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Toward Appreciative Engagements with Slideware
PROCEEDINGS

, University of Alberta, Canada

AACE Award

EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

PowerPoint presentations make both an effective (informational) and affective (aesthetic) claim upon the student. Aesthetically, teachers using PowerPoint slides may be unwittingly educating a questionable cognitive style, shifting their students' gaze away from human gesture and facial expression towards a hypnotic corporate gloss, thereby altering classroom atmosphere and tone, even as they efficiently deliver the content of their talk. In an aesthetically thick sense, PowerPoint instantiates, indeed, significantly fortifies, the transmission model of learning, a model also perpetuated through traditional school architectures, standard classroom geometries and choice of educational artifacts. Nonetheless, coming to a finer appreciation of PowerPoint's aesthetic potentials beyond its default settings and styles may yield "saving" possibilities.

Citation

Adams, C. (2007). Toward Appreciative Engagements with Slideware. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2134-2142). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved July 30, 2021 from .

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