PowerPoint as an Interactive Multimedia Lesson - Tech Learning

PowerPoint as an Interactive Multimedia Lesson

Constructivism: According to Constructivist researchers, students tend to learn effectively when they are actively engaged in their education. The more students participate is in the lesson the better they will perform. D.A. Kolb (1984) offers an experiential learning cycle that details benefits of learning by
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According to Constructivist researchers, students tend to learn effectively when they are actively engaged in their education. The more students participate is in the lesson the better they will perform. D.A. Kolb (1984) offers an experiential learning cycle that details benefits of learning by doing. Furthermore, Burner’s (1988) approach supports learning as a discovery model in which students learn through increased interaction and independent time for learning. Constructivist researchers emphasize that students learn best when they are activity engaged in the learning process. The more opportunities provided for students to participate and be involved, the better they ought to achieve in school.

Technology integration can be used in the classroom to promote student involvement in their learning. By using a multimedia application such as PowerPoint, students can create group slideshows to achieve the benefits of the Constructivist learning theories.

Powerpoint and Hyperlinks:

PowerPoint supports hyperlinks and sound features that can be incorporated to construct an interactive multimedia presentation. Chances are you know how to use the program and will simply need time to enhance a pre-existing slideshow. Although PowerPoint is primarily utilized as a presentation program, by incorporating hyperlinks with slides, you can easily create an interactive presentation that provides opportunities for students to employ higher cognitive strategies.


Students have completed reading Lon Po Po by Ed Young. The classroom teacher would like to review the sequence of events that occurred in the literature while incorporating technology and collaborative learning techniques.

How can you best accomplish this review? This article will provide a general guide for lesson plans, the storyboard process, examples of how to organize the lesson and computer time to achieve the desired outcome.

Suggestions for teaching:

  1. Divide the class into groups of three students.
  2. Assign each group specific pages in the story (i.e. group one will cover pages 1-4).
  3. Distribute storyboards to group members. Direct students to create storyboards based on three significant event sequences that occurred specifically on their assigned pages. The groups will use the storyboard as a guide for creating PowerPoint slides. Each group member should create one slide.
  4. The students will draw arrows to indicate the direction of hyperlinks placed on each slide.
  5. The teacher will collect the storyboards and approve the overall layout design. After approval the students will begin work on creating their slideshow. A sound button can be added to each slide to record the students voice reading the questions and answers.
  6. The teacher will collect all the completed slides and import the slides into one class PowerPoint slideshow.
  7. A student-made multimedia review is now available for reviewing key sequence of events from the literature. Each student can receive a copy of the PowerPoint via Email for future reference or a printed copy can be distributed as study notes.


Begin with a storyboard to design the layout of the slides and how the hyperlinks will be used. A storyboard can be simple or complex. A student may draw squares on a piece of paper or use index cards to represent the PowerPoint slides.

Storyboard Example 1:

The storyboard will appear similar to the diagram below. As detailed in this storyboard. five slides will be used in the PowerPoint slideshow. Slide one will consist of the author’s information and a title; slide two will contain a comprehension question and three answer choices; slides three, four and five will each include answer choices. Each answer choice will contain a hyperlink that links to the respective slides. In turn, each answer slide will contain a hyperlink that returns to the question slide. This is indicated by the double arrow drawn between the corresponding slides. A single arrow, like the one shown from the title slide to the question slide indicates that the slides advance in only one direction.

When the storyboard is completed, the slideshow will appear similar to the diagram above.


By adding hyperlinks the slideshow becomes non-linear and allows the student to interact with the program and make choices. Add hyperlinks to the images of the pigs and to the title below the pigs. If you believe that a student might inadvertently click an area that is outside the given box, then you will want to create a transparent box with a hyperlink that links to the current page. This will avoid problems, since, by default, clicking on a slide will advance the slideshow to the next slide.

The hyperlink can be attached to a textbox, graphic, AutoShapes, WordArt, or to a any object placed on the slide. The key is that you will need to create a storyboard to plan the hyperlinks so that they link properly.

I have found that the easiest way to accomplish this is use the draw tools to draw a square that encompasses the entire slide. Next select the “no fill†option to make the square transparent. Next, click on the box to make it active and go to insert/hyperlink. The menu box will appear. Select the Place in This Document/slide one/OK. You have created a hyperlink that will link you back to the first slide (the question slide). Next, copy the transparent square and paste it on the remaining slides. This will ensure that the slides will hyperlink back to the first slide.

Now that you have a basic idea of how to create the hyperlinks, you can use the hyperlinks as a source to create more interactive slideshows.


  1. Students can create interactive storybooks using hyperlinks and buttons. By placing a record button on the page the student can record themselves reading the text on the page. By adding questions and answers in the story the students can engage in interactive comprehension activities while reading.
  2. Students can create a series of questions and answers similar to a Jeopardy game board.
  3. Students can create a book with alternate endings. As the story progresses the student decides which path the character will take, and the choices will determine the next scene.
  4. Students can create a map that contains hyperlinks. As the students click on a different section of the map, a new slide will appear with information pertinent to the state or region selected.
  5. Students can create a slideshow about personal experiences. For example: What we learned in math, reading, writing, physical education, science and social studies... each word could represent a link and when the student clicks on the link a new slide will appear that emphasizes the subject content covered.

Email: Cynthia Gautreau



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