Dez pontos sobre apresentações de slides, suas características e implicações para a prática docente

Abstract

In this article, we describe important aspects of slide shows in ten topics, which involve: (a) the definition of this artefact; (b) its characteristics, linked to its historical development; (c) some criticism and problems in its structure and use; (d) results of empirical research regarding its use in an educational context; and (e) recommendations for improved practices in designing slideshows. The source of data was extracted from a literature review of several articles and books mainly from the areas of Education, Management and Cognitive Psychology.

Electronic Slideshow Presentations in the Higher Education Teaching and Learning Process

“…This is because, in short, technology is not necessarily synonymous with better learning (Schoeman, 2013;Chou et al, 2015;Savoy et al, 2009), and thus it is necessary to regard it as a possible pedagogical strategy, among many others, articulating it according to the scientific discipline in question, its features, the students, and the whole surrounding context (Babb & Ross, 2009;Hill et al, 2012;Naik, 2017;Cadena & Coutinho, 2017;Garrett, 2016).…”

“…The way to fight some of the limitations that the use of ESP may entail is to begin by recognising that teachers' and students' preference and expectations do not always have a direct relationship with performance in terms of learning (Savoy et al, 2009;Cadena & Coutinho, 2017), acknowledging the difference between memorisation-based teaching and comprehension-centred teaching (Pros & Tarrida, 2017).…”

“…However, even assuming that the rules of a technical nature -that guide the development of potentially learning-enhancing slides -are fulfilled, as is the necessary and sufficient time devoted to the slide and to the amount of information provided (Flores-Hernández & Villamar-Chulín, 2012;Inoue-Smith, 2016;Kosslyn et al, 2012;Garrett, 2016;Cadena & Coutinho, 2017), its successful application in the classroom context is not automatic or simplistic, and factors such as the purpose of the class and the type and amount of information involved should be considered (Tejada-Llacsa & Cahuana-Aparco, 2016;Inoue-Smith, 2015;Garrett, 2016).…”

“…Cadena and Coutinho (2017) point out some central factors of this ESP expansion in higher education: its cost is low; its production is straightforward; it is a practical resource; it is easy to use and can be used at different moments; it is more attractive for its multimedia potential; it enables control of classroom activities according to the presentation sequence; it is easily shared (in whole or in parts selected by the teacher) with students; and it may help in the structuring and sequencing of the presentation itself.…”

“…By reflecting on a topic that still needs more in-depth studies in the understanding of its implications (Naik, 2017;Babbs & Ross, 2009;Hill et al, 2012;Cadena & Coutinho, 2017), this article seeks to contribute to a greater clarification of the questions regarding the advantages and limitations of the pedagogical use of ESP as a teaching and learning strategy in higher education in promoting a successful teaching and learning process.…”