Enhancing Presentation Skills
Published on May 06, 2016
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PRESENTATION OUTLINE
Enhancing Presentation Skills
Andrew Kearns, Lola Bradley, Jim LaMee
Enhancing Students' Presentation Skills Through Freemium Software
Photo by Peter Ras
LIBR 201
Strategies for Information Discovery
LIBR 201, Strategies for Information Discovery, is a 3 credit GE elective.
The course seeks to develop "information-seeking strategies and skills for academic and workplace research, with an emphasis on the process of research, effective search strategies, critical evaluation of information, emerging technologies and applications, and their use in research," to quote from the course description.
It has been offered online in 8 and 10-week versions, and also in face-to-face and hybrid formats.
The course seeks to develop "information-seeking strategies and skills for academic and workplace research, with an emphasis on the process of research, effective search strategies, critical evaluation of information, emerging technologies and applications, and their use in research," to quote from the course description.
It has been offered online in 8 and 10-week versions, and also in face-to-face and hybrid formats.
Course Themes
- Academic and Workplace Research
- Role of technology in research
- Critical evaluation of information and its sources
Our broad-based approach, speaking of "information literacy" rather than "research skills" allows us to explore three themes in the course:
1. Differences and similarities between academic and workplace research.
2. The role of technology in research and awareness of how it is changing research.
3. Critical evaluation of information and its sources.
The last two reflect the GE alignments of the course: technology and critical thinking
1. Differences and similarities between academic and workplace research.
2. The role of technology in research and awareness of how it is changing research.
3. Critical evaluation of information and its sources.
The last two reflect the GE alignments of the course: technology and critical thinking
A complete research process
The assignment sequence for LIBR 201 is built around taking students through as complete a research process as is possible within an 8 or 10 week online course. Assignments include:
Exploring a topic and focusing on a research question.
Searching specific kinds of resources (the Web, library catalog, databases, government information, digital collections) and developing strategies for each.
Final project in the course is an annotated bibliography with a digital summary presentation of the research question and its probable answer.
Exploring a topic and focusing on a research question.
Searching specific kinds of resources (the Web, library catalog, databases, government information, digital collections) and developing strategies for each.
Final project in the course is an annotated bibliography with a digital summary presentation of the research question and its probable answer.
Place of Technology
In LIBR 201
Technology has an important place in the course.
Not only because it is part of our GE alignment, but because 3 out of 5 librarians currently involved with the course have attended the QEP Faculty Development Institute and a 4th (Jim LaMee) is on the QEP board.
Result is that several sections of LIBR 201 have been offered as technology intensive courses, even though technology plays a role in all sections.
Today, we are going to focus on two technology assignments, the Technology Tools Assignment and the Final Summary Presentation.
Not only because it is part of our GE alignment, but because 3 out of 5 librarians currently involved with the course have attended the QEP Faculty Development Institute and a 4th (Jim LaMee) is on the QEP board.
Result is that several sections of LIBR 201 have been offered as technology intensive courses, even though technology plays a role in all sections.
Today, we are going to focus on two technology assignments, the Technology Tools Assignment and the Final Summary Presentation.
Photo by Robert S. Donovan
Technology Tools
- Makes students aware of free web-based presentation tools
- Students make sample presentation and evaluative blog post
- Comment on two other posts
Technology Tools Assignment
Given during the first third of the course, as students are working on finding a research question.
Purpose is to make students aware of free web-based presentation tools that could be used as an alternative to conventional forms of presentation.
Students choose a tool from a list. Several types of tools are available: slide-based like Prezi and Emaze; video animation tools like PowToon and Moovly; infographics like PiktoChart; cartoons like MakeBeliefsComix and Toon-Doo.
After establishing a free account and playing with the tool, students make a short presentation showing the capabilities of the tool. Usually, they are directed to choose their own topic.
They post a link to their presentation in the course blog and write a post about the tool, summarizing its capabilities, potential uses, strengths and weaknesses.
They then look at their classmates' presentations and comment on two of them. In this way, they are exposed to several tools which they might choose for their final presentation.
Given during the first third of the course, as students are working on finding a research question.
Purpose is to make students aware of free web-based presentation tools that could be used as an alternative to conventional forms of presentation.
Students choose a tool from a list. Several types of tools are available: slide-based like Prezi and Emaze; video animation tools like PowToon and Moovly; infographics like PiktoChart; cartoons like MakeBeliefsComix and Toon-Doo.
After establishing a free account and playing with the tool, students make a short presentation showing the capabilities of the tool. Usually, they are directed to choose their own topic.
They post a link to their presentation in the course blog and write a post about the tool, summarizing its capabilities, potential uses, strengths and weaknesses.
They then look at their classmates' presentations and comment on two of them. In this way, they are exposed to several tools which they might choose for their final presentation.
Photo by See-ming Lee 李思明 SML
Summary Presentation
- Companion to annotated bigliography
- Must know sources to infer an answer to research question
- State research question, context, probable answer
- Reference sources in some way
Final Summary Presentation
Is a companion to the annotated bibliography and acts as a partial replacement for the paper or presentation that would normally follow an annotated bibliography.
Students are directed to know their sources well enough to infer a probable answer to their research question.
May choose any of the presentation tools from the Technology Tools assignment.
Directed to state their research question and its context and to provide a probable answer to that question, showing how their sources support that conclusion.
Provide title slice or clip, reference sources within presentation using signal phrases, in-text citations or some adaptation of these appropriate to the medium, and to provide a credit slide or clip for images and audio as needed.
Is a companion to the annotated bibliography and acts as a partial replacement for the paper or presentation that would normally follow an annotated bibliography.
Students are directed to know their sources well enough to infer a probable answer to their research question.
May choose any of the presentation tools from the Technology Tools assignment.
Directed to state their research question and its context and to provide a probable answer to that question, showing how their sources support that conclusion.
Provide title slice or clip, reference sources within presentation using signal phrases, in-text citations or some adaptation of these appropriate to the medium, and to provide a credit slide or clip for images and audio as needed.
