ICMS Module

CASPER
 Contents
Contents 1
About This Module: CASPER 2
• Learning Objectives 2
• Learning Outcomes 2
• Learning Experience 2
• Contact Hours 2
• Delivery Methodology 2
• Who Should Attend 2
Standards - NETS for Teachers 3
Module Checbric 5
• Instruction 5
Contrast 6
Alignment 7
Simplicity 9
Proximity 11
Emphasis 12
Repetition 14
References 15

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About This Module:
CASPER

Learning To guide participants to use CASPER

Objectives principles in screen design and layout.

Learning At the end of the session, participants

Outcomes should be able to apply CASPER principles in
preparing their teaching-aid materials.

Learning Participants will be able to create teaching

Experience aids using MS PowerPoint and refer to
CASPER as guidelines.

Contact Hours 1 hour

Delivery •• Lecture
Methodology •• Demonstration
•• Hand-holding
•• Hands-On

Who Should Lecturers

Attend

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Standards - NETS for Teachers
CASPER module follows:
I. TECHNOLOGY OPERATIONS AND
CONCEPTS
Teachers demonstrate a sound
understanding of technology operations
and concepts. Teachers:
A. demonstrate introductory knowledge,
skills, and understanding of concepts
related to technology (as described
in the ISTE National Educational
Technology Standards for Students).
B. demonstrate continual growth in
technology knowledge and skills to
stay abreast of current and emerging
technologies.
II. PLANNING AND DESIGNING LEARNING
ENVIRONMENTS AND EXPERIENCES
Teachers plan and design effective learning
environments and experiences supported by
technology. Teachers:
A. design developmentally appropriate
learning opportunities that apply
technology-enhanced instructional
strategies to support the diverse
needs of learners.
B. apply current research on teaching
and learning with technology when
planning learning environments and
experiences.
C. identify and locate technology
resources and evaluate them for
accuracy and suitability.
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D. plan for the management of
technology resources within the
context of learning activities.
E. plan strategies to manage student
learning in a technology-enhanced
environment.
III. TEACHING, LEARNING, AND THE
CURRICULUM
Teachers implement curriculum plans that
include methods and strategies for applying
technology to maximise student learning.
Teachers:
A. facilitate technology-enhanced
experiences that address content
standards and student technology
standards.
B. use technology to support learner-
centered strategies that address the
diverse needs of students.
C. apply technology to develop students’
higher order skills and creativity.
D. manage student learning activities in a
technology-enhanced environment.
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V. PRODUCTIVITY AND PROFESSIONAL VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN
PRACTICE
Teachers use technology to enhance their
productivity and professional practice.
Teachers:
A. use technology resources to engage
in ongoing professional development
and lifelong learning.
B. continually evaluate and reflect
on professional practice to make
informed decisions regarding the use
of technology in support of student
learning.
C. apply technology to increase
productivity.
D. use technology to communicate and
collaborate with peers, parents, and
the larger community in order to
nurture student learning.
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ISSUES
Teachers understand the social, ethical,
legal, and human issues surrounding the
use of technology in PK–12 schools and
apply that understanding in practice.
Teachers:
A. model and teach legal and ethical
practice related to technology use.
B. apply technology resources to enable
and empower learners with diverse
backgrounds, characteristics, and
abilities.
C. identify and use technology resources
that affirm diversity.
D. promote safe and healthy use of
technology resources.
E. facilitate equitable access to
technology resources for all students.
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Module Checbric
Instruction:

Based on your prior knowledge and knowledge acquired after

completion of this module; kindly indicates the scales that are
most appropriate to you, in the space provided below.

Scale:
0 – No knowledge
1 – Limited knowledge
2 – Knowledgeable and able to clarify well
3 – Competent and can put to practice fully

Items Learning Achievement Before After

1 I know how to evaluate a MS
PowerPoint presentation.
•• Able to identify the key
components in slides design.

2 I know what is CASPER

•• Refer as Contrast, Alignment,
Simplicity, Proximity,
Emphasis and Repetition.

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CASPER

CASPER principles serve as guidelines in screen design and layout.

In the slides design phase; the content, navigational structure,
assets, approach and graphic design are developed in detail. But
what is CASPER?

CASPER is the acronym and mnemonic for Contrast, Alignment,

Simplicity, Proximity, Emphasis and Repetition.

Contrast
It’s very important to have sufficient contrast between text and its
background. Use white background with black body text where
possible. If not, black on the lightest background colour you can
manage.

Sample of bad Contrast in slide

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 Sample of good Contrast in slide

Alignment
Left-aligned text is easier to read than right-aligned text.

Full justification (where words are stretched so that they meet

both the left and right margin, as in this paragraph) is only
effective with pretty long lines of text (40chars+). However, on-
screen text is easier to read in narrower columns, which makes it
hard to justify full justification.

Sample of bad symmetrical/ asymmetrical Alignment

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 Sample of good symmetrical Alignment

Sample of good asymmetric Alignment

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Simplicity
Gaining attention is an important part of any communication act,
hence it is important to keep your message as simple as possible.

•• Use necessary amount of text and graphics to get your point

across.
•• Unnecessary graphics can interfere with the message.
•• An overabundance of fonts or colours can distract rather than
assist learning.
•• Use graphics that are as simple as possible when displaying
content on the screen.

Sample of bad Simplicity

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 Sample of good Simplicity

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Proximity
The simplest way to associate a number of elements is to group
them together. What grouping does is make similar things
appear similar. That way, the readers’ eyes can decipher a title (for
example) and immediately associate that title with all the objects
around it.

Sample of bad Proximity

Sample of good Proximity

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Emphasis
Create emphasis through using underlines, bold and italics, but
use them sparingly.

Emboldening increases contrast, and contrast only works when

it has something to contrast against. However, lots of bold text
doesn’t draw attention. It competes for attention and decreases
readability.

Italics are quite handy for emphasising words or short phrases.

They tend to have a softer emphasis than emboldening. Italics
should not be used for longer text, because they can reduce
readability.

Similarly, underlining text can serve to emphasise certain words

or short phrases, when used in moderation. Be careful that
underlining for emphasis is not mistakable for hyperlinks.

Another method used to attract attention in the design of

a screen is the use of a focal point. A focal point draws your
attention to the most important element on the page. If most of
the elements on screen are grouped closely together, an object by
itself stands out as a focal point.

Sample - Emphasis by Isolation

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 Sample – Emphasize with text attributes

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Repetition
Repetition is an idea of consistency throughout the slides. In
particular, icons used for navigation should maintain one position
to avoid confusing the learner. It is also wise to use similar font
faces and colour schemes throughout the slides, unless the change
is used to signal a new unit, topic or section.

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References
Stephen McGloughlin (2001) Multimedia Concepts and Practice.

Shelly G.B, Cashman T.J, Vermaat M.E, Walker T.J. (2005) Discovering
Computers 2006: A Gateway to Information, Course
Technology.

Stephen M. Alessi and Stanley R. Trollip (2001) Multimedia for

Learning. A Pearson Education Company. USA.

James E. Shuman (1998) Multimedia in Action. Thomson

CourseTechnology. Belmont CA.

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