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There are a variety of platform options available to the IU community to create a recorded presentation:
There are a variety of platform options available to the IU community to create a recorded presentation:
Immaculata students and faculty are encouraged to use the IU Screen (Multi) Recorder or Microsoft Teams Recording a Teams Session to record presentations.
Immaculata students and faculty are encouraged to use the IU Screen (Multi) Recorder or Microsoft Teams Recording a Teams Session to record presentations.
Sample Assignment wording:
Sample Assignment wording:
IU Screen (Multi) Recorder:
Students will record this presentation using the Moodle Screen Recorder tool. Instructions for student use are published in the Student Hub under Technology, Learning Management System, Moodle functions. They are also published using this QUICK LINK. Upon completion, students will copy and paste the created URL to the assignment drop box directly or to a Word document and upload that file to this assignment dropbox.
Microsoft Teams Recording a Teams Session:
Students will record this presentation using the Teams Recorder tool. Instructions for use are published in the Synchronous Learning at IU site and published using this QUICK LINK. Upon completion, students will copy and paste the created URL to the assignment drop box directly or to a Word document and upload that file to this assignment dropbox.
Disseminate helpful guidelines for preparing oral presentations.
Disseminate helpful guidelines for preparing oral presentations.
Typically, students focus more on the content of what they are saying than how they deliver that content to the class. Remind them that their posture, gestures, eye contact, pace, and other such factors contribute significantly to the success of their presentation.
Communicate clear grading criteria to your students before they prepare.
Communicate clear grading criteria to your students before they prepare.
Criteria can include: choice of topic (if they have a choice), organization of material, effective use of visual aids, presentation skills, facility with answering questions, among others. Give clear criteria for length of presentation and recommendation, if applicable, time for questions and answers after the presentation.
Let them know that more is not necessarily better.
Let them know that more is not necessarily better.
Students are often surprised that a double-spaced, typed sheet of paper corresponds to 2-2 ½ minutes of speaking time. Because of their relative inexperience, they can spend too much time amassing content and not enough time considering how to present the material.
Encourage students to practice with one another outside of class.
Encourage students to practice with one another outside of class.
Doing so will allow them to determine whether or not their presentation is clear, engaging, and effective.
Offer on-the-spot feedback to speakers so that all might benefit.
Offer on-the-spot feedback to speakers so that all might benefit.
Provide written feedback to each student as well.
Share clear criteria for assessment in advance of the presentation.
Share clear criteria for assessment in advance of the presentation.
Assessing oral presentations can also present a challenge to instructors. Consider using a grading rubric, 100 point grading rubrics are posted on this site. Another effective tool is a grading grid that you use while listening to students’ presentations. You might divide this grid according to the grading criteria you’ve established, leaving space for questions and comments, and then give a copy of it to students along with a short description of the strengths of their presentations as well as areas for improvement.
As a primary means to share new knowledge, an oral presentation is a short talk used to relay knowledge or opinion based on student research or reading to their peers.
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