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Collaborative use and design of interactive simulations

Collaborative use and design of interactive simulations
Collaborative use and design of interactive simulations

Collaborative Use & Design of Interactive Simulations

Alexander Repenning, Andri Ioannidou, Jonathan Phillips

University of Colorado, Center for LifeLong Learning & Design

Abstract: Interactive simulations hold great potential as a communication vehicle capable of improving the

usefulness of technology in education. While some benefit can be gained by simply using pre-built

simulations, learners benefit most from designing all or at least some aspects of their own simulations. The

challenge is to enable this design-as-learning activity without turning students into programmers. A

component-based approach cannot only simplify the design of interactive simulations but at the same time

serves as collaboration-enabling technology connecting students, teachers, publishers, and researchers. A

general framework called the Use & Design Spectrum is introduced to conceptualize collaboration issues of

simulation use and design. The AgentSheets simulation-authoring tool is used to provide specific examples

of collaborations.

Keywords: agents & intelligent systems, end-user programming, interactive simulations, use vs. design,

collaboration, multimedia

Introduction

The notion of interactive simulations is quickly gaining importance as a means to explore, comprehend and communicate complex ideas [Turkle 1995]. What makes a bridge collapse, how does a virus spread, why is the sky blue, what is the foundation of a stable Ecosystems? These are just some examples out of an infinite universe of questions that can be explored with simulations. Similar to video technology, learners can observe complex dynamic processes unfold over time but in contrast to video technology, learners can more actively interact with simulations and play hands-on "what if" games. The crucial combination of affordable computer hardware, high-resolution graphics, and Internet connectivity creates a rich environment, in which people can run, share and build interactive simulations. Simulations can also be featured as Java applets that can be accessed remotely through Web browsers or can be featured as JavaBean components that can be freely combined with other educational components into rich learning activities.

Interactive simulations are gaining momentum in education. A recent and highly publicized ETS study [Wenglinsky 1998] concluded that drill-and-practice technology has turned out to be largely ineffective, and that simulation technology based on constructivist learning principles [Yager 1995] provides measurable learning advantages. In a report [Shaw 1997] on educational technology to the President of the USA, a committee of science advisors presented the most promising constructivist applications of technology, with simulations on top of the list. The time is ripe to not only intensify research but also to create effective simulation-authoring tools and most importantly to design usable simulation content.

Who designs educational simulations and how are they used? Should students, teachers, publishers or researchers build simulations? From an educational perspective there is a high potential for learning if students design their own simulations. This actively engages learner in the process of model building and active inquiry. Unfortunately, designing simulations and implementing them with traditional programming languages is a hard task [Rader, Brand, & Lewis 1997]. In the past we have explored the use of new end-user programming paradigms such as Graphical Rewrite Rules [Repenning 1994; Repenning 1995; Smith 1996; Smith, Cypher, & Spohrer 1994], analogies [Craig 1997; Perrone & Repenning 1998] and Tactile Programming [Repenning & Ambach 1996] to significantly lower the threshold of programming. While end-user programming is a highly effective means to build tailored simulations, there is a need for a more general framework to use and design simulations.

This paper briefly presents the AgentSheets simulation-authoring tool, introduces the Use <=> Design Spectrum framework and provides elaborate discussions of technology-enhanced collaboration in education in the context of concrete cases.

AgentSheets: A Simulation Component Authoring Tool

Combining Java authoring, end-user programmable agents and spreadsheet technology, AgentSheets [Repenning & Sumner 1995; Repenning, 1998] (https://www.sodocs.net/doc/cc15460526.html,) is an authoring tool that empowers casual computer users with no formal programming training to build and publish Web-based interactive simulation components. It enables users to create such simulation components, using its end-user programming language Visual AgenTalk (VAT). Users design agents' looks by drawing icons and create agents' behaviors by composing VAT conditions and actions from command palettes into rules. The palettes for conditions and actions include a wide variety of elements. For example, VAT provides conditions that check the appearance of agents and test the values of an agent's variables, and actions that set these variables to formulae, make sounds, change the appearance of neighboring agents, destroy agents, and create new agents. It employs a new approach to end-user programming called Tactile Programming. Tactile Programming primitives and programs not only have enhanced

Tactile Programming is well suited for collaborative use since it eases composition, comprehension and sharing of behaviors [Repenning & Ambach 1996].

A wide spectrum of users, ranging from elementary school students with no programming background to scientists have used AgentSheets and VAT to create interactive simulations and games in a variety of disciplines, including computer science, environmental design, fine art, robotics, music, history, and biology. In an elementary school science class, students created ecosystem simulations to explore food webs and sustainability issues. In a high school history class, students created social and historical simulations. Scientists working with NASA created simulations of E.coli bacteria fermenting in zero gravity.

Agent Name Description

Reuptake Inhibitor Forcibly pumps Serotonin back to Presynaptic

Nerve Terminal.

Serotonin Receptor Activates Intracellular Machinery when

Serotonin binds to it.

Medicine Bottle Releases Prozac tablets into Synaptic Space.

Figure 1: Simulation running in a Web page explaining how Serotonin works in the Synapse and how Antidepressants affect the system (left) and agent descriptions for the Serotonin Synapse Simulation (right).

Figure 1 shows an interactive simulation explaining the effects of Prozac by modeling a serotonin synapse in the brain. The simulation was built by a psychiatrist for his patients. For this particular simulation, a suite of agents was created by specifying their look and behavior using the Visual AgenTalk language. Figure 2 illustrates two VAT rules from the behavior of the serotonin molecule defining animation and interaction with membranes.

Figure 2: Part of the serotonin behavior which specifies that if the serotonin looks like , or with 15% chance if the serotonin sees a membrane to its right, it will move that way.

The Web serves as an ideal platform to harness the communicative power of interactive simulations. Entire AgentSheets simulations can be exported as Java applets and JavaBeans, using the Ristretto™ Agent-to-Java-Byte-Code generator [Repenning & Ioannidou 1997]. This allows simulations to be published on the Web making them accessible to a larger community of users. Using Ristretto™, the serotonin simulation was turned into a Java applet (Figure 1) and was included in Web pages and can be found at https://www.sodocs.net/doc/cc15460526.html,/~wphillip/Synapse_applet/synapse.html.

No matter how much the programming process has been simplified through the use of new end-user programming paradigms there is a need for collaboration support. Collaboration allows people to use other people’s simulations and learn how to design their own by using similar existing simulations. Also, collaboration enhances a dialog between designers and users,

enabling the design of domain oriented end-user programming languages [Cherry, Ioannidou, Rader, Brand, & Repenning 1999; Rader, Cherry, Brand, Repenning, & Lewis 1998] and resulting in more effective use of educational technology. To make simulations a feasible part of education and foster some kind of simulation literacy, there is a need to employ a more general research framework moving beyond issues of programming and computer applications. In the next section we introduce such a framework called the Use <=> Design Spectrum.

The Use <=> Design Spectrum

The Use <=> Design Spectrum describes a conceptual space of stepping stones between designing simulations from scratch and using existing simulations. One can think of ways to break simulations up into components allowing users to trade off between the use and the design of simulations. These simulation components become collaboration-enabling artifacts that are used, combined, shared, and extended by the members of an educational community including students, teachers, publishers and researchers. Figure 2 below shows a number of points along the Use <=> Design Spectrum corresponding to research projects and commercial applications.

Figure 2. A graphical representation of our Use <=> Design Spectrum. The upper part of the figure shows ready-to-use simulations such as SimCity™; such simulations cannot be modified by the user—they are all "use" and no "design." At the bottom we have sophisticated design tools such as AgentSheets; someone must use the tools to design a simulation before it can be used. Other projects fall somewhere in between.

Level 1: Shrink-Wrapped Simulations (SimCity)

Shrink-wrapped packages such as SimCity™ are highly interactive simulations aimed primarily at entertainment, rather than education. In spite of this, these products certainly have significant educational aspects. For example, one possible objective of a SimCity player is to build the largest possible city by balancing taxes, crime rate, pollution and many other factors. However, the general lack of programmability is a major limitation of SimCity and similar packages. That is, there is no end-user design. These simulations have a single format and structure; they cannot be adapted to the needs of individual teachers and students.

Use D e s i g n

Play the simulation game Change simulation parameters, e.g, change the tax

rate in SimCity

Level 2: Community Repositories (EOE)

Community repositories are collections of simulations and other interactive educational objects. The Educational Object Economy (EOE) is a collection of educational Java applets. One author of this paper is a founding member of the EOE organization (https://www.sodocs.net/doc/cc15460526.html,) and was a member of the NSF-funded East-West Consortium that explored educational authoring tools and models of collaboration between industry, academia and publishers. Educational objects in the EOE are annotated with so-called meta information that categorizes objects in terms of subject domains, and includes information on how to use the object.

Use at this level consists of the locating and selection of relevant educational objects. Design is very limited. EOE objects include Java source code allowing professional programmers to re-design objects by modifying their program. However, the adaptation of educational objects in the EOE requires the mastery of general Java programming environments; these skills are not common among most students and teachers.

Use <=> Design levels are interconnected. Design tools associated with one level can be used to create artifacts used at some other level. Some EOE Java applets (level 2) have been created by students using the AgentSheets simulation-authoring tool (level 5). For instance, students at the Jiva Institute in India used AgentSheets to create simulations that they then uploaded to the EOE to make them accessible to other people.

Level 3: Educational Components (ESCOT)

The Educational Software Components of Tomorrow (ESCOT) project can be considered a conceptual extension of the EOE work. ESCOT explores technical mechanisms and collaboration models that let people efficiently combine components based on Sun’s JavaBeans technology into interactive middle school math curriculum activities. In contrast, the educational objects in the EOE were created in isolation; there was no way to combine objects into more meaningful units. ESCOT users combine simulations built in AgentSheets or other JavaBean component generators, such as Java Geometer SketchPad, with other components such as SimCalc graphs into rich activities (e.g., Figure 3). In the case of an AgentSheets ecosystem simulation, students could track the number of individuals of each species in SimCalc to explore issues of ecosystem sustainability and other concepts.

Use D e s i g n

Select relevant components based on their functionality

and interfaces Connect the components to build complete application in ways analogous to connecting electronic

components into a working circuit.

Existing design tools at the component level, such as Sun’s BeanBox, are crude, but more accessible than EOE programming tools. The ESCOT project focuses on finding new ways to simplify the design process by letting students and teachers assemble components.

Level 4: Agents (Behavior Exchange)

The Behavior Exchange allows users to exchange individual simulation agents. For instance, in a city pollution simulation, people can exchange agents such as cars, roads, trains, and factories. Agents downloaded from the Behavior Exchange are "glass boxes" that can be readily opened up to inspect their rules and modify their behavior. Modified agents can be uploaded again to the Behavior Exchange. This mechanism allows a community of users to build and incrementally improve simulation content.

Use D e s i g n

Selecting relevant agents based on their descriptions

and project context Modify the behavior of agent, e.g., make a car stop at a

red traffic light

Modify look of agent; e.g., change color of agent Combine set of agents into new simulation

This ability to build simulations by combining and modifying agents makes the agent level ideal for supporting scaffolding [Guzdial 1994].

Level 5: Simulation Authoring Tools (AgentSheets)

AgentSheets is a simulation-authoring tool that allows non-specialists to build complex interactive simulations and deliver them as Java applets and JavaBeans over the Web.

Use D e s i g n

Run simulations Build agent behavior from scratch by composing

conditions and actions into rules

Design agent looks by drawing icons

The AgentSheets development environment has been at the core of numerous projects at major research institutions around the world. The research that led to the development of AgentSheets was mostly focused on end-user programming and exploring new programming paradigms for non computer-specialists.

The rest of this paper exemplifies the Use <=> Design Spectrum with specific cases of using technology in education at the levels of Educational Components, Behavior Exchange and Authoring Tools. The focus will be on component granularity, use, design, and their role in collaboration between students, teachers, publishers and researchers.

Educational Components: Assembling Activities

Educational components explored in the Educational Software Components of Tomorrow (ESCOT) project are at level 3 in the Use <=> Design spectrum. ESCOT builds on lessons learned from the EOE project. The EOE endeavored to create a Web-based library of educational software objects. The EOE Web site contains over 1000 Java applets designed for educational use. However, it is becoming clear that a library of objects is not enough to facilitate large-scale software reuse [Udell 1994]. Components must be designed for reuse within an integration framework that maintains consistency and makes use of standards. Without this kind of forethought, objects may be left on the mantel to gather cobwebs. The EOE project provided many insights into developing large-scale storage and retrieval systems of educational objects. ESCOT hopes to improve the quality of the objects stored through a shared conceptual framework employing educational standards.

The ESCOT project has been launched with the goal of facilitating the creation of technologically-enhanced educational content. Software components offer the promise of interconnecting currently existing islands of educational technology research. The vision of ESCOT is to design a technical framework as well as develop educational standards for ‘plug together’ educational components. With the framework and standards in place, third-party developers may contribute components designed for general assembly by educators and publishers. ESCOT is partnered with a subset of developers to initially seed this library of components and co-design the framework and standards under which they can be integrated.

By providing a framework where islands of research can be integrated, ESCOT hopes to provide a testbed where educational activities can be assembled from a suite of components ranging from geometry exploration tools, to graphing systems, to interactive simulations. The testbed introduces a collaboration model called Integration Teams consisting of teachers and developers jointly building interactive activities.

If independent pedagogical software entities are properly encapsulated into embeddable objects (embeddable into media such as html), then educators can incorporate them into stand-alone activities. The Internet provides a medium in which educators, publishers, and software developers may collaborate to assemble activities and provide feedback for developers. Furthermore, components and finished activities may be distributed easily online. However, incorporating educational software components into an instructionist activity does not always produce optimal learning content. Often, interaction between components is desirable. For example, a simulation might benefit from a graph representation of its internal values. Therefore, a collaborative environment where components can not only be embedded into instructionist wrapping, but also wired together is needed to create the best possible educational content. Furthermore, wiring components should be accessible to educators as well as developers.

Example: SimVirus

An example best illustrates the ESCOT collaborative framework employing educational components. The AgentSheets simulation-authoring tool can generate ESCOT-friendly JavaBean components. This allows an AgentSheets simulation (such as SimVirus, shown in the upper left corner of Figure 3) to connect to a SimCalc graphing utility (shown in the bottom left corner of Figure 3) which has also been extended to integrate into the ESCOT architecture.

Figure 3: ESCOT activity featuring an AgentSheets simulation (upper left), SimCalc grapher (lower left), and an activity

description (right)

The SimVirus simulation contains people that randomly move around on the grass background. If a healthy person is next to an infected person, with a 5% chance he will also get infected. Doctors also move around randomly in the community and heal sick people. The rate at which the virus spreads is difficult to see from the AgentSheets simulation alone. To better illustrate this concept, the number of infected people over time is graphed in the SimCalc component. By connecting the AgentSheets component to the SimCalc component an educational concept, the exponential spread of a virus, is better illustrated.

Collaboration

The rapidly growing collection of ESCOT components includes spreadsheets, databases, simulations, and geometry exhibits. The success of ESCOT depends on its ability to foster collaboration between teachers and developers. Developers and teachers work together to explore different integration frameworks and agree on a proposed framework, which will help facilitate large-scale integration. ESCOT partners will originally contribute seed components to the library. However, the growth of the component library will depend on third-party contributors. The elements of the framework which withstand the test of large-scale use will be adopted. Since ESCOT cannot survive without maintained interest from developers, it will accept modifications to the framework that expedite development efforts. So far, ESCOT has succeeded in generating initial development interest.

A key element in the ESCOT vision is a new division of labor in constructing technology-enhanced educational content. In the traditional sense, technical developers, with instructions from educators, create educational software. This places an extraordinary burden on developers while limiting the amount educators and publishers may contribute. ESCOT hopes to fuse educators and publishers into the development process by placing them in the driver’s seat as the final assemblers of content. This allows technical developers to focus more specifically on technical content. Overall a more efficient, deeper level of collaboration can be achieved where output from contributors can more easily be combined and interchanged. The result should be more useful educational content.

By assembling ESCOT content, educators and publishers become users of educational components and designers of educational activities. Students are users of the finished content. Supporting the Use <=> Design spectrum allows teachers to interact with technology at their desired level of comfort. Where teacher comfort tapers off, developers may support them.

Limitations

Making software reuse work is a hard problem [Fichman & Kemere 1997]. We believe that if 90% of a component is useful and the remaining 10% need to be changed but cannot be changed by its user, then the component is 100% unusable. In the case of the EOE, users typically need to edit Java source to modify components. Within ESCOT, some modification is possible though JavaBean customization interfaces. If additional changes must be made, this can be supported though

end-user programming, as is the case with AgentSheets-generated JavaBean components.

Behavior Exchange: Sharing Agents

At the educational component level, users can share entire simulations or connect simulations with relevant components. However, large components such as simulations need to be broken up into finer sub-components to increase reuse and adaptation. AgentSheets simulation components can be broken up into agents that can be shared and reused through the Behavior Exchange to promote collaboration. The Behavior Exchange is at level 4 of the Use <=> Design spectrum.

The Behavior Exchange [Repenning & Ambach 1997; Repenning, Ioannidou, Rausch, & Phillips 1998] is an AgentSheets-specific sub-component repository (https://www.sodocs.net/doc/cc15460526.html,/behavior-exchange.html) that allows users to collaborate by exchanging agents that have been created in AgentSheets. It is an evolving Web-based information space (Figure 4) where users locate interesting agents and acquire the ones that seem relevant by copying them into the design environment. Users can then proceed to use a downloaded agent to comprehend what it does, evaluate usefulness, and decide whether to reuse it as is or modify it.

Agents acquired from the Behavior Exchange are not "black boxes" that can only be executed. Instead, they are "glass boxes" that can be readily opened to inspect their rules and modify their behavior, as the full specification of the agents' behavior comes along with them when they are downloaded. Modified agents can be uploaded again to the Behavior Exchange. This mechanism allows a community of users to build and incrementally improve simulation content. The ability to build simulations by combining and modifying agents makes the agent level ideal for supporting collaboration among users, whether they reside in the same physical location or not, and the scaffolding of the simulation creation process.

Figure 4: The Arctic EcoWorld Agents in the Behavior Exchange.

Building Social Simulations using the Behavior Exchange

The Behavior Exchange has been used in a variety of educational settings, both for enabling collaboration among the students in a group and for scaffolding the simulation construction process. In elementary schools, the Behavior Exchange enabled the collaborative creation of EcoWorlds simulations [Cherry, et al. 1999]. Students worked on individual animals and through the Behavior Exchange (Figure 4) combined them in ecosystems to explore issues such as food webs and sustainability. In high schools, the Behavior exchange was used to collaboratively create social simulations. The latter is described in this section.

At the New Vista High School, students used AgentSheets to create simulations as part of a Protest and Reform history class. In this class, students have an opportunity to study protest movements throughout United States history (e.g., the Civil Rights movement and the anti-Vietnam war movement), and to learn about theories of protest and social change. Although it is more common to use simulation technology in math and science classes, the teacher wanted to incorporate AgentSheets in his class to enable his students to go beyond the traditional posterboards and instead engage in an in-depth exploration of selected topics [Ioannidou, Repenning, & Zola 1998].

Figure 5: The Montgomery Bus Boycott simulation, which combines simulation with video.

During the second iteration of using AgentSheets in this class, all the students were required to create simulations as their final project. They had the choice, however, to create a physical simulation (a board game) or a computer simulation using AgentSheets. The projects using computer simulation spanned a variety of topics: the Montgomery Bus Boycott (a project about the bus boycotts resulting from Rosa Parks' refusal to give up her seat to a white person in 1955) (Figure 5), The Fling Strike (a project about the United Autoworkers sit-down strike of Flint, Michigan in 1936), and the Ludlow Massacre (a project about the massacre of miners in Ludlow, Colorado at the beginning of the century). Providing students access to the Behavior Exchange gave them an in-group collaboration tool and opened up a resource pool that they could utilize to get ideas and reuse either looks or behaviors of existing agents in their own simulations. Moreover, it scaffolded the simulation building process and avoided some of the struggles the students of the previous year had to go through, having nothing to base their work on.

Collaboration

Student-Student Collaboration: The Protest and Reform students used the Behavior Exchange as a means to collaborate within their groups. When different students of the same group were working on different machines and at different times, they used the Behavior Exchange as a means to merge the agents each of them was working on into a single group simulation. For example, the students working on the Ludlow simulation distributed the workload to the various members of the group. One was working on the strikers, the other on the militia and the third on the coal officials. They then merged their work into a single simulation using the Behavior Exchange.

The Behavior Exchange enables distance education. The fact that it is Web-based affords not only collaboration within a class of students in the same physical space, but also collaboration among students from different schools or even different countries.

For all projects, the Behavior Exchange proved to be a useful resource for finding and reusing simulation sub-components. Students located and selected agents, such as grass, houses, roads, cars and trains. In some cases, students used the agents as they were and combined them with their own to create new simulations, or they customized the agents by modifying either their look or behavior. For example, the students working on the Montgomery Bus Boycott simulation reused both the look and behavior of car and traffic-light agents, reused the moving behavior of cars for their buses, and reused the looks of buildings and roads. Having a base to start with, such as the example agents found in the Behavior Exchange, is a great instrument for scaffolding the simulation building process, since building simulations from scratch is difficult. Scaffolding [Guzdial 1994] in this context is a process enabling students to go through a smooth transition from using existing simulation sub-components to designing their own. This is also a form of what Laurel [Laurel 1992] calls, time-displaced collaboration between AgentSheets designers and users. AgentSheets designers upload their creations on the Behavior exchange and users locate them and use them at different times and places.

Student-Teacher-Researcher Collaboration: Teachers know a lot about educational content, but often know very little about technology. Technology researchers, on the other hand, know a lot about technology, but very little about the content. In isolation, each party has a difficult time envisioning what an educationally valuable simulation activity might look like. Complex design problems, such as creating these social simulations, require more knowledge than any single person can possess, as the knowledge relevant to the problem is distributed [Fischer 1999]. Bur rather than viewing this "symmetry of ignorance" [Rittel 1984] (or "asymmetry of knowledge") as an obstacle during design, it can be viewed as an opportunity for creativity. To account for "the symmetry of ignorance", the teacher and the researchers held "design sessions" with each of the groups to work with them in mapping the chosen topic to the capabilities of the technology. These sessions proved to be a very important preparatory activity for the students, as they engaged in brainstorming activities to find a good mapping of their existing knowledge of the topic to a computer simulation. The process of mapping one kind of representation (e.g., historical information) onto another (e.g., agent behaviors and interactions) may support student construction of knowledge about the topic [Ioannidou, et al. 1998]. This collaborative approach to the design of components is also reflected in the notion of Integration Teams within the context of ESCOT (please refer to section "Educational Components").

Simulation Authoring Tools: Building Simulations from Scratch

Repositories such as the Behavior Exchange can be a useful resource of reusable components. Users, however, cannot always rely on other people for creating simulations components or sub-components (namely, agents) that are relevant or interesting to them. Being a consumer of such components may work in certain cases and to a certain extend, but users need to have the ability to create such artifacts from scratch by themselves. Authoring tools employing end-user programming techniques and languages are needed for supporting the design of simulation components and sub-components.

AgentSheets is one such system that provides users with the ability to create simulation components from scratch. Moreover, an entire AgentSheets simulation can be exported as a Java applet and/or JavaBean, using the Ristretto™

Agent-to-Java-Byte-Code generator, and be published on the Web making it accessible to a larger community of users. AgentSheets-generated Java applets have been featured in the EOE, whereas AgentSheets-generated JavaBeans constitute one of the interoperable components in the ESCOT project.

Building Social Simulations from Scratch

As mentioned before, AgentSheets has been used in a Protest and Reform history class to build social and historical simulations. During the first iteration of the project [Cherry, et al. 1999; Ioannidou, et al. 1998], the two groups of students that chose to create AgentSheets simulations as their final projects, created their simulations from scratch. Having no predecessors in this experiment and with no social or historical AgentSheets simulations in existence, the students were left at the extreme end of the spectrum: design. Not only did they not have any existing simulations to use as a starting point, to draw ideas from, the Behavior Exchange was not yet in place at the time to enable the students to reuse agents behaviors or looks.

Nevertheless, the students proceeded to create what would be the first social and historical simulations in AgentSheets. One of the groups, which consisted of three girls initially intimidated by technology, selected the topic of the California Grape Boycott. The students created a Web page with a boycott simulation applet built in AgentSheets, as well as historical information on the boycott and links to related Web sites (Figure 6). The second group decided to create a simulation to explore what happens in peaceful protest marches that turn violent and involve police confrontations.

Figure 6: The Grape Boycott project Web page includes (1) descriptions of the agents, (2) historical background and

related links, and (3) the simulation applet.

As the New Vista students developed their simulations, they also used the Java capabilities of AgentSheets to create applets and embed them in Web pages containing historical information about the subject and links to related Web sites. These Web pages provide a critical connection between the course content and the simulation technology — a simulation consisting of brightly colored icons moving on a screen does not convey much meaning to its intended audience unless the creators of the simulation situate it in an informative context. Both projects can be accessed at

https://www.sodocs.net/doc/cc15460526.html,/~l3d/systems/agentsheets/New-Vista/.

Collaboration

At this level, collaboration was not technology-supported, but people-supported. Students worked in groups to develop their simulations, while teachers and researchers served as mentors helping students break up the workload, providing them pointers to content information, and guiding them in creating the simulation.

Student-Student Collaboration: Students created their simulations in groups. This afforded the students various types and levels of collaboration. For example, we observed that the initially intimidated by the computer students found the task of creating a simulation less daunting when they all worked together, sharing ideas and helping each other out with the programming. Moreover, the dual tasks of creating the Web site and building the simulation allowed members of the group to distribute the workload among themselves according to their individual interests. At the same time, communication among the group members working on the different tasks needed to be maintained, for the group to produce a coherent final artifact. Finally, collaboration allowed the group to create a more complete project than any individual could have produced alone.

Conclusions

Interactive simulations hold great potential as a communication vehicle capable of improving the usefulness of technology in education. The challenges faced to effectively create simulation literacy in education are tremendous when just using pre-built simulations and even more so when designing new simulations to fit school curriculum. Research needs to move from the exploration of issues resulting from individual people using individual computer systems towards the exploration of collaborative issues. How should students, teachers, publishers, and researchers work together to create effective teaching material and engaging learning environments? In addition to social issues, how can technology support collaboration? This paper has introduced a conceptual framework called the Use <=> Design Spectrum populated with a number of ongoing research projects. Together, these projects provide a set of necessary stepping-stones between the use and the design of interactive simulations. Users including students, teachers, publishers, and researchers can move gradually from using

pre-built simulations towards designing their own simulations by reusing increasingly fine grained components that are collected and organized by a community of users.

Acknowledgements

The authors would like to thank John Zola, teacher at New Vista High School, and his students. The Protest and Reform project was conducted under NSF AAT REC-9631396; ESCOT is supported by NSF grant REC 9804930; and the Behavior Exchange is supported by NSF SBIR DMI 9761360.

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Authors' Addresses

Alexander Repenning (ralex@https://www.sodocs.net/doc/cc15460526.html,)

Center for LifeLong Learning & Design, Department of Computer Science, University of Colorado at Boulder, Campus Box 430, Boulder, CO 80309-0430. Tel. (303) 492-1349, Fax (303) 492-2844.

Andri Ioannidou (andri@https://www.sodocs.net/doc/cc15460526.html,)

Center for LifeLong Learning & Design, Department of Computer Science, University of Colorado at Boulder, Campus Box 430, Boulder, CO 80309-0430. Tel. (303) 492-8136, Fax (303) 492-2844.

Jonathan Phillips (phillipj@https://www.sodocs.net/doc/cc15460526.html,)

Center for LifeLong Learning & Design, Department of Computer Science, University of Colorado at Boulder, Campus Box 430, Boulder, CO 80309-0430. Tel. (303) 492-8136, Fax (303) 492-2844.

多媒体演示文稿的设计与制作

---------------------------------------------------------------最新资料推荐------------------------------------------------------ 多媒体演示文稿的设计与制作 多媒体演示文稿的设计与制作( 初级)策勒县策勒乡托帕学校图尔荪江麦提尼亚孜通过对多媒体演示文稿的设计与制作(初级)课程的学习,我已经掌握了多媒体演示文稿的设计与制作基本知识及制作方法,收获颇多,现就自己的学习谈谈学习体会.一、知识点: 1、创建演示文稿;2、插入多媒体资源;3、多媒体资源的搭配; 4、播放和调用文稿。 二、应用1、PowerPoint 中有多种创建演示文稿的方法,对于一个初学者想要快速制作一个演示文稿可以根据内容提示向导创建演示文稿。 内容提示向导是创建演示文稿最快捷的一种方式,在内容提示向导的引导下,不仅能帮助使用者完成演示文稿相关格式的设置,而且还帮助使用者输入演示文稿的主要内容。 2、在多媒体演示文稿的页面中插入有关的文本、图片等多媒体资源需以下几个步骤: 选择要插入的多媒体资源;调整插入对象的位置和大小;3、(1)配色方案: 配色方案就是由多媒体演示文稿软件预先设计的能够应用于幻灯片中的背景、文本和标题等对象的一套均衡搭配的颜色。 通过配色方案,使多媒体演示文稿色彩绚丽,多呈现的内容更加生动,进行配色时需完成以下几个步骤: 1 / 3

选择配色方案;应用配色方案;(2)利用版式搭配多媒体资源:版式是PowerPoint2003 软件中的一种常规排版的格式,通过幻灯片版式的应用可以对文字、图片等等更加合理简洁完成布局,通常PowerPoint2003 中已经内置文字版式、内容版式等版式类型供使用者使用,利用版式可以轻松完成幻灯片制作和运用。 运用版式搭配多媒体资源需要以下几个步骤: 选择版式;应用版式;(3)、图形组合: 图形组合是 PowerPoint 软件中的一种图形处理功能,可以将多个独立的形状组合成一个图形对象,然后对组合后的图形对象进行移动、修改大小等操作,操作步骤如下: 选择图形;组合图形;4、播放和调用文稿: (1)、自定义播放: 由于一个演示文稿中可能有很多张幻灯片,有些时候我们不需要全部播放出来,这时就需要对演示文稿中的幻灯片设置自定义播放。 自定义播放演示文稿需以下几步: 选择要播放的演示文稿;设置自定义播放;(2)、打包演示文稿:演示文稿制作完成后,往往不是在一台计算机上播放,有时会出现演示文稿中所插入的视音频等资源不能顺利播放的情况。 如张老师把在家做好的演示文稿拿到教室播放,在排除连线、播放软件问题等因素后,演示文稿中插入的资源仍不能播放,请教计算机老师后,计算机老师建议可以通过以下两种方式解决:打包演示文稿;用 U 盘把 PowerPoint 中的所有资源拷到教室重

多媒体演示文稿的设计与制作学习心得体会

多媒体演示文稿的设计与制作学习心得体会 杨保政 作为一名小学数学年教师,我对教学媒体和资源总是充满了兴趣。在上课的时候,我更喜欢利用多媒体,来引导学生学习新知识。但有的时候上课的效果却不尽如人意。这次能参加全员培训中我学到制作演示文稿的时候,清新的ppt 演示,实用的制作技巧,让我眼前一亮,制作攻略更是让我热血沸腾,我终于认识到了我以前为什么很用心的制作PPT,但是效果却不好的原因了,那就是没有人会对着密密麻麻的知识点感兴趣的,不由得想到了初中时候的自己,和他们不是一样的吗? 在本次培训中制作演示文档的部分,我对它进行了简单的总结: 攻略一:少即是多:每页一个主题;巧用备注栏;字少图大;提炼关键词句。呆板无趣的知识点会让学生们昏昏欲睡,如果将知识点精炼再加上图片会提升学生学习的兴趣,而且也减轻了学生的负担,让他们在快乐中获取知识。甚至在PPT中我可以恰当使用高桥法,醒目的字眼跃然眼帘,再不用老师来反复强调这是重点啊重点啊! 攻略二::换位思考:文字不小于24号;及时回顾总结;文字和背景反差鲜明;从学生的角度来思考一堂课的教授方

法,没有那么多过目不忘的学生,怎么讲课才能使学生印象深刻呢?看来我要在这方面多下功夫了。 攻略三:逻辑清晰:顺序播放;逻辑主线简明;格式一致;思想要点图表化。 攻略四:形象表达:适当运用全图型PPT;图表图形化;精心设计封面和目录;用声音烘托气氛。一幅好图胜过一千句话,无关的美景干扰主题;过多的插图分散注意;过于复杂的画面增加认知负荷;插图与背景混杂 攻略五:动静结合:控制长度;加快速度;明确目的;聚焦内容 在本次学习中,有一句话令我印象深刻,一堂课是否精彩,关键是教师而不是工具!是啊,无论ppt做得多么华丽,内容是多么深刻。但是一堂课的精彩与否,还是得靠教师来把握,路漫漫其修远兮,吾将上下而求索!

多媒体演示文稿的设计与制作学习心得体会

多媒体演示文稿的设计 与制作学习心得体会 This model paper was revised by LINDA on December 15, 2012.

多媒体演示文稿的设计与制作 学习心得体会 通过这次培训学习,使我进一步地掌握了制作和应用ppt等网络教学的知识和技能,增长了见识,理论水平、操作水平也有所提高。基本上掌握多媒体教学演示文稿的制作方法,主要有以下几个方面内容: (一)创建多媒体教学演示文稿; (二)编辑幻灯片; (三)编辑超级链接; (四)播放并调试幻灯片; (五)使用动画效果; 对我们教师来说,PowerPoint课件是最早接触的。利用PowerPoint可以创建出非常漂亮的幻灯片文稿,这些幻灯片中既可以有文字,还可以包含图画、表格、统计图表、组织结构图,甚至可以有声音、乐曲和动画效果,还可以为这些幻灯片设计出统一或不同的背景。利用PowerPoint可通过各种形式放映幻灯片,既可以在完全没有人工干预的情况下自动放映,也可以由使用者手工控制播放,可以令每张幻灯片从不同的角度,以不同的方式切入到屏幕上,使得放映效果生动有趣。这次网络研修,主要学习了Powerpoint基础操作、基本编辑;音、视频处理;演示文稿中动画的设置,设置不同的背景,艺术字与自选图形等。通过学习我对制作课件有了新的认识,制作课件既要讲究精美又要讲究实用。不同的制作软件具有不同的特点,在制作课件时,应根据需要选择合适的制作软件。制作课件是一个艰苦的创作过程,优秀的课件应融教育性、科学性、艺术

性、技术性于一体,这样才能最大限度地发挥学习者的潜能,强化教学效果,提高教学质量。 在这一次的学习中,我通过对每个章节的仔细学习,才知道平时经常用的ppt有如此强大的教学课件制作功能,可以说我之前所掌握的只是ppt课件制作功能的冰山一角。 在现代教育教学中多媒本技术在教育教学上的运用越来越多,多媒体以它更直观、更灵活、更易让学生理解的特点,使它成为许多教师教学方法的首选。而之前我只是对ppt课件的制作有一点认识,通过教师深入浅出的讲解和鲜活的实例,让我对ppt课件有了更深的认识,在今后的课件制作方面,我会把所学的制作技能运用其中,制作出更加实用、高效的教学课件。 通过学习,使我更加深刻地了解了多媒体课件制作的方法及技巧,认识到多媒体课件制作为教师专业化的成长提供了一个平台,同时也让我明确了本次学习的目标、内容、使自己由传统化教师向现代化教师发展。 张三

5.演示文稿设计与制作

第5章演示文稿设计与制作 第1节认识演示文稿第1课时(共2课时) 一、教学目标: 1、知识与技能: (1)掌握“ wps演示”的启动和退出方法 (2)了解“ wps演示”窗口的组成和使用 (3)初步掌握“ wps ”基本操作 2、过程与方法:通过观看、欣赏“ WPS演示”范例作品,激发学习兴趣,结合任务认识“WPS 演示”的窗口,掌握标题幻灯片的制作方法,在实践过程中达成技能的形成。 3、情感态度与价值观:知道“ WPS演示”是一种展示、汇报工具软件,知道能用“WPS 演示”制作一些作品来展示自己的风采、想法等,感受信息技术的魅力和价值。 二、教学重点: 知道演示文稿的编辑 三、教学难点: 演示文稿的编辑 四、教学方法: 任务探究,体验学习,实验学习 五、教学过程: (一)情境导入 同学们,大家好!今天老师带了件礼品给大家,想看看吗?看完后请你说一说看到了什 么?听到了什么? 师向学生展示介绍学校的演示文稿。 刚才老师向大家展示的作品是一个演示文稿,它可以将文字、图片、视频和音乐等素材 整合起来。演示文稿在我们的生活中用处可大啦,如产品介绍、自我介绍、辅助教学等。制 作这样的作品,需要专业的软件,你知道有哪些软件可以制作演示文稿呢?今天向大家介绍一款专门用于制作演示文稿的软件一一“WPS演示”。 今天这节课我们就一起来认识“ WPS演示”软件。(板书:第5章第1节认识演示文稿)(二)、新授 自主学习: 1、一个完整的演示文稿一般由___________________________________________________ 构成。 2、演示文稿中包含的素材一般有_________________________________________________ 等。 3、演示文稿的设计包括__________________________ 。 合作探究: 1、任务一:新建演示文稿 学生自学,打开“ wps演示”窗口,新建一个“ wps演示”文档。 2、任务二:新建“封面标题页” 下面我们来新建第一页幻灯片。 单击右侧的“版式”按键,打开“幻灯片版式”任务空格,在“母版版式”中选择“空 白” 3、任务三:插入字标题 插入“中国元素”艺术字 4、任务四:插入背景图片 插入“中国元素背景 1 ”并设置“叠放次序”为“置于底层”

多媒体演示文稿的设计与制作

多媒体演示文稿的设计与制作 ——基于网络环境下任务驱动教学单元教学案例设计 山西省运城市康杰中学赵红冰 【课时安排】8课时 【年级】高一年级 【学习目标】 ◆知识与技能: ①掌握多媒体演示文稿中幻灯片的基本制作方法。 ②熟练掌握幻灯片的自定义动画、幻灯片切换、放映方式等设置。 ③掌握多种媒体的插入方法与超级链接设置。 ④能够对幻灯片进行打包并解包放映。 ⑤能够利用多种途径搜集表现主题所需要的多媒体素材,并能进行筛选规类。 ⑥能利用网络教学软件提交作业。 ◆过程与方法: ①通过作品的制作过程提高学生综合处理多种媒体技术的能力。 ②通过幻灯片版面的整体布局和设计以及背景、色彩的搭配提高学生的艺术表现力和审美能力。 ③通过创建超级链接培养学生对作品的控制能力和交互能力。 ◆情感态度与价值观: ①图文声像并茂,激发学生学习兴趣。 ②友好的交互环境,调动学生积极参与。 ③丰富的信息资源,扩大学生知识面。 ④超文本结构组织信息,提供多种学习路径。 【学习重点】 确定主题并围绕主题搜集、筛选、分类整理素材。 幻灯片版面的设计与布局。 【学习难点】 色彩的搭配与风格的统一、独特。 【学习平台】 基于互联网的多媒体网络教室. 【学习方法】 基于“任务驱动教学方法”下的自主、协作、探究、创新的学习方法。 一、任务设计 (一)、任务描述: 学习完PowerPoint办公软件,我们已了解了这是一个集多种媒体的演示性文稿,通过多媒体的组合可以对主题的表达更形象、生动、丰富多彩。请同学们利用已掌握的制作演示文稿的多种技术来表达一个主题,制作出图文并茂、形象生动的电子演示文稿。 (二)、任务要求: 1、主题要求 自由命题:主题鲜明、内容健康,富有个性。 可参考以下方向: 宣传科普知识或环保知识;介绍本地区旅游资源;介绍本校风貌;介绍本班情况;

多媒体演示文稿的设计与制作学习心得体会

多媒体演示文稿的设计与制作学习心得体会通过这次培训学习,使我进一步地掌握了制作和应用ppt等网络教学的知识和技能,增长了见识,理论水平、操作水平也有所提高。基本上掌握多媒体教学演示文稿的制作方法,这次培训学习心得体会如下: 一、知识点: 这次培训学习主要有以下几个方面内容: (一)创建演示文稿 (二)插入多媒体资源 (三)多媒体资源搭配 (四)播放和调试文稿 二、内容呈现: 1.创建课件页 (1)新建文稿 启动PowerPoint,在"新建演示文稿"对话框中选择"空演示文稿"。 (2)选择版式 默认的是“标题幻灯片”。课根据自己的需要进行选择; (3)输入文本 选择"插入"菜单中"文本框"中"文本框"命令后,在编辑区拖动鼠标,绘出文本框,然后输入相应文字或者粘贴上你所需要的文字。 (4)格式化文本 与其它字处理软件(如WORD)相似 (5)调整文本位置 通过调整文本框的位置来调整文本的位置。先选中要调整的文本框,使其边框上出现8个控制点,然后根据需要拖动控制点,文本框随之改变大小。当鼠标指针放在文本框边上的任何不是控制点的位置时,鼠标指针附带十字箭头,这时拖动鼠标可调整文本框的位置。 通过调整文本框的位置来调整文本的位置。先选中要调整的文本框,使其边框上出现8个控制点,然后根据需要拖动控制点,文本框随之改变大小。当鼠标指针放在文本框边上的任何不是控制点的位置时,鼠标指针附带十字 箭头,这时拖动鼠标可调整文本框的位置。

2、编排与修改 2.1 插入图片 (1)选择"插入"-"图片",选取合适的图片,然后单击"插入"按钮。 2.2 选取模板 单击"格式"菜单中的"幻灯片设计…"命令,选择合适的模板,也可在幻灯片上单击右键,通过快捷菜单选择"幻灯片…"命令。 2.3 应用背景 如果不想对课件页添加模板,而只是希望有一个背景颜色或者是图片,可以单击"格式"菜单中的"背景"命令,在"背景"对话框中,打开下拉列表框,或单击"其他颜色…"选择合适的颜色,也可以选择"填充效果" 2.4影片、声音 执行“文件——插入——影片和声音”选择文件中的影片或者文件中的声音进行操作,为了防止课件到拷贝其他电脑无法获取文件,可将声音或影片文件与幻灯片文件放在同一文件夹下 三、学以致用: 1、PowerPoint中有多种创建演示文稿的方法,对于一个初学者想要快速制作一个演示文稿可以根据内容提示向导创建演示文稿。“内容提示向导”是创建演示文稿最快捷的一种方式,在“内容提示向导”的引导下,不仅能帮助使用者完成演示文稿相关格式的设置,而且还帮助使用者输入演示文稿的主要内容。 2、在多媒体演示文稿的页面中插入有关的文本、图片等多媒体资源需以下几个步骤:选择要插入的多媒体资源;调整插入对象的位置和大小; 3、(1)配色方案:配色方案就是由多媒体演示文稿软件预先设计的能够应用于幻灯片中的背景、文本和标题等对象的一套均衡搭配的颜色。通过配色方案,使多媒体演示文稿色彩绚丽,多呈现的内容更加生动,进行配色时需完成以下几个步骤:选择配色方案;应用配色方案;(2)利用版式搭配多媒体资源:版式是PowerPoint2003软件中的一种常规排版的格式,通过幻灯片版式的应用可以对文字、图片等等更加合理简洁完成布局,通常PowerPoint2003中已经内置文字版式、内容版式等版式类型供使用者使用,利用版式可以轻松完成幻灯片制作和运用。运用版式搭配多媒体资源需要以下几个步骤:选择版式;应用版式;(3)、图形组合:图形组合是PowerPoint软件中的一种图形处理功能,可以将多个独

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多媒体演示文稿的设计与制作 学习心得体会 最近参加了Powerpoint2010培训,学到了很多的ppt制作相关理论和ppt课件制作技巧,真是受益匪浅。对我们教师来说,PowerPoint课件是最早接触的。利用PowerPoint 可以创建出非常漂亮的幻灯片文稿,这些幻灯片中既可以有文字,还可以包含图画、表格、统计图表、组织结构图,甚至可以有声音、乐曲和动画效果,还可以为这些幻灯片设计出统一或不同的背景。 利用PowerPoint可通过各种形式放映幻灯片,既可以在完全没有人工干预的情况下自动放映,也可以由使用者手工控制播放,可以令每张幻灯片从不同的角度,以不同的方式切入到屏幕上,使得放映效果生动有趣。这次培训,主要学习了在Powerpoint基础操作、基本编辑、音、视频处理、演示文稿中动画的设置,设置不同的背景,艺术字与自选图形,表格等。通过培训我对制作课件有了新的认识,制作课件既要讲究精美又要讲究实用。不同的制作软件具有不同的特点,在制作课件时,应根据需要选择合适的制作软件。制作课件是一个艰苦的创作过程,优秀的课件应融教育性、科学性、艺术性、技术性于一体,这样才能最大限度地发挥学习者的潜能,强化教学效果,提高教学质量。在这一次的学习中,我通过对每个章节的仔细学习,才知道平时经常用的

ppt有如此强大的教学课件制作功能,可以说我之前所掌握的只是ppt课件制作功能的冰山一角。现代教育教育多媒本技术在教育教学上的运用越来越多,多媒体以它更直观、更灵活、更易让学生理解的特点,使它成为许多教师教学方法的首选。而之前我只是对ppt课件的制作有一点认识,通过教师深入浅出的讲解和鲜活的实例,让我对ppt课件有了更深的认识,在今后的课件制作方面,我会把所学的制作技能运用其中,制作出更加实用、高效的教学课件。 通过学习,使我更加深刻地了解了多媒体课件制作的方法及技巧,认识到多媒体课件制作为教师专业化的成长提供了一个平台,同时也让我明确了本次学习的目标、内容、使自己由传统化教师向现代化教师发展。

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《多媒体演示文稿的设计与制作(初级)》学习心得最近参加了多媒体演示文稿的设计与制作的学习培训,学到了很多的ppt制作相关理论和ppt课件制作技巧,真是受益匪浅。 对我们教师来说,PowerPoint课件是最早接触的。利用PowerPoint可以创建出非常漂亮的幻灯片文稿,这些幻灯片中既可以有文字,还可以包含图画、表格、统计图表、组织结构图,甚至可以有声音、乐曲和动画效果,还可以为这些幻灯片设计出统一或不同的背景。 利用PowerPoint可通过各种形式放映幻灯片,既可以在完全没有人工干预的情况下自动放映,也可以由使用者手工控制播放,可以令每张幻灯片从不同的角度,以不同的方式切入到屏幕上,使得放映效果生动有趣。这次培训,主要学习了在Powerpoint基础操作、基本编辑、音、视频处理、演示文稿中动画的设置,设置不同的背景,艺术字与自选图形,表格等。通过培训我对制作课件有了新的认识,制作课件既要讲究精美又要讲究实用。不同的制作软件具有不同的特点,在制作课件时,应根据需要选择合适的制作软件。制作课件是一个艰苦的创作过程,优秀的课件应融教育性、科学性、艺术性、技术性于一体,这样才能最大限度地发挥学习者的潜能,强化教学效果,提高教学质量。在这一次的学习中,我通过对每个章节的仔细学习,才知道平时经常用的 ppt有如此强大的教学课件制作功能,可以说我之前所掌握的只是ppt课件制作功能的冰山一角。现代教育教育多媒本技术在教育教学上的运用越来越多,多媒体以它更直观、更灵活、更易让学生理解的特点,使它成为许多教师教学方法的首选。而之前我只是对ppt课件的制作有一点认识,通过教师深入浅出的讲解和鲜活的实例,让我对ppt课件有了更深的认识,在今后的课件制作方面,我会把所学的制作技能运用其中,制作出更加实用、高效的教学课件。 通过学习,使我更加深刻地了解了多媒体课件制作的方法及技巧,认识到多媒体课件制作为教师专业化的成长提供了一个平台,同时也让我明确了本次学习的目标、内容、使自己由传统化教师向现代化教师发展。我还有很多不懂的,继续学习,继续努力。 虞城高中杨金华

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第 5 章演示文稿设计与制作 第 1 节认识演示文稿第 1 课时(共 2 课时) 一、教学目标: 1、知识与技能: (1)掌握“wps 演示”的启动和退出方法 (2)了解“wps 演示”窗口的组成和使用 (3)初步掌握“wps”基本操作 2、过程与方法:通过观看、欣赏“WPS 演示”范例作品,激发学习兴趣,结合任务认识“WPS 演示”的窗口,掌握标题幻灯片的制作方法,在实践过程中达成技能的形成。 3、情感态度与价值观:知道“WPS 演示”是一种展示、汇报工具软件,知道能用 “WPS 演示”制作一些作品来展示自己的风采、想法等,感受信息技术的魅力和价值。 二、教学重点: 知道演示文稿的编辑 三、教学难点: 演示文稿的编辑 四、教学方法: 任务探究,体验学习,实验学习 五、教学过程: (一)情境导入 同学们,大家好!今天老师带了件礼品给大家,想看看吗?看完后请你说一说看到了 什么?听到了什么? 师向学生展示介绍学校的演示文稿。 刚才老师向大家展示的作品是一个演示文稿,它可以将文字、图片、视频和音乐等素 材整合起来。演示文稿在我们的生活中用处可大啦,如产品介绍、自我介绍、辅助教学等。制作这样的作品,需要专业的软件,你知道有哪些软件可以制作演示文稿呢?今天向大家 介绍一款专门用于制作演示文稿的软件——“WPS演示”。 今天这节课我们就一起来认识“WPS演示”软件。(板书:第5章第1节认识演示文稿) (二)、新授 自主学习: 1、一个完整的演示文稿一般由______________________________________________构成。 2、演示文稿中包含的素材一般有___________________________________________等。 3、演示文稿的设计包括________________________。 合作探究: 1、任务一:新建演示文稿 学生自学,打开“wps 演示”窗口,新建一个“wps 演示”文档。 2、任务二:新建“封面标题页” 下面我们来新建第一页幻灯片。 单击右侧的“版式”按键,打开“幻灯片版式”任务空格,在“母版版式”中选择“空 白…… 3、任务三:插入字标题 插入“中国元素”艺术字 4、任务四:插入背景图片

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精品教育 第5章演示文稿设计与制作 第1节认识演示文稿第1课时(共2课时) 一、教学目标: 1、知识与技能: (1)掌握“wps演示”的启动和退出方法 (2)了解“wps演示”窗口的组成和使用 (3)初步掌握“wps”基本操作 2、过程与方法:通过观看、欣赏“WPS演示”范例作品,激发学习兴趣,结合任务认识“WPS 演示”的窗口,掌握标题幻灯片的制作方法,在实践过程中达成技能的形成。 3、情感态度与价值观:知道“WPS演示”是一种展示、汇报工具软件,知道能用“WPS演示”制作一些作品来展示自己的风采、想法等,感受信息技术的魅力和价值。 二、教学重点: 知道演示文稿的编辑 三、教学难点: 演示文稿的编辑 四、教学方法: 任务探究,体验学习,实验学习 五、教学过程: (一)情境导入 同学们,大家好!今天老师带了件礼品给大家,想看看吗?看完后请你说一说看到了什么?听到了什么? 师向学生展示介绍学校的演示文稿。 刚才老师向大家展示的作品是一个演示文稿,它可以将文字、图片、视频和音乐等素材整合起来。演示文稿在我们的生活中用处可大啦,如产品介绍、自我介绍、辅助教学等。制作这样的作品,需要专业的软件,你知道有哪些软件可以制作演示文稿呢?今天向大家介绍一款专门用于制作演示文稿的软件——“WPS演示”。 今天这节课我们就一起来认识“WPS演示”软件。(板书:第5章第1节认识演示文稿) (二)、新授 自主学习: 1、一个完整的演示文稿一般由______________________________________________构成。 2、演示文稿中包含的素材一般有___________________________________________等。 3、演示文稿的设计包括________________________。 合作探究: 1、任务一:新建演示文稿 学生自学,打开“wps演示”窗口,新建一个“wps演示”文档。 2、任务二:新建“封面标题页” 下面我们来新建第一页幻灯片。 单击右侧的“版式”按键,打开“幻灯片版式”任务空格,在“母版版式”中选择“空白…… 3、任务三:插入字标题 插入“中国元素”艺术字

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《制作演示文稿》教学设计 一、教材分析 本节选自滇人课标版初中信息技术七年级第10册第四单元第14课《制作演示文稿》,本节课的主要内容有制作封面幻灯片、制作演示文稿中的其他幻灯片、应用设计模板、自己设计模板组成。 本节课的内容是以搜集多媒体素材和加工多媒体素材为基础,学习演示文稿的制作,并对前面学到的知识巩固的升华。通过小组制作自己感兴趣的主题的作品如:我的校园生活、我喜欢的明星等,学习演示文稿的的版面设计、添加文字、插入图片、插入声音视频等操作,提高学生知识和技能的综合应用能力,激发学生学习兴趣,培养小组协作能力及欣赏水平。在制作演示文稿中体会乐趣,认识到自己的不足与优势,在学的过程中提高情感、态度与价值观。 二、学情分析 本节内容是针对七年级学生设计的,七年级的学生开始进入少年期(12-15岁),他们的身体形态发生着显著的变化,心理也相应的发生变化。在这个时期,学习者积极的向上心理和强烈的求知欲望,喜欢新鲜感的刺激,是塑造良好性格的最佳时期。通过小组协作和自主学习及他们多多媒体的新鲜感,来激发他们的创造性。 学生对PowerPoint有了初步的认识学会了一些基本操作,对本节的内容提前做了预习及素材准备。 学生对新鲜的事物有很强的好奇感,积极地探索精神。喜欢信息技术课程,享受网上学习的乐趣。合作与竞争性都十分明显,乐于小组合作且彰显自己的个性。 三、教学目标分析 1.知识与技能 (1)掌握制作封面幻灯片的基本步骤及要求。 (2)掌握制作幻灯片的基本步骤。 (3)学会根据设计风格合理应用幻灯片模板。

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