Alan D. Hornstein, University of Maryland School of Law Law teachers have come to recognize that our students have different learning styles and employ different learning strategies. Nevertheless, the lecture, the case method, the problem method, even clinical teaching methodology still depend overwhelmingly on aural learning. Yet, increasingly, our students are visual learners. Television, film, video games, the world wide web, even Windows based computer applications are visual media, and these form the common learning environment whence our students come to us. We have little experience in appealing to these newer learning styles. The chalkboard, the overhead projector, the occasional graphic handout too often define the limits of our efforts. Our students are not so limited. Students’ seminar presentations, for example, often use computerized graphic presentations to illustrate and reinforce their content, a medium we sometimes find alien. The proposed presentation explores the use of computerized graphic teaching aids in the basic Evidence course. It will include a demonstration of a segment of one unit of material to provide a context for discussion. The demonstration will include a number of different kinds of PowerPoint slides and a discussion of the uses to which these different modes of presentation are best suited. For example, some slides are used simply to headline material covered largely in lecture. These headlines provide students with a topical outline of the material to be covered, which they can fill in as the class proceeds. Other slides use graphics, some animated, to illustrate structural features of various evidentiary concepts. The presentation also will consider how to develop and present teaching material of this sort most efficiently. It is not necessary for the novice to learn PowerPoint, HTML or any other special computer skills or programs, and law teachers need not be intimidated by the thought of having to do so. We are fortunate to have students who have grown up with this technology. Many are flattered to be asked to work as teaching assistants, charged with translating a teacher’s design into operational learning material. Similarly, sophisticated and expensive computer systems or networks are not required to use this material in the classroom; the presentation will include a brief discussion of hardware and software requirements. Of course, we ought to have a better reason for using this technology than the fact that it is available, and the proposed presentation will discuss some of the purposes that can be served by using computer graphics to present doctrinal material. The important contribution of the teacher lies in the design of the slides: what kinds of slides are best to illustrate what sorts of notions, and how to use design elements -- color, shape, movement, etc. -- to maximize students’ learning. The teacher needs to keep in mind the purpose to be served by each slide and to consider what sort of presentation will best achieve that purpose. The presentation will conclude by considering the longer range benefits of designing learning materials of this sort. Perhaps surprisingly, this has little to do with technology. Rather, because law teachers habitually conceptualize and transmit knowledge verbally, reconceptualizing the same material graphically allows us - forces us - to see new connections, new perspectives. And that enriches not just our teaching, but our substantive understanding of the material itself.