June 24, 2017
June 24, 2017
June 28, 2017
Electrical and Computer
The paper presents results of acquired experience and use of PowerPoint during the last several years in developing multimedia content of Science, Technology, Engineering and Mathematics (STEM) topics. Most educators have used PowerPoint to add media to a lecture. However, the authors assume most educators has not used PowerPoint to create interactive learning modules. With today’s interactive features in PowerPoint and web technology tools, the educator can view each slide as an interactive learning module. The paper focuses on using PowerPoint to go beyond creating simple, text-based presentations. The paper describes a free ‘Office Mix’ add-in from Microsoft to embed live and interactive webpages. For example, live webpages can be learning modules consisting of a series of interactive videos with quiz questions. If the PowerPoint presentation for an online course consists of a bunch of bulleted text with no interactions, the learning experience may not be as rewarding for the student.
The authors created videos for STEM topics and uploaded them to YouTube since 2008. Data is available to assess the effectiveness of the videos in terms of number of views (over 4.2 million), 10,000-plus subscriptions, likes, dislikes and others. The YouTube videos can then be embedded videos in PowerPoint. Latest versions of PowerPoint have made this process easier.
In 2015, the University tasked the College of Engineering to start developing engineering courses for online delivery. The primary author shared the positive results of the YouTube experience with full-time engineering faculty. During 2015, he taught his colleagues on how to use the basic features found on Camtasia and YouTube. PowerPoint and Camtasia were used to create and edit multimedia content. YouTube was used to serve as a repository of videos. The engineering faculty learned how to embed the YouTube videos in PowerPoint in support of developing a new online course.
Four full-time faculty developed a freshman-level course “Introduction to Engineering (EE110)”. The videos were then uploaded to YouTube after creating a College of Engineering channel called “STEM Videos for the Flipped Classroom” for video storage1-3. In 2016, the College of Engineering collected results of the flipped classroom approach which showed a positive experience for the students. Survey results are summarized showing student satisfaction for EE110. Suggested use of PowerPoint is given to improve the learning experience of the flipped classroom for online delivery
Santiago, J. M., & Guo, J. (2017, June), Embedding YouTube Videos and Interactions in PowerPoint Using Office Mix for Adaptive Learning in Support of a Flipped Classroom Instruction Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28218
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015