Figure 1 A3 Presentation Design and Production
A3 presentation design and production is one of the seven “teaching design” competency points in the assessment of information technology application capability for primary and secondary school teachers (Figure 2), suitable for a “multimedia environment”.
In simple terms, it is about how to combine teaching design to create and produce a courseware.
Figure 2 Teaching Design Competency Points
First, let’s look at the description of this competency point.
As shown in Figure 3, a simple understanding is that it involves two abilities in designing and producing presentations, where the presentations can serve two roles in teaching.
Figure 3 A3 Presentation Design and Production Competency Description
Two abilities:
One is the ability to insert media materials such as images, text, videos, animations, etc., into the presentation, making your teaching more vivid, knowledge display clearer, and making your students more fond of your class;
The second is the ability to visualize knowledge structures or logical relationships using mind maps or animations.
Two roles: one is to connect a 40-minute class through the presentation; the second is to have rich interactive forms.
Figure 4 Courseware Example
As shown in Figure 4, this is the presentation for the lesson “Understanding Arduino Sensors and Mainboard”. I first presented the cover page, video page (lighting up the LED), and directory page, informing students of the theme and content of this lesson;
Next is to understand the classification of sensors, the types of interfaces for the mainboard, and how to connect sensors to the mainboard;
Finally, there is an experiment: lighting up the LED, which ties the beginning and end together.
By organizing teaching through this presentation, the logic is clear, which is conducive to the effective advancement of classroom teaching.
Figure 5 Example Courseware Browsing
As shown in Figure 5, in the presentation, I used images, videos, tables, and mind maps to present the content, making it clear for students about the classification of sensors and the interfaces of the mainboard;
I used three mind maps to visualize the knowledge of sensor classification and mainboard knowledge, and conducted three classroom activities to test students’ understanding of the content taught by the teacher, enriching the forms of interaction between teachers and students.
Next, how do I prove that I possess this ability?
As shown in Figure 6, this is the submission guidelines and evaluation criteria for this competency point, from which we can see that we need to submit three documents.
One is a theme description; the second is a presentation, preferably created using software such as PowerPoint, Seewo Whiteboard 5, WPS, Prezi, or Axue Presentation; the third is a video explaining the production of the presentation.
Figure 6 Submission Guidelines and Evaluation Criteria
As shown in Figure 7, this is the theme description for the lesson “Understanding Arduino Sensors and Mainboard”. It includes the main teaching content, the main target audience, and the teaching environment.
Figure 7 Theme Description Presentation
As shown in Figure 5, this is the presentation for the lesson “Understanding Arduino Sensors and Mainboard”.
As shown in Figure 8, the first four criteria of the “Excellent” standard have basically been met, but there is still a gap in the fifth and sixth criteria, which is also an area that Da Chen has been striving to improve.
Figure 8 Presentation Evaluation Criteria
As shown in Video 1, this is the video explaining the production of the presentation for the lesson “Understanding Arduino Sensors and Mainboard”. The following video is sourced from the Initialization Studio.
Video 1 Presentation Production Explanation Video
This video must achieve at least the following three points:
First, there is an explanation of the presentation production process.
Please note that it is not a complete explanation of the entire process, but selectively demonstrating 1-2 technical operations, which can reflect that the “selection of presentation production tools is reasonable, and the skills in design and production are proficient;”
It should clearly and orderly explain the process of content organization and media optimization.
Second, there is an explanation of how to use it in teaching.
It should reflect “a clear design of the application process of the presentation combined with the teaching theme and teaching scenario, considering the unfolding of classroom teaching links and the needs for interaction between teachers and students.”
Third, the teacher appears on camera, and the time does not exceed 10 minutes.
For specific evaluation criteria, please refer to Figure 9.
Figure 9 Presentation Production Explanation Video Evaluation Criteria
Finally, how can this competency point be applied regularly?
As shown in Figure 10, this is the “practical suggestions” mentioned in the “Standards for the Assessment of Information Technology Application Competency for Primary and Secondary School Teachers,” which require you to continuously practice and reflect in teaching practice to achieve integration.
Figure 10 Practical Suggestions
Do you agree with Da Chen’s understanding of A3? Please share it in your school’s QQ group.
How do you understand A3 presentation design and production? Please leave a message in the comment section, and you are also welcome to share your assignments for mutual exchange and progress.
