Between about 20132015, I was the lead tutorial designer for the USC Logic Web project, a free online resource designed to support the study of propositional and predicate logic. This page summarizes some of my work with Gabriel Uzquiano on the project, and some advantages of using Prezi to introduce students to logic.
USC Logic Web is a free online resource comprised of ten selfpaced tutorials, with problem sets corresponding to each. Together, the tutorials cover all of the material presented in a standard introductory formal logic course (basic concepts of formal logic, the proof theory and semantics for both propositional and predicate logic, and translation procedures into each formal language). USC LogicWeb is designed for use either as a supplementary resource for an existing logic course, or as a standalone course to prepare students for more advanced study in philosophy or formal logic.
As the tutorial designer, I was responsible for transforming course content (developed by Gabriel Uzquiano) into selfpaced interactive lessons. I designed and created eight of the ten tutorial presentations using Prezi's online software. Despite some challenges (super long load times, and no symbolic fonts!) Prezi turned out to be a uniquely powerful tool for this, because it allows information to be organized both sequentially and spatially. This allowed us to make a lot of strategic pedagogical choices 
For example, we used Prezi's limitlesszoom feature to help students to visualize relationships between concepts (this was especially useful when introducing some of the nittygritty bits of the language of predicate logic). Perhaps most importantly, the animation capacities allowed us to present example derivations in “real time”. Unlike a traditional logic textbook, where worked examples are given on the page “all at once”, this format allowed us to demonstrate the process as well as the end product. This approach seemed especially valuable to a lot of the students you'll often find in early philosophy courses: humanities students who are not yet as accustomed to reading formal or technical material. 
In my own teaching, I've used USC LogicWeb as an optional study resource for students, both for students in general philosophy courses that require facility with the content covered in tutorials 13, and as a supplementary resource in more traditional logic courses. Since material there is aggressively cumulative, I've found that it is often useful to have a lowinvestment resource I could point students to when a new concept (say, predicate logic translation) built on an old one that students might need to review.
