INFT 101 PowerPoint Presentation Grading Rubric Criteria

INFT 101 PowerPoint Presentation Grading Rubric Criteria

In this assignment, you will create a PowerPoint presentation that highlights your favorite learning experiences within three categories: Academic Research and Writing, Affective Learning, and Technology. The presentation should include a title slide, an introduction slide specifying the three chosen topics and reasons for selection, three slides explaining what you learned about each experience and why it was beneficial, a conclusion slide summarizing main points and final application, and a references slide. The presentation must contain exactly 7 slides, formatted with an appropriate background, professional font, images, and animations used thoughtfully. You will submit the presentation both as a PDF and as a shareable link, and your work should reflect thoughtful application of the SOW AND REAP strategy, with proper spelling and grammar. Follow the steps for drafting, revising, editing, and self-evaluating your work before submission by the deadline.

Paper For Above instruction

This paper explores the process and significance of creating a PowerPoint presentation to highlight personal learning experiences across three strategic categories: Academic Research and Writing, Affective Learning, and Technology. The assignment is designed to foster reflective thinking, visual communication skills, and deliberate application of instructional design principles, particularly the SOW AND REAP strategy, which emphasizes drafting, revising, editing, and evaluation for effective knowledge sharing (McTighe & Wiggins, 2012).

Introduction

The assignment's core is to exemplify individual growth by choosing one learning experience from each category that has had a meaningful impact on the student’s academic and personal development. These selected experiences serve as both evidence of learning and as tools for future application. By integrating visual design elements meaningfully and adhering to structured steps, students develop their digital communication skills (Mayer, 2009).

Design and Content of the Presentation

The PowerPoint should commence with a well-constructed title slide including essential information: the presentation's title, student’s name, course name, and instructor’s name. The subsequent introduction slide must outline the chosen three topics, providing reasons for their selection, setting the stage for the detailed exploration that follows. The importance of selecting topics that resonate personally and academically is emphasized because engaging content fosters better learning retention (Hattie & Timperley, 2007).

Explanation of Individual Learning Experiences

The core slides should detail each experience using a clear and concise format. Each explanation should discuss what was learned from the experience, why it was personally beneficial, and how it can be applied to future academic or personal contexts. For example, a student might describe how mastering PowerPoint animations enhanced their presentation skills or how learning citation rules improved academic integrity (Purdue OWL, 2020). These reflections serve to deepen understanding and demonstrate thoughtful engagement.

Design Elements and Technical Considerations

Visual appeal plays a critical role in designing engaging presentations. Choosing an appropriate background and professional font enhances readability without detracting from content. Images and animations should be relevant and used sparingly to reinforce key points rather than distract (Kosslyn, 2007). Proper formatting and error-free spelling and grammar are essential to maintain credibility and professionalism (Williams, 2010).

Application of SOW AND REAP Strategy

The SOW AND REAP model promotes iterative refinement—Drafting, Revising, Editing, and evaluating—to produce high-quality work (McTighe & Wiggins, 2012). Students should apply this framework during the creation process, seeking feedback and making improvements to content clarity, flow, and presentation effectiveness. This strategic process encourages reflective practice and continuous improvement.

Final Submission and Reflection

The final product must be a polished PowerPoint presentation stored both as a PDF and as a shareable link. This dual submission ensures accessibility and ease of review. Students are encouraged to review online resources, such as the Atomic Learning tutorials, to optimize online sharing and presentation skills (Atomic Learning, 2021). The accompanying self-evaluation rubric provides an opportunity to reflect critically on the work’s strengths and areas for improvement (Boud, Keogh, & Walker, 2013).

Conclusion

Constructing this presentation is more than a task; it is an opportunity for students to synthesize their learning, articulate insights, and develop digital literacy. Using deliberate design principles and thoughtful reflection on personal growth makes the project both meaningful and educationally impactful.

References

  • Boud, D., Keogh, R., & Walker, D. (2013). Reflection: Turning Experience into Learning. Routledge.
  • Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112.
  • Kosslyn, S. M. (2007). Clear and to the Point: 8 Painless Principles for Designing Easy-to-Understand Graphics. Oxford University Press.
  • Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.
  • McTighe, J., & Wiggins, G. (2012). Essential Guides for Students and Teachers of the 21st Century. ASCD.
  • Purdue OWL. (2020). General Format and Rules for In-Text Citations. Purdue University.
  • Williams, J. M. (2010). Style: Lessons in Clarity and Grace. Longman.
  • Atomic Learning. (2021). Introduction to PowerPoint Online. Atomic Learning.

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