Presentations

Even though you are not meeting face to face, students can still create presentations and share their learning with the class. These presentations may include audio, video, or instead be in infographic format.

Some of the options that students have to create presentations include:

• Recording presentations with Kaltura Capture and posting the finished products to Kaltura Media in Canvas
• Uploading PowerPoint files with recorded voice over
• Using Adobe Spark to create presentations and graphics and adding voice over
• Recording a spoken presentation to load to YouTube and post to the course

Information and examples below provided by Dr. Meghan Barnes, Assistant Professor in the Department of English at UNC Charlotte.

When to use presentations as an assessment tool:

• To assess students’ knowledge of course content.
• To assess students’ ability to apply course content, solve problems, make inferences, draw conclusions, and/or form and defend judgments.
• When there are a number of possible or acceptable topics or applications of content and students will be sharing information that is new or unfamiliar for some or all of their peers.
• To support students in teaching and learning from one another and build classroom community.

Developing the Presentation Task

Presentations can be either synchronous or asynchronous:

An effective presentation topic should:

• Set a clear and specific context.
• Indicate what students are to explain or describe.
• Point the way to an appropriate response: this should include information about the content, format, style, and timing of the presentation.
• Provide information about when, where, and how students will share their presentations.

Sample Presentation Prompts

Example #1: (Asynchronous Presentations)

We have studied how effective storytellers select, develop, and introduce content using a variety of media. You will now create your own Digital Story on a community or social issue or problem that you feel strongly about. You can be as creative as you choose, and I encourage you to experiment and come up with a topic that motivates and inspires you. Your story must go beyond the first-person and include a wider lens, and it does not need to be personal to any degree. Your video should be 2-5 minutes long and should include at least three different modes.

You will post a link to your video in the Canvas Discussion Board, along with one open-ended question regarding your topic or the video itself. You should respond in a timely and substantive manner to those responses you receive from your peers.

Breaking down the example:

Example #2: (Synchronous Presentations)

In the past months you have developed a business plan for a biomedical innovation and have written a formal proposal to be shared with potential investors. In addition to your formal proposal, you will also develop a verbal 60-second pitch. Your pitch should include the following elements:

• The Grabber: A starting line or statement that gives your audience a point of interest for you to continue to the next level.
• The Problem: A clear statement of the issue your product aims to solve or assuage.
• The Solution: The reasons your product is the one to solve the identified problem.
• The Market: A description of the potential market that will buy your product.

You should draft a script of and practice your 60-second pitch. You will present your pitch during our Live Webex Session and will receive feedback from your peers.

Breaking down the example:

Facilitating Presentations

Facilitating Synchronous Presentations

The following are some expectations instructors may communicate for the presenter, audience, and themselves:

• Expectations for Presenter
  • Submit an element of the presentation ahead of the live session (e.g., the link to a Google Slides presentation).
  • Adhere to time limitations.
  • Practice.
  • Listen, take notes, and respond when the audience shares feedback.
• Expectations for Audience
  • Record questions and/or comments for presenters while they present.
  • Share questions and/or comments following each presentation.
  • Use rubric criteria to provide feedback.
  • Complete a Know-Want to Know-Learned (KWL) chart.
• Expectations of Instructor
  • Keep time.
  • Give specific questions/topics to audience members to consider.
  • Facilitate discussions.
  • Remind students of expectations

Facilitating Asynchronous Presentations

The following are some expectations instructors may communicate for the presenter, audience, and themselves:

• Expectations for Presenter
  • Share the presentation in the predetermined space.
  • Ensure both the instructor and fellow students have access to view the presentation.
  • Respond to peers’ comments and questions.
• Expectations for Audience
  • View and/or review a required number of peers’ presentations.
  • Provide comments or pose questions on the presentations.
  • Use rubric criteria to provide feedback.
• Expectations of Instructor
  • Provide a space for students to share their presentations (e.g., a Canvas Discussion Board).
  • Provide instructions about what tools to use for the presentations.
  • Remind students of expectations for follow-up discussions.
  • Facilitate discussions and comments.