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PowerPoint has come to dominate organizational life in general and strategy making in particular. The technology is lauded by its proponents as a powerful tool for communication and excoriated by its critics as dangerously simplifying. This study takes a deeper look into how PowerPoint is mobilized in strategy making through an ethnographic study inside one organization. It treats PowerPoint as a technology embedded in the discursive practices of strategic knowledge production and suggests that these practices make up the epistemic or knowledge culture of the organization. Conceptualizing culture as composed of practices foregrounds the “machineries” of knowing. Results from a genre analysis of PowerPoint use suggest that it should not be characterized simply as effective or ineffective, as current PowerPoint controversies do. Instead, I show how the affordances of PowerPoint enabled the difficult task of collaborating to negotiate meaning in an uncertain environment, creating spaces for discussion, making recombinations possible, allowing for adjustments as ideas evolved, and providing access to a wide range of actors. These affordances also facilitated cartographic efforts to draw boundaries around the scope of a strategy by certifying certain ideas and allowing document owners to include or exclude certain slides or participants. These discursive practices—collaboration and cartography—are part of the “epistemic machinery” of strategy culture. This analysis demonstrates that strategy making is not only about analysis of industry structure, competitive positioning, or resources, as assumed in content-based strategy research, but it is also about how the production and use of PowerPoint documents that shape these ideas.

Carousel slide presentations have been used for academic and clinical presentations since the late 1950s. However, advances in computer technology have caused a paradigm shift, and digital presentations are quickly becoming standard for clinical presentations. The advantages of digital presentations include cost savings; portability; easy updating capability; Internet access; multimedia functions, such as animation, pictures, video, and sound; and customization to augment audience interest and attention. Microsoft PowerPoint has emerged as the most popular digital presentation software and is currently used by many practitioners with and without significant computer expertise. The user-friendly platform of PowerPoint enables even the novice presenter to incorporate digital presentations into his or her profession. PowerPoint offers many advanced options that, with a minimal investment of time, can be used to create more interactive and professional presentations for lectures, patient education, and marketing. Examples of advanced PowerPoint applications are presented in a stepwise manner to unveil the full power of PowerPoint. By incorporating these techniques, medical practitioners can easily personalize, customize, and enhance their PowerPoint presentations. Complications, pitfalls, and caveats are discussed to detour and prevent misadventures in digital presentations. Relevant Web sites are listed to further update, customize, and communicate PowerPoint techniques.

In recent years, the uses of PowerPoint (a form of multimedia) presentations in classroom instruction have significantly increased globally without examination of their effects on student learning and attitudes. In this study, we test whether using PowerPoint in an accounting course enhances student short-term memory, long-term memory, and attitudes toward class presentation and the instructor. We conducted an experiment, which includes a treatment-control design, in a classroom setting throughout a semester. In one section of an accounting principles II (Managerial Accounting) course, PowerPoint was used as the delivery system, while the second section was taught using a traditional delivery system. The results show that PowerPoint presentation may improve student attitudes toward the instructor and class presentation. The results do not provide conclusive evidence that PowerPoint presentations improve short-term or long-term memory. The latter results are consistent with other media comparison studies that show the medium alone does not influence learning. Key words: PowerPoint, learning, attitudes, short-term memory, long-term memory, representational style, dual-coding theory Data availability: Contact the authors 53 54 Nouri and Shahid

This study analyzes the performance and attitudes of technical writing students in PowerPoint-enhanced and in non- PowerPoint lectures. Four classes of upper-level undergraduates ( n = 84) at a mid-sized, Southern university taking a one-semester technical writing course were surveyed at the beginning and end of the course about their perceptions of PowerPoint. Of the four sections, two classes were instructed using traditional lecture materials (teacher at podium, chalkboard, handouts); the other two sections were instructed with PowerPoint presentations. All four classes were given the same pre- and post-test to measure performance over the course of the semester. Traditional lecture or PowerPoint presentations consisted of at least 50% of the course, with the remaining time spent on exercises and small group work. Results reveal that while most students say they preferred PowerPoint, performance scores were higher in the sections with the traditional lecture format.

Most students have not mastered the concept of mathematics, because they assume that learning mathematics just memorize the formula alone so that learning math becomes meaningless. Students need a strong picture to be able to deduce from some examples that mathematics can be utilized in everyday life well by improving students’ reasoning ability. And to help the description, we need a practical and so-mathematics learning media that utilizes Powerpoint ICT technology with the help of VBA Application for PowerPoint. The importance of VBA for PowerPoint creates a variety of student creations to create various evidence to achieve the right goal or so-called Open-Ended approach so that math can be meaningful. When applying the use of the Open-Ended approach in the classroom students are given an overview relating to elementary school mathematics. Researchers provide a basic overview to be developed by students in powerpoint by using VBA for PowerPoint. Researchers collect student statements and then write down and students start actively writing VBA for PowerPoint.

This paper examines the pervasive role of Microsoft’s presentation software PowerPoint as a genre of professional and organizational communication. Frequently, PowerPoint is not only used for the primary function it was initially designed for, i.e., facilitating live presentations, but also for alternative purposes such as project documentation. Its application in a neighboring domain, however, poses a functional dilemma: does the PowerPoint genre preserve the features of its primary function, i.e., presentation, or rather adapt to the new function, i.e., documentation? By drawing on a communication-centered perspective, this paper examines PowerPoint’s role in the domain of project documentation as a clash between the constitutive affordances of professional and of organizational communication. To investigate this issue empirically, I conducted a case study at a multinational business consulting firm. The study allows identification of three distinct PowerPoint subgenres, which differ in how they adapt to the function of project documentation. This paper contributes to organization studies by specifying the boundary conditions under which a genre of professional communication such as PowerPoint can be expected to maintain its genre-inherent characteristics even in the face of contradictory organizational requirements and to impose these characteristics on a neighboring domain of organizational communication practices.

This article presents a wide-ranging analysis of the use of PowerPoint technology in higher education. It addresses four overlapping issues. Has PowerPoint led to more effective learning? What impact has PowerPoint had on the dynamics of classrooms? What are some important aspects of the culture that accompanies PowerPoint? How has PowerPoint affected orality, visuality and literacy? The purpose of our article is to stimulate beneficial conversations about a prevalent educational software technology.

The ubiquitous software PowerPoint has significant influence on evaluations of professional and academic success, and has attracted considerable attention from both social commentators and researchers in various fields. Existing research on PowerPoint considers the software, slideshows created with it, and PowerPoint-supported presentations in isolation from each other and is therefore unable to promote better understanding of the interaction between the software's design and its use. This article proposes a model for exploring this interaction. Specifically, it introduces a multimodal social semiotic approach to studying PowerPoint as a semiotic practice comprising three dimensions - the software's design, the multimodal composition of slideshows, and their presentation - and two semiotic artefacts, the software and the slideshow. It discusses the challenges each dimension presents for discourse analysis and social semiotic research, focusing especially on the need to step away from the notion of text and to develop a holistic, non-logocentric, and adaptive multimodal approach to researching semiotic technologies. Using PowerPoint as a case study, this article takes a step toward developing a social semiotic multimodal theory of the relation between semiotic technologies, or technologies for making meaning, and semiotic practices.

Research Summary : Relying on ethnographic data from two consulting engagements, we find that strategists use three visual mechanisms (depiction, juxtaposition, and salience) to create PowerPoint slides. These visual mechanisms prompt meaning‐making through the conversations they stimulate, creating strategic visibility . As participants react to visuals, they enact revised interpretations of the strategy, reflecting strategic resonance . Based on the interactions among these three subprocesses ( visual mechanisms, strategic visibility , and strategic resonance ), we develop a process model for how visuals influence meaning making in strategy engagements. We contribute to existing strategy practice and process studies by explaining how visuals help broker divergent interpretations of a strategy and give rise to new understandings, especially when issues are politically sensitive or analytically complex. Managerial Summary : The purpose of this study is to understand how strategists use visual information (specifically in PowerPoint slides), and its effects on the strategy process. We find that strategy conversations are influenced by the techniques strategists use to create slides, which in turn shape the kinds of follow‐up actions taken. The implications are that: (a) PowerPoint slides can be designed to help tackle complex issues, for instance, when participants have divergent opinions or in politically sensitive situations, and (b) those who craft and edit PowerPoint slides strongly influence the direction of the strategy. The skillful use of PowerPoint is therefore crucial in allowing managers to shape the nature and speed of strategy engagements.

Abstract The present essay offers a comprehensive review of the effects of computer-generated slides in the classroom, beginning with an overview of the ongoing debate over whether. To date, much of this debate has been testimonial in nature; in an effort to move beyond testimonials, this essay will attempt to ground the pedagogical debate over PowerPoint in various learning theories. Extant research on such slides is examined in four subcategories: (1) student reactions; (2) learning outcomes; (3) learning styles; and (4) slide variation effects. This essay closes with a discussion of how various research findings help inform (but by no means settle) the debate over PowerPoint and pedagogy. Notes 1. Studies examining the pedagogical effects of "multimedia" have incorporated a variety of educational technologies. Some studies using the term "multimedia" have simply looked at the effects of computer-generated slides. These studies, since they isolate the effects of such slides, are included in the present review. 2. The Butler and Mautz (1996) study actually contrasted standard black and white (text only) computer-generated slides with multimedia slides (computer-generated slides containing text, graphics, color, and motion). In the study, the researchers classified the former slides as "traditional" visual aids since these visuals merely replicated overhead transparencies. 3. The Ahmed study results contain no test of statistical significance. However, the reported data clearly reveal that computer-generated slides did not improve student learning outcomes; students in the overhead condition outperformed their counterparts in the computer-generated slide condition on most of the test questions serving as the dependent variable. 4. The Lowry (1999) study may serve as the exception due to a unique feature in this particular experiment. This study not only involved adding PowerPoint to course lectures, it also added PowerPoint as a non-lecture problem-solving tool; in non-lecture settings, students attended timed PowerPoint presentations demonstrating step-by-step solutions to course problems. Additional informationNotes on contributorsDavid G. Levasseur David G. Levasseur (Ph.D., 1994) is Associate Professor in the Department of Communication Studies at West Chester University J. Kanan Sawyer J. Kanan Sawyer (Ph.D., 2004) is Assistant Professor in the Department of Communication Studies at West Chester University

When policy issues involve complex technical questions, demonstrations are more likely to marshal charts, graphs, models, and simulations than to mobilize popular movements in the streets. In this paper we analyze PowerPoint demonstrations, the most ubiquitous form of digital demonstrations. Our first set of demonstrations are the PowerPoint presentations made in December 2002 by the seven finalist architectural teams in the Innovative Design competition for rebuilding the World Trade Center. Our second case occurred some blocks away, several months later: Colin Powell's PowerPoint demonstration at the United Nations. We argue that Edward Tufte's denunciation of PowerPoint does not capture the cognitive style made possible by the affordances of this pervasive new technology. On the basis of our case materials, we demonstrate the distinctive morphology of PowerPoint. Its digital character provides affordances (1) that allow heterogeneous materials to be seamlessly re-presented in a single format that (2) can morph easily from live demonstration to circulating digital documents that (3) can be utilized in counter-demonstrations. A careful examination of this widely used technology is critical for understanding public discourse in a democratic society.

Instructors often use Microsoft PowerPoint lectures and handouts as support tools to provide students with the main concepts of the lectures. Some instructors and researchers believe that PowerPoint encourages student passivity. We conducted 2 studies to determine whether the use of content-based questions (CBQs) would enhance learning when combined with traditional PowerPoint lectures. Our results indicated significantly higher quiz scores and exam scores when students used CBQs in comparison to using only the traditional PowerPoint lecture and handouts. The results suggest that it is possible to incorporate effective active learning methods into PowerPoint-based lectures.

Despite the prevalence of PowerPoint in professional and educational presentations, surprisingly little is known about how effective such presentations are. All else being equal, are PowerPoint presentations better than purely oral presentations or those that use alternative software tools? To address this question we recreated a real-world business scenario in which individuals presented to a corporate board. Participants (playing the role of the presenter) were randomly assigned to create PowerPoint, Prezi, or oral presentations, and then actually delivered the presentation live to other participants (playing the role of corporate executives). Across two experiments and on a variety of dimensions, participants evaluated PowerPoint presentations comparably to oral presentations, but evaluated Prezi presentations more favorably than both PowerPoint and oral presentations. There was some evidence that participants who viewed different types of presentations came to different conclusions about the business scenario, but no evidence that they remembered or comprehended the scenario differently. We conclude that the observed effects of presentation format are not merely the result of novelty, bias, experimenter-, or software-specific characteristics, but instead reveal a communication preference for using the panning-and-zooming animations that characterize Prezi presentations.

In lecture halls, in secondary school classrooms, during training workshops, and at research conferences, PowerPoint is becoming a preferred method of communicating, presenting, and sharing knowledge. Questions have been raised about the implications of the use of this new medium for knowledge dissemination. It is suggested PowerPoint supports a cognitive and pedagogical style inconsistent with both the development of higher analytical thinking skills and the acquisition of rich narrative and interpretive understanding. This paper examines how PowerPoint invites and seduces educators to reshape knowledge in particular ways, and subsequently how this knowledge is presented to students in the classroom. The particular forms of knowing, relating, and presenting with PowerPoint are decided in part by teacher habituation to the software tool’s default patterns, but also by the very nature of the presentation medium itself.

Powerpoint and similar technologies have contributed to a profound transformation of lecturing and presenting information. In focusing on pointing in powerpoint presentations, the article addresses aspects of this transformation of speech into `presentations'. As opposed to popular attacks against powerpoint, the analysis of a large number of audio-visually recorded presentations (mainly in German) demonstrates the creativity of these `performances', based on the interplay of slides (and other aspects of this technology), speech, pointing and body formations. Pointing seems to be a particular feature of this kind of presentation, allowing knowledge to be located in space. Considering powerpoint as one of the typical technologies of so-called `knowledge societies', this aspect provides some indication as to the social understanding of knowledge. Instead of `representing' reality, knowledge is defined by the circularity of speaking and showing, thus becoming presented knowledge rather than representing knowledge.

Over the past five years, PowerPoint has emerged as a powerful piece of communication technology, having profound consequences on presentations (business and educational), classroom communication and, possibly, on the nature of lecturing itself. An analysis of the ways in which PowerPoint is used offers considerable insights into, first, the nature of educational technologies and their organizational implementations; second, the effect of these technologies on the construction and dissemination of organizational knowledge; and, third, the qualities and skills of a society of spectacle, where a great deal of organizational knowledge assumes the form of visual representations. Using illustrations from my personal experience, I examine some uses to which the software is put and some of its potential shortcomings. These include the parcelling of knowledge into bullet points, reliance on visual aids to support weak analysis, and the forced linearity of argumentation that limits improvisation, digression and inventiveness. I argue, however, that PowerPoint can be used more creatively, to build on our culture's emphasis on spectacle and image and related multi-tasking skills that lecturers and students develop. In this manner, PowerPoint can redefine the nature of a lecture, from the authoritative presentation of a text into a multimedia performance that elicits a critical, creative and active response from its audience.

PowerPoint is an application designed to help the speaker or lecturer assemble professional looking slides to be used in oral presentations. The result sadly is often an unending stream of slides with bullet lists, animations that obscure rather than clarify the point and cartoons that distract from rather than convey the message. This paper examines what the speaker can do to avoid 'death by PowerPoint'. The options of an alternative communication format or an alternative presentation tool are considered. For most speakers, however, the problem is not with PowerPoint but with how they make use of it. Three approaches to making presentations using PowerPoint are described which should yield rich rewards and a more attentive and appreciative audience.

Penelitian ini bertujuan untuk mengembangkan media pembelajaran interaktif berbasis powerpoint pada materi kerucut yang valid dan praktis. Model pengembangan yang digunakan adalah modifikasi model 4D yang dikembangkan oleh Thiagarajan, yaitu pendefinisian, perancangan, dan pengembangan. Hasil analisa kevalidan menunjukkan bahwa media memenuhi kriteria valid dengan rata-rata skor 3,32. Hasil analisis kepraktisan menunjukkan bahwa media dinyatakan praktis dengan kriteria rata-rata skor hasil observasi kegiatan pembelajaran 3,83 dan skor hasil angket siswa 3,43. Berdasarkan hasil analisis tersebut, media pembelajaran interaktif berbasis powerpoint dapat dinyatakan valid dan praktis. This study aims to develop powerpoint-based interactive learning media on the material of cone. The development model used is the modification of 4D model developed by Thiagarajan, that is defining, designing, and developing. The results of the validity analysis showed that the media fulfill the valid criteria in average score of 3.32. The results of practical analysis showed that the media was practical in average score of observation result of learning activity 3.83 and score of student questionnaire result 3,43. Based on the results of the analysis, powerpoint-based interactive learning media was valid and practical.

Anatomy is a visual science. For centuries, anatomic information has been conveyed through drawings that have been presented to students through every available medium. The projection of animated images from a computer is a medium that offers great promise in effecting improved communication of anatomic information. Using Microsoft PowerPoint software, we have developed animated presentations for all of our lectures in Gross and Developmental Anatomy. As a starting point, we scan pen-and-ink drawings to create a digital image. The image may be edited and manipulated in an image processing program. Next, the image is imported into a PowerPoint slide where it is labeled and otherwise enhanced (arteries overlaid with red color, veins in blue, etc.) and the enhancements are animated, as we describe here step by step. For the lecture, the file is loaded on a server that is accessible through a network from a computer in the lecture hall. The output is directed to a video projector and the PowerPoint presentation is projected in the "Slide Show" mode. We use a wireless mouse that allows us to control the presentation from anywhere in the room. Before the lecture, students are provided with the same unlabeled drawings as handouts, and during the lecture the students are actively engaged in labeling the drawings and making related notes. After the lecture, the file is saved in HTML format and posted on our course web site where students can access the slides. Evaluation by the students at the end of the course demonstrated that this style of presentation was very favorably received.