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Relational presentation (also known as visually interactive presentation) uses standard presentation software such as Microsoft PowerPoint or Keynote (presentation software) in a way that, unlike most presentation structures, allows dynamic customization of messages while presenting.

Basic concepts
Relational presentation practitioners structure their material using a combination strategies that include hyperlinks, cognitive design principles, and even illusion to work around the normal linear constraints of slide shows.

While presenting, speakers interact with audiences rather than 'talk at' them. They use navigation devices (similar to Web navigation controls) to move around spontaneously within and between large collections of interconnected shows. Some of these navigation devices use text links and others incorporate picture thumbnails or miniature screenshots as link sources.

Theoretical basis
Relational presentation techniques have their roots in a research project conducted by Dr. C. June Maker at the University of Arizona in the late 1990s called DISCOVER. Robert Lane went on to further refine the techniques in a book entitled. Other individuals such as Chantal Bossé, Andre Vlcek, and Dr. Karen Picus have applied the concepts to corporate training, sales, and higher-education teaching respectively. Some relational presentation concepts have close parallels within the visual literacy and media literacy movements. For example, among many visual literacy advocates a visual story is defined as a sequential set of pictures set to music and/or narration and produced as video for Web viewing. Relational presenters employ an almost identical strategy they call a picture story, which is simply a short, sequential set of pictures that helps them gradually tell a story. However, in the relational presentation context, the presenter provides live narration to complement the imagery.

Relational presentation theory is in its infancy with, at the moment, few agreed best practices to guide practitioners. A pilot study at the University of Arizona (presently in review) observed the effects of visually interactive teaching in a higher-education environment. It found that students liked the methods and were more engaged in their learning experiences. Unfortunately, no attempt has yet been made to assess whether using relational presentation techniques improve learning and retention.