypointsandmakethepresentationlongerandlessfocused.
Whatisn’tentirelyclearisthatthecommentsaboutwhataneighth-gradestudentwouldthinkwhentryingtodecideonwhichacademytochoose;thequestionsstudentswouldaskhealthprofessionalsifaHealthProfessionsclubexisted;andthecommentsagraduatewouldsayallcamefromcurrentBHSstudentswho,byallaccounts,aresomeofourbest,brightest,andmostsuccessfulstudents.
Thesecondreviewer’scommentssuggestthepresentationmaybedifficultforsomeoneoutsideofthetargetaudiencetofollow.
PeerReviewQuestion#4
ShouldIleaveslides23-27alone,orshouldIremoveslides23-26andjusttransitiontoslide27?
WiththisquestionIwaslookingtodeterminewhatIwasdoingwellwithmyslidesandtryingtoascertainiftherewasaparticularstylethatworkedwellwiththemessagesbeingdelivered.
Reviewer#1:
Idon'tthinkyoushouldremovethem--Imightcondensetheminto2transitionsinsteadoffour.Iliketheslides,onthewhole,andthinktheyaredefinitelyworthkeepingaround.
Reviewer#2:
Theslides23-27seemtobemoreinstructional.Itmightbegoodtokeepthoseslidesforthatreason.
Response:
Iinitiallytookthefirstreviewer’sfeedbackandcondensedthetransitions.Afterseekingadditionalfeedbackfromsomeofmycolleagues,however,Irevertedtotheonecomment/questiontransitionthatexistedinthedraftoftheispresentation.
Thesecondreviewer’sfeedbacktothisquestiondoesnotmakesensetome.
PeerReviewQuestion#5
ThispresentationwillbegiventoteachersintheBHSacademyatCastleViewHighSchool(targetaudience).Howwellwereyouabletofollowthespecificsofthispresentationdespitenotbeingamemberofthetargetaudience?
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WiththisquestionIwaslookingtodeterminewhatIwasdoingwellwithmyslidesandtryingtoascertainiftherewasaparticularstylethatworkedwellwiththemessagesbeingdelivered.
Reviewer#1:
Itmadesense;IthinkalotofthecontentwasuniversallyhelpfultoteacherswhoareapartofSLCs.Asstatedearlier,Ithinkthebeginningofthepresentation--withtheJediprincipals--wasabitconfusingandoutofplace.But,ifthisistolightenthemoodwithyourintendedaudience,thatmakesmoresensetome.Ultimately,Ithinktheinformationandinstructioninyourpresentationishelpfultoabroaderaudience.
Reviewer#2:
FormeitwasveryinformationalandthatmightbebecauseI'mnotinthetargetaudience.
Response:
Ithinkthefeedbacktothisquestionisconfusing.ThefirstreviewerseemedtosuggestthathewasabletofollowthepresentationdespitenotbeingamemberoftheBHSacademyatCVHS(whichisconsistentwithhisearlierresponsetodeletetheprincipalslides).Thesecondreviewer,however,seemstosimplysayshedidnotunderstandthematerialbecausesheisnotinthetargetaudience.
IthinkIchosearatherspecializedtopicforthispresentationandshouldnotbesurprisedifpeopleoutsideofmytargetaudiencedonotreallyunderstandmypoints.IthinkthiswouldbeacompletelydifferentsituationifIwouldhaveinsteadcreatedapresentationthatinstructedviewershowtotieshoelaces(forexample).
Myquestionsseemednottoinvitespecificinformationaboutmypresentation,butrathergeneralconclusionsregardingsomeofthedesign.ItseemslikeIshouldhavesentmyreviewersadescriptionofmysituation.
Bibliography
Heath,C.,&Heath,D.(2008).MadetoStick:WhySomeIdeasDieandOthersSurvive. NewYork:
RandomHouse.
Reynolds,G.(2009).PresentationZenDesign:SimpleDesignPrinciplesandTechniquestoEnhance
YourPresentations.Berkeley,CA:NewRiders.