DOCSLIB.ORG

Juan Sánchez, Concepción

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Juan Sánchez, Concepción UNIVERSIDAD DE JAÉN UNIVERSIDAD DE CÓRDOBA Master’s Dissertation/ Trabajo Fin de Máster STUDENT-CENTRED METHODOLOGIES APPLIED TO THE NATURAL SCIENCE SUBJECT: A CLIL PROPOSAL FOR THE 5TH YEAR OF PRIMARY EDUCATION Student: Juan Sánchez, Concepción Supervisor: Dr. Antonio Bueno González Department: English Philology Centro de Estudios de Postgrado July, 2020 ABSTRACT The present MA Dissertation consists in the design of a didactic proposal in the Natural Science subject based on the CLIL approach, which aims to contribute to improving learning and the foreign language proficiency in students of 5th grade of Primary Education. The paper presents a theoretical review of the CLIL approach, its principles, benefits and limitations, as well as the result of some initiatives. Moreover, it includes the evaluation of different Student-Centred Methodologies that benefit CLIL. The active, participatory and flexible methodology which it involves means that the teacher guides and scaffolds the construction of knowledge, while the student learns and uses an L2 naturally and spontaneously. Linking these methodologies enhances not only students’ communication and participation but also their autonomy, independence, creativity and teamwork skills that maximise each one’s learning. Key words: CLIL, Student-Centred Methodologies, Natural Science, English language. RESUMEN El presente Trabajo de Fin de Máster consiste en el diseño de una propuesta didáctica en la asignatura de Ciencias Naturales basada en el enfoque AICLE, que pretende contribuir a mejorar el aprendizaje y dominio de la lengua extranjera en los alumnos de 5º de Educación Primaria. El trabajo presenta una revisión teórica sobre el enfoque AICLE, sus principios, beneficios y limitaciones, así como el resultado de algunas iniciativas. Además, incluye la evaluación de diferentes metodologías centradas en el estudiante que benefician AICLE. La metodología activa, participativa y flexible que implica significa que el profesor guía y provee andamiaje para la construcción del conocimiento, mientras que el estudiante aprende y utiliza una L2 de forma natural y espontánea. Conectar estas metodologías no solo mejora la comunicación y la participación de los estudiantes, sino también su autonomía, independencia, creatividad y habilidades de trabajo en equipo maximizando el aprendizaje de cada uno. Palabras clave: AICLE, Metodologías Centradas en Estudiante, Ciencias Naturales, lengua inglesa. 1 TABLE OF CONTENTS 1. INTRODUCTION AND JUSTIFICATION ............................................................... 5 2. OBJECTIVES ......................................................................................................... 7 2.1. General objective .......................................................................................... 7 2.2. Specific objectives ........................................................................................ 7 3. THEORETICAL FRAMEWORK ............................................................................. 7 3.1. Student-centred methodologies .................................................................. 7 3.1.1. Cooperative learning ........................................................................... 8 3.1.1.1. Procedures for organising the classroom ................................ 9 3.1.1.2. Cooperative learning techniques ........................................... 12 3.1.2. The Task-Based Approach versus the Project-Based Approach .. 13 3.1.2. The Flipped Classroom ..................................................................... 14 3.2. CLIL (Content and Language Integrated Learning) Context .................... 15 3.2.1. Origins and conceptualization of the CLIL approach ..................... 15 3.2.2. Methodological principles of a CLIL context ................................... 17 3.2.3. Planning and organising teaching in CLIL ...................................... 18 3.2.4. Limitations and possibilities of CLIL ................................................ 20 3.2.5. Benefits of a CLIL methodological approach .................................. 22 3.3. CLIL outcomes ............................................................................................ 23 3.3.1. Some CLIL initiatives in Spain .......................................................... 23 3.3.2. CLIL and Natural Science .................................................................. 24 3.4. The foreign language legal framework ...................................................... 25 4. DIDACTIC PROPOSAL ....................................................................................... 26 4.1. Justification ................................................................................................. 26 4.2. Contextualization ........................................................................................ 27 4.3. Objectives .................................................................................................... 28 4.3.1. Content objectives ............................................................................. 28 4.3.2. Communication objectives ............................................................... 28 4.3.3. Cognition objectives .......................................................................... 29 4.3.4. Culture objectives .............................................................................. 29 4.4. Contents ....................................................................................................... 29 4.4.1. Subject contents ................................................................................ 29 4.4.2. Language contents ............................................................................ 29 2 4.5. Key competences ........................................................................................ 31 4.6. Attention to diversity ................................................................................... 32 4.7. Interdisciplinarity ........................................................................................ 33 4.8. Sessions ....................................................................................................... 33 4.8.1. Session 1 ............................................................................................ 34 4.8.2. Session 2 ............................................................................................ 35 4.8.3. Session 3 ............................................................................................ 36 4.8.4. Session 4 ............................................................................................ 37 4.8.5. Session 5 ............................................................................................ 38 4.8.6. Session 6 ............................................................................................ 39 4.8.7. Session 7 ............................................................................................ 39 4.8.8. Session 8 ............................................................................................ 40 4.8.9. Session 9 ............................................................................................ 40 4.9. Materials and resources ............................................................................. 41 4.10. Timing ......................................................................................................... 42 4.11. Assessment ............................................................................................... 42 4.11.1. Students’ assessment ..................................................................... 43 4.11.1.1. Assessment criteria and assessable learning standards ...... 43 4.11.1.2. Types of assessment and instruments classroom ............... 44 4.11.2. Assessment of the teaching process ............................................. 47 5. CONCLUSIONS ................................................................................................... 48 6. BIBLIOGRAPHICAL REFERENCES ................................................................... 50 7. APPENDICES ...................................................................................................... 57 7.1. Appendix 1. Cooperative structures .......................................................... 57 7.2. Appendix 2. Session 1: Let’s know plants ................................................ 60 7.3. Appendix 3. Session 2: Parts of the plants ............................................... 63 7.4. Appendix 4. Session 3: Plants respond to the seasons .......................... 67 7.5. Appendix 5. Session 4: Plants nutrition, respiration and reproduction . 70 7.6. Appendix 6. Session 5: Flowering and Non-flowering plants (I) ............. 74 7.7. Appendix 7. Session 6: Flowering and Non-flowering plants (II) ............ 78 7.8. Appendix 8. Session 7: Plants adaptation ................................................ 82 7.9. Appendix 9. Session 8: Acid rain. .............................................................. 85 7.10. Appendix 10. Session 9: Let’s revise....................................................... 88 7.11. Appendix 11. CLIL Unit Checklist ............................................................ 91 3 7.12. Appendix 12. Students questionnaire to assess the teaching process 92 8. BIBLIOGRAPHICAL RESOURCES FOR APPENDICES .................................... 93 TABLES Table 1. Cooperative structures ………………........................................................... 12
Load more

Recommended publications
  • Expo Hours Tuesday, June 18, 9:30A – 6:30P Wednesday, June 19, 9:30A – 3:00P
    Mobile Learning Conference & Expo LEADING THE LEARNING REVOLUTION June 18 – 20, 2013 | San Jose, CA Co-located Event SM Expo Guide Expo Hours Tuesday, June 18, 9:30a – 6:30p Wednesday, June 19, 9:30a – 3:00p Produced by Featuring Learning Stages Program Partner Media Partners Premium Sponsors Sponsors The easy way to manage projects This Event Produced By © 2013 The eLearning Guild All Rights Reserved Photo and Video Consent Registering for and participating in The eLearning Guild conferences and expos constitutes an agreement by the participant to permit The eLearning Guild’s use (now and in the future) of the participant’s image and/or voice, including but not limited to, photographs, video, and electronic reproductions of such events and activities. Co-located Event EXPO MAP SM EXHIBITOR LOCATIONS Adobe .................................................. 301 Articulate ............................................. 309 Atomic Training .................................. 310 Axonify ................................................ 312 Brainshark ........................................... 303 CallidusCloud ..................................... 101 Certpoint Systems .............................. 112 Chetu ................................................. 210 CTS LanguageLink ............................ 209 dominKnow ........................................ 106 Epic .................................................... 311 Float Mobile Learning ......................... 416 Hurix Systems .................................... 304 Ingenious
    [Show full text]
  • Comparing and Managing Multiple Versions of Slide Presentations Steven M
    Comparing and Managing Multiple Versions of Slide Presentations Steven M. Drucker Georg Petschnigg Maneesh Agrawala Microsoft Research University of California, Berkeley One Microsoft Way 615 Soda Hall, Mail Code #1776 Redmond, WA 98052, USA Berkeley, CA 94720-1776, USA {sdrucker|georgp}@microsoft.com [email protected] ABSTRACT gether the appropriate pieces from the collection. Similarly, Despite the ubiquity of slide presentations, managing mul- when collaborating with others on creating a presentation, tiple presentations remains a challenge. Understanding how the collaborators will often start from a common template, multiple versions of a presentation are related to one an- then separately fill in sections on their own and finally as- other, assembling new presentations from existing presenta- semble the different versions together. Yet, current presen- tions, and collaborating to create and edit presentations are tation creation tools [1, 12, 24] provide little support for difficult tasks. In this paper, we explore techniques for working with multiple versions of a presentation simultane- comparing and managing multiple slide presentations. We ously. The result is that assembling a new presentation from propose a general comparison framework for computing older versions can be very tedious. similarities and differences between slides. Based on this In this paper we present new techniques and tools for visu- framework we develop an interactive tool for visually com- ally comparing and managing multiple versions of slide paring multiple presentations. The interactive visualization presentations. Our work makes three main contributions: facilitates understanding how presentations have evolved Comparison framework: We develop a framework for over time. We show how the interactive tool can be used to comparing presentations to identify the subsets of slides assemble new presentations from a collection of older ones that are similar across each version.
    [Show full text]
  • Powerpoint Presentation on Macbook
    Powerpoint Presentation On Macbook Caspar is sternitic and skiving sneeringly as logaoedic Bucky livens wailingly and commute cracking. Unmentioned Shannon always palisade his countermarches if Powell is subdural or decolorise crudely. Self-respecting Ingemar sty no elegiac surveys correctly after Fowler smutch what, quite extrapolative. Search for images using files are in a certain size of training with your school account with a member of automation and how do i use. With two microsoft office on your own content. Are pros and check my powerpoint presentation on macbook perhaps, drift and complicated. How To reading All PhotosImages On PowerPoint Step 1 On the file menu click on compress pictures Step 2 Select your compression. By assistive technologies, as special offers you! Notice that this is a handy way to see if not have the answers from wps office now zoom or application from good work or wall with. Product Sidebar, Product Chart, etc. Switch between is good connection between macs to be found here. Record Powerpoint w Quicktime Player on Mac Queenie Chow. Dummies helps some popular features like faster processors and then position above will. For mobile apps, go verify the relevant mobile stores Google Play also the Apple App Store. What is sold through authorized channel partners better document or powerpoint presentation on macbook perhaps, so that will. All waiting is copyright Indezine. Bring great on powerpoint presentation on macbook perhaps, or your sensitive information to get you are emoticons, copy and swot analysis. See much does. If you created fields are about. Provide sufficient contrast needs on powerpoint presentation on macbook.
    [Show full text]
  • By David JP Phillips “The Problem with Communication Is the Illusion That It Has Been Accomplished”
    by David JP Phillips “The problem with communication is the illusion that it has been accomplished”. George Bernard Shaw “Reading this book, your illusions will be turned to knowledge and you will know that communication has been accomplished“ David JP Phillips About the author Foreword The human brain, our behaviour and how we perceive and Congratulations. You are special! And probably have an process our surroundings has always fascinated me, to the above average IQ. The reason being that you have bought extent of it becoming one of my true life passions. and started reading a book which will dramatically increase the efficiency of your communication. Something both you, Sadly, as a younger man, this passion led me to be known as your colleagues and your clients will benefit greatly from. “the village nerd”. Perhaps being the only one of my peers to own their own electroencephalograph brain scanning device However, you are most likely in a hurry, as I often am. Most didn’t help. Personally, I found the experiments I conducted of us are, but we still need to excel in our daily work. And, on my friends to be fascinating. But they didn’t (not surpris- like me, you probably seldom have the time or inclination to ingly) make me very popular with the girls. pick up one of those heavy, 300 page, covers-everything-you- could-possibly-need-to-know-and-a-load-of-other-stuff- Now, fifteen years later, my passion translates into the more you-probably-don’t need encyclopedias. And that’s why one preferable epithet of “internationally acclaimed” presenter, day I decided to write a series of books, starting with this trainer and coach within communication and presentation one, which is the absolute opposite of those.
    [Show full text]
  • Diction for Singers: Implementing Flipped Learning Into the Diction Classroom
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
    [Show full text]
  • T E a C H a D U Lt S
    How to Teach Adults About the Author How to William A. Draves is an internationally recognized teacher, author and consultant, and one of the foremost authorities on t e a c H adult learning. He is President of the Learning Resources Network (LERN), the world’s a d u l t s leading association in lifelong learning with more than 5,000 members. Draves is the most-quoted expert on lifelong learning by the nation’s media, William A. Draves having been interviewed by The New William A. Draves York Times, BBC, Washington Post, Wall Street Journal, National Public Radio, NBC Nightly News, and Wired.com, among others. He holds a master’s degree in adult education from The George Washington University in Washington, DC. With co-author Julie Coates he has also written Education in the 21st Century, and their classic work Nine Shift: Work, Life and Education in the 21st Century. He is also author of Advanced Teaching Online and well as Energizing the Learning Environment. A popular speaker, he has keynoted conferences in Russia, Japan, Australia, England, Slovenia, and throughout Canada and the United States. WilliAm A. DrAves LERN “If you want to teach adults successfully and enjoy ably, this is the book to have at hand.” Ronald Gross, author of The Lifelong Learner “A marvelously comprehensive and practical guide to teaching adults. Useful for frequent reference.” Allen Tough, author of The Adults Learning Projects “A down-to-earth book dealing with reality. There are many specifics that will be helpful to the experienced practitioner as well as to the beginner.” Leonard Nadler, author of Developing Human Resources “A book which is useful to all adult education teach ers- beginning and experienced.
    [Show full text]
  • 2020-2021 Catalog
    Eastern West Virginia Community & Technical College Catalog 2020-2021 Mission Vision Eastern West Virginia Community & Technical College Eastern enriches the Potomac Highlands regional (Eastern) provides accessible and affordable educational community through a range of innovative programs and opportunities for academic, technical, workforce training, services that exemplify community college values and and life-long learning for the Potomac Highlands regional achieve the community college mission. community. Values In its institutional attitudes, policies, practices, and • The College rewards initiative, creativity, and activities, Eastern West Virginia Community & Technical teamwork in the positive resolution of institutional College is committed to: problems and advancement of a common organiza- Opportunity tional agenda. • Education is accessible, by geographic location or • The College models its commitment to diversity in all delivery through technology, and affordable to resi- areas of its institutional life—students, employees, dents throughout the College’s region of responsibility. governance, and supportive entities and relationships. • The College maintains an open door admission policy. • In its operations and activities, the College demon- strates financial responsibility and accountability. • All learners are accepted and valued; diverse students are sought, welcomed, and provided a nurturing Partnerships environment. • The College promotes a broad sense of community • Student support services assure opportunity through
    [Show full text]
  • U.S. Government Publishing Office Style Manual
    Style Manual An official guide to the form and style of Federal Government publishing | 2016 Keeping America Informed | OFFICIAL | DIGITAL | SECURE [email protected] Production and Distribution Notes This publication was typeset electronically using Helvetica and Minion Pro typefaces. It was printed using vegetable oil-based ink on recycled paper containing 30% post consumer waste. The GPO Style Manual will be distributed to libraries in the Federal Depository Library Program. To find a depository library near you, please go to the Federal depository library directory at http://catalog.gpo.gov/fdlpdir/public.jsp. The electronic text of this publication is available for public use free of charge at https://www.govinfo.gov/gpo-style-manual. Library of Congress Cataloging-in-Publication Data Names: United States. Government Publishing Office, author. Title: Style manual : an official guide to the form and style of federal government publications / U.S. Government Publishing Office. Other titles: Official guide to the form and style of federal government publications | Also known as: GPO style manual Description: 2016; official U.S. Government edition. | Washington, DC : U.S. Government Publishing Office, 2016. | Includes index. Identifiers: LCCN 2016055634| ISBN 9780160936029 (cloth) | ISBN 0160936020 (cloth) | ISBN 9780160936012 (paper) | ISBN 0160936012 (paper) Subjects: LCSH: Printing—United States—Style manuals. | Printing, Public—United States—Handbooks, manuals, etc. | Publishers and publishing—United States—Handbooks, manuals, etc. | Authorship—Style manuals. | Editing—Handbooks, manuals, etc. Classification: LCC Z253 .U58 2016 | DDC 808/.02—dc23 | SUDOC GP 1.23/4:ST 9/2016 LC record available at https://lccn.loc.gov/2016055634 Use of ISBN Prefix This is the official U.S.
    [Show full text]
  • OSINT Handbook September 2020
    OPEN SOURCE INTELLIGENCE TOOLS AND RESOURCES HANDBOOK 2020 OPEN SOURCE INTELLIGENCE TOOLS AND RESOURCES HANDBOOK 2020 Aleksandra Bielska Noa Rebecca Kurz, Yves Baumgartner, Vytenis Benetis 2 Foreword I am delighted to share with you the 2020 edition of the OSINT Tools and Resources Handbook. Once again, the Handbook has been revised and updated to reflect the evolution of this discipline, and the many strategic, operational and technical challenges OSINT practitioners have to grapple with. Given the speed of change on the web, some might question the wisdom of pulling together such a resource. What’s wrong with the Top 10 tools, or the Top 100? There are only so many resources one can bookmark after all. Such arguments are not without merit. My fear, however, is that they are also shortsighted. I offer four reasons why. To begin, a shortlist betrays the widening spectrum of OSINT practice. Whereas OSINT was once the preserve of analysts working in national security, it now embraces a growing class of professionals in fields as diverse as journalism, cybersecurity, investment research, crisis management and human rights. A limited toolkit can never satisfy all of these constituencies. Second, a good OSINT practitioner is someone who is comfortable working with different tools, sources and collection strategies. The temptation toward narrow specialisation in OSINT is one that has to be resisted. Why? Because no research task is ever as tidy as the customer’s requirements are likely to suggest. Third, is the inevitable realisation that good tool awareness is equivalent to good source awareness. Indeed, the right tool can determine whether you harvest the right information.
    [Show full text]
  • Downloadable; Once Again, We Are Very Grateful to the Colleagues Who Act- Ed As Referees
    2016, 1 (2) ARGUMENTA The Journal of the Italian Society for Analytic Philosophy First published 2016 by University of Sassari © 2016 University of Sassari Produced and designed for digital publication by the Argumenta Staff All rights reserved. No part of this publication may be reproduced, stored or transmitted in any form or by any means without the prior permission in writing from Argumenta. Editor Masssimo Dell'Utri (University of Sassari) Editorial Board Carla Bagnoli (University of Modena and Reggio Emilia), Clotilde Calabi (University of Milano), Elvira Di Bona (Columbia University), Ian Carter (University of Pavia), Simone Gozzano (University of L’Aquila), Andrea Iacona (University of Torino), Elisabetta Lalumera (University of Milano- Bicocca), Pier Luigi Lecis (University of Cagliari), Olimpia Giuliana Loddo (University of Cagliari), Giuseppe Lorini (University of Cagliari), Marcello Montibeller (University of Sassari), Pietro Salis (University of Cagliari), Giuliano Torrengo (University of Milano) Argumenta is the official journal of the Italian Society for Analytic Philosophy (SIFA). It was founded in 2014 in response to a common demand for the creation of an Italian journal explicitly devoted to the publication of high quality research in analytic philosophy. From the beginning Argumenta was conceived as an international journal, and has benefitted from the cooperation of some of the most distinguished Italian and non-Italian scholars in all areas of analytic philosophy. Contents Editorial 113 Millianism and the Problem of Empty Descriptions 115 Frederick Kroon Happiness, Luck and Satisfaction 133 Kevin Mulligan The Democratic Riddle 147 Philip Pettit Reading Rosenzweig’s Little Book 161 Hilary Putnam Unreasonableness and Rights: On Quong’s 169 Liberalism without Perfection Hillel Steiner New Trends in Philosophy of Mind and Epistemology 179 Special Issue Edited by Maria Cristina Amoretti and Francesca Ervas Analytic Philosophy and European Culture 281 Umberto Eco Filosofia analitica e cultura europea 287 Umberto Eco Reply to Peter M.S.
    [Show full text]
  • Webbasierte Präsentationssysteme Serdar Kuzu & Max-E
    Webbasierte Präsentationssysteme Serdar Kuzu & Max-E. Manzke Cover Webbasierte Präsentationssysteme von Serdar Kuzu und Max-E. Manzke FH Lippe & Höxter, FB 7, MWT 13.12.2005 12.12.2005 19:31 1 von 19 Webbasierte Präsentationssysteme Serdar Kuzu & Max-E. Manzke Agenda Cover Agenda Webbasierte Präsentationssysteme Allgemeines I Allgemeines II Scoring I Scoring II S 5 Vor- / Nachteile S 5 Fazit S5 DOMSlides Vor- / Nachteile DOMSlides Fazit DOMSlides HTML_Slidy Vor- / Nachteile HTML_Slidy Fazit HTML_Slidy Slideous Vor- / Nachteile Slideous Fazit Slideous 12.12.2005 19:31 2 von 19 Webbasierte Präsentationssysteme Serdar Kuzu & Max-E. Manzke Webbasierte Präsentationssysteme S 5 DomSlides HTML_Slidy Slideous 12.12.2005 19:31 3 von 19 Webbasierte Präsentationssysteme Serdar Kuzu & Max-E. Manzke Allgemeines I Webbasierte Slideshows sind im Rahmen der jeweiligen Vereinbarung lizensfrei und kostenlos nutzbar, z.B. Creative Commons Webbasierte Präsentationen (slideshows) benutzen den jeweiligen Browser zur Darstellung der fertigen Präsentation: Internet Explorer Mozilla Firefox Netscape Navigator Crazy Browser Opera Safari, ... zum Erstellen werden weitere Programme benötigt, z.B. Dreamweaver, GoLive, Notepad, TopStyle, BBEdit oder Edit Plus dabei kommen unterschiedliche Sprachen zur Anwendung, z.B. Java Script, CSS, (X)HTML 12.12.2005 19:31 4 von 19 Webbasierte Präsentationssysteme Serdar Kuzu & Max-E. Manzke Allgemeines II jede Seite ist in einen div Tag eingeschlossen: <div class="slide"> <h1>Titel der Folie</h1> <!-- Inhalt der Seite --> </div> <!-- jedes div-Tag erzeugt eine neue Seite --> Das Navigationsmenü wird automatisch erstellt Alle Dateien / Graphiken sollten in einem Ordner liegen Man erhält sehr kleine Dateien Diese Präsentation mit Slideous ist z.B. nur 33 KB groß (+ 30 KB Bilder) Das Foliendesign ist in .css Dateien hinterlegt und kann individualisiert werden.
    [Show full text]
  • Pregled Rešitev Za Izdelavo Naprednih Predstavitev
    Tine Hamler PREGLED REŠITEV ZA IZDELAVO NAPREDNIH PREDSTAVITEV Diplomsko delo Maribor, februar 2016 PREGLED REŠITEV ZA IZDELAVO NAPREDNIH PREDSTAVITEV Diplomsko delo Študent: Tine Hamler Študijski program: Univerzitetni študijski program Računalništvo in informatika Smer: Informatika Mentor: doc. dr. Gregor Polančič Lektorica: Sergeja Gerdej Maribor, februar 2016 i PREGLED REŠITEV ZA IZDELAVO NAPREDNIH PREDSTAVITEV Ključne besede: pregled, rešitve, predstavitev, prezentacija, diapozitiv, prosojnica, projektor, powerpoint, keynote, prezi, show, slides UDK: XXX.YYY.ZZZ.WW (aaa.b) POVZETEK Diplomsko delo vsebuje pregled ter primerjalno analizo izbranih rešitev za izdelavo naprednih predstavitev. V prvem in drugem poglavju smo na kratko predstavili trende podajanja predstavitev in opisali osnovne vizualne elemente, ki jih pri tem uporabljamo. V nadaljevanju smo se posvetili predstavitvi rešitev za izdelavo naprednih predstavitev in najbolj obetavne podrobneje analizirali. V okviru tega dela smo definirali tudi kriterije, s pomočjo katerih smo izvedli primerjalno analizo. V praksi smo izdelali testno napredno predstavitev in na ta način sami preizkusili ves nabor izbranih rešitve. V zaključku smo potrdili oz. ovrgli podane hipoteze in obrazložili dobljene rezultate primerjalne analize. ii OVERVIEW OF SOLUTIONS FOR ADVANCED PRESENTATION DEVELOPMENT Keywords: overview, solutions, presentation, slides, projector, powerpoint, keynote, prezi, show, slides UDK: XXX.YYY.ZZZ.WW (aaa.b) ABSTRACT The diploma thesis presents an overview and a comparative analysis of solutions for the advanced presentation development. The first chapter of the thesis describes latest presentation trends and gives a brief overview of visuals elements that are commonly used while developing advance presentations. The second chapter of the thesis focuses on solutions for advanced presentation development and includes a review and a comparative analysis of the few most promising solutions based on the predefined criteria.
    [Show full text]