Stand Alone Project, design document

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INTE6710~Project3 Page 1

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.




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.




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.




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)




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.




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).




“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.





Whichslide(s)don’tyoulike?WhatcanIdotoimproveit(them)?


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.


HowcanImakethispresentationmoreinstructionalandlessinformational?


Reviewer#1:

IthinkthatsharingastoryaboutanSLCinaction--doingwhatitissupposedtodofor

studentsandtheirlearning--wouldbeverypowerful.Inthisway,you'redemonstratingwhatSLC'sshouldbe,ratherthaninformingusofwhattheyaresupposedtobe.Doesthatmakesense?Ijustthinkthatbysharingapersonalanecdote,youwouldgetamoresticky,instructionalpresentation.

Reviewer#2:

I'mnotsurehowyoucanmakethepresentationmoreinstructional.I'mnotquitesurewhatyouaretryingtoteachinthepresentation.Itdoesseemsmoreinformational.




Response:

Iappreciatethefirstreviewer’sfeedbacktothisparticularquestion.IchosetonotdwellonwhatisgoingwellwithourSLCsandtoinsteadfocusonhowwecandobetterbecauseitcoulddistractfromsomeofmypointsandmakethepresentationlongerandlessfocused.

Whatisn’tentirelyclearisthatthecommentsaboutwhataneighth-gradestudentwouldthinkwhentryingtodecideonwhichacademytochoose;thequestionsstudentswouldaskhealthprofessionalsifaHealthProfessionsclubexisted;andthecommentsagraduatewouldsayallcamefromcurrentBHSstudentswho,byallaccounts,aresomeofourbest,brightest,andmostsuccessfulstudents.

Thesecondreviewer’scommentssuggestthepresentationmaybedifficultforsomeoneoutsideofthetargetaudiencetofollow.


ShouldIleaveslides23-27alone,orshouldIremoveslides23-26andjusttransitiontoslide27?


Reviewer#1:

Idon'tthinkyoushouldremovethem--Imightcondensetheminto2transitionsinsteadoffour.Iliketheslides,onthewhole,andthinktheyaredefinitelyworthkeepingaround.

Reviewer#2:

Theslides23-27seemtobemoreinstructional.Itmightbegoodtokeepthoseslidesforthatreason.

Response:

Iinitiallytookthefirstreviewer’sfeedbackandcondensedthetransitions.Afterseekingadditionalfeedbackfromsomeofmycolleagues,however,Irevertedtotheonecomment/questiontransitionthatexistedinthedraftoftheispresentation.

Thesecondreviewer’sfeedbacktothisquestiondoesnotmakesensetome.


ThispresentationwillbegiventoteachersintheBHSacademyatCastleViewHighSchool(targetaudience).Howwellwereyouabletofollowthespecificsofthispresentationdespitenotbeingamemberofthetargetaudience?





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.

Documents

Stand Alone Project, design document