More thoughts on individual presentation and feedback on first assessment

Today we started off with a discussion about the next assessment - the individual presentations. As agreed before Easter, these will be taking place next week.

In our discussion, I went around the class and everyone seemed to have at least an idea for their presentations which is good.

I reminded everyone of a few things:

• the presentations need to be between 10 and 12 minutes in length
• the presentations need to be analytical (see previous post for more on that)
• you need to complete a Log Book prior to the presentation (I gave them out today and before Easter)

As I've said before, based on your practice presentations, everyone should be fine. Just work a bit on the endings and make sure that it meets the criteria for timing and analysis.

I also gave feedback on the first assessment today (the analysis of the Randy Pausch lecture). Most folk need to make some additions to their reports on the lecture - but not much. Te standard of work was very good.

However, the priority is the presentation - you can hold off on doing your corrections until after the presentation if you feel that you don't have time to work on both.

Again, any queries, just get in touch.

Thinking about the individual presentations

Thanks to everyone who handed in the reports on the Randy Pausch presentation today. A few folk will be emailing work over the weekend or on Monday.

We moved on to the next task - preparation for outcome two (the individual 10-12 minute analytical presentation). I gave the brief out on that (see previous post).

As this next presentation is focused on your analysis of an issue or aspect associated with tourism, I asked you folk to come up with some ideas for presentation topics. This is what you came up with:

· Analysis of current trends in tourism
· Impact of climate change on tourism
· The development of tourism in the former GDR
· New trends in tourism in ...
· The impact of the global recession on tourism
· An evaluation of tourism in …
· The historical development of tourism in …
· Challenges facing the tourism industry in …
· A history of tourism …

These suggestions are good as they all take an analytical approach – ie. Anyone presenting these topics would be doing more than just giving us information – they would be analysing as well.

These topics are just suggestions from the class, you don’t need to do these, but they give you an idea of the kind of approach you need to take. Words like “development”; “challenges”; “impact” suggest an analytical approach.

I’ve put up a link on SWOT analysis on the “useful links” section.

I also gave out log books (a blank one and a sample one). These need to be completed before the presentation.

Finally, we agreed that the presentations will start on Friday the 30th April. We will use the week that we come back (23rd April) as preparation for the assessment.

Again, if you have any questions or queries, just get in touch. Otherwise, have a good Easter break.

Outcome two - individual analytical presentation

The following is the assessment brief for the second assessment:


Plan and deliver 10-12 minute oral presentation


Assessment task instructions

Your task is to plan and deliver an oral presentation of 10-12 minutes to an audience of at least six people. Your presentation should analyse complex issues or information and be supported by visual/non-visual materials.

HN Tourism students

Plan and deliver a presentation on an aspect of tourism in Scotland or in your own country. This may be an analysis of an issue (see suggestions below):

The challenges facing the tourism industry in that country relating to the downturn in the global economy.
A historical analysis of the development of tourism in that country
An evaluation of tourism in that country (eg a SWOT analysis)

You must agree your brief with your Communication lecturer before you begin to plan your presentation.

You must:

¨ Produce a detailed plan
¨ Research, select and analyse relevant information
¨ Organise information in a coherent manner
¨ Employ vocabulary, register and style suitable to purpose
¨ Use pace, modulation, articulation and voice projection effectively
¨ Use signposting effectively
¨ Select and produce supporting materials
¨ Use non-verbal communication effectively
¨ Use supporting visual/non-visual materials effectively
¨ Respond to in-depth questioning confidently and accurately

Use the pre-presentation checklist to ensure that you have prepared fully for your presentation.

Log books will be provided to track the planning of the presentation – these must be completed as they are part of the assessment evidence.

SQA guidelines require that this presentation will be video-recorded.

Working on outcome one

Today we continued working on analysing the Randy Pausch lecture for outcome one. Apologies for the problems with the computers in the learning centre. Although the reports on this are due in next week, I am prepared to give a short extension to allow you to complete this to make up for time lost today.

Any questions or queries on this, just get in touch.

Randy Pausch Lecture - starting outcome 1

Today we started off with a couple more practice presentations. Thanks for those. The quality of the practice presentations has been very good. One of the few things that needs to be worked on for the assessed presentations is thinking about how you will finish your presentation.

Most of the rest of the class was spent looking at the presentation which we are analysing and evaluating for outcome one. This lecture was given by Randy Pausch, a computer science lecturer from America (see below).



We also chatted a bit about critical thinking skills (as this assessment is all about using your critical thinking skills. Have a look at the post below again - critical thinking skills are central to your development as successful students).

Next week we will continue the analysis of the Pausch lecture in the Learning Skills Centre.

Critical thinking - the SEC method

It is quite easy for us to make statements. Think about people you know who react to a new film, a book, or a band with the comment "that's crap". When you ask them why they say that (ie. you want them to provide evidence and comment) they will often struggle and, eventually, merely provide you with the rather juvenile and completely unsatisfactory answer "because it just is". Then they'll possibly provide you with another range of negative statements (ie. "it's really crap; "I hate it", etc.). What they are struggling to do is to analyse and evaluate through evidence and comment. If they could provide evidence and convincing comment for their statement ("that's crap"), then we'd start to take their opinion seriously.

Everything sensible that you will say on your course (or, come to think of it, life) will, more or less, use the SEC (Statement – Evidence – Comment) method in some form or other.

• You make a statement
• Back it up with evidence
• Then, and this is the crucial part, link the two by commenting on both.

For example:

Make a statement: I think that Sparklehorse have re-invented country music for a new generation

Back it up with evidence: For example, they will often use banjos and sampling in the same song.

Comment on how the evidence helps to support your statement: The use of traditional instruments like banjos shows that they are indebted to the country music heritage. Yet, they re-vitalise a very traditional genre of music by their incorporation of samples: a technique that is associated with cutting-edge music.

Now just put all the bits together:

I think that Sparklehorse have re-invented country music for a new generation. For example, they will often use banjos and sampling in the same song. The use of traditional instruments like banjos shows that they are indebted to the country music heritage. Yet, they re-vitalise a very traditional genre of music by their incorporation of samples: technique that is associated with cutting-edge music.

The paragraph above looks like the type of paragraph that you would expect to see in an essay or any written response which requires some critical analysis.

As I have said, the statement-evidence-comment method is not just something that you should learn and then quickly forget for Higher English. All academic essays will require you to use this method in some form or other. As you progress in your education you will find that what changes (or should) is the level of sophistication and subtlety of your statements, evidence and comments.

Indeed, SEC is something that we do at every level of “argument”.

Take the scenario of a mother reading her favourite story from her childhood to her child, again:

Young child: This is boring! (Statement)

Mother: Why do you say that?

Young child: Because we’ve read it lots of time before. (Evidence)

Mother: And?

Young child: And I’m bored of reading the same thing over and over again. You like it, but I don’t. (Comment – neatly linking statement and evidence)

Once you look, you start to see SEC everywhere.

Now, sit back, relax, and enjoy some ............ Sparklehorse

Preparing for outcome one - analysing presentations

Today we moved away, for a short while, from you folks doing presentations to looking at analysing presentations. This is what you need to do for Outcome One of this unit.

We looked at the following terms and discussed their meanings:

Structure
Expressing ideas in a logical sequence

Vocabulary
Words and phrases used

Register
Choice of language as appropriate to audience – formal / informal, jargon etc

Style
General manner of presentation including:
Formal / informal /relaxed /serious /humorous

Pace
Speed of presentation – may be varied for emphasis or to be clearer for the audience

Modulation
Ability to vary tone of voice for emphasis, humour - not monotone

Articulation
Choosing the most appropriate way of speaking to express points clearly

Voice Projection
Voice can be heard at a distance without shouting

Signposting
Using linkage to move from one idea to the next
“First… And now I will move on to… Last…”

Non-verbal communication
Body language, gestures, facial expression, gestures, mannerisms, eye contact, dress, arm movements… everything but words

We applied some of these terms and their concepts by looking at Jamie Oliver's presentation (see useful links).

I asked folk to have a go at the analysis questions as practice for next week.