An Evaluation of Oral Presentation Competency in Interior Design Education

As digital modelling programmes become increasingly prevalent in interior design education, there is concern that graduates are entering the workforce relying too much on strong graphic presentation skills while lacking the basic ability to speak about design. This study explores the gap between practitioners’ perceptions of importance regarding oral presentation competency and students’ perceptions of their oral presentation performances. Additionally, the study explores correlations between in‐class activities and students’ perceptions of their oral presentation competency. Mixed‐methods of investigation include a Delphi study with a panel of interior design practitioners and a survey questionnaire of both practitioners (n = 102) and currently active interior design students (n = 91) in the USA. An Importance‐Performance framework is employed for comparison. Results identify performance criteria for evaluating oral presentation competency and indicate variances between students’ perceptions of their performance and industry perceptions of importance. Furthermore, students’ in‐class activities including studio critiques and written peer assessments show significant correlation with student oral presentation performance indicating activities already frequently incorporated into a design curriculum may have a greater impact on improving performance than specific oral presentation instruction alone.     

Academic oral presentation self-efficacy: a cross-sectional interdisciplinary comparative study

Despite the significant role of oral presentation in the academic context, many university students evade opportunities for participation due to low self-efficacy. The present study has been conducted to compare oral presentation self-efficacy of English as a Foreign Language (EFL) learners with undergraduates and postgraduates of Non-EFL majors, and to investigate the relationship of this construct with their teaching and prior academic oral presentation experiences as two modes of Bandura’s [(1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press] mastery experience. Extracting the oral presentation sub-skills from the literature, an oral presentation self-efficacy questionnaire with 38 five-Likert scale items was constructed. A two-way between-group ANOVA was run on the responses of a total 48 postgraduates (25 EFL and 23 Non-EFL) and 63 undergraduates (28 EFL and 35 Non-EFL) selected randomly from two of the universities in Iran. The results indicated no difference between EFL and Non-EFL students, whether at undergraduate or postgraduate level, in terms of their oral presentation self-efficacy. Spearman’s correlation coefficient, however, showed a strong positive correlation between the two modes of mastery experience and oral presentation self-efficacy (r?=?.44, n?=?111, P?r?=?.42, n?=?111, P?相似文献   

Controlled evaluation of a multimodal system to improve oral presentation skills in a real learning setting

Developing oral presentation skills requires both practice and expert feedback. Several systems have been developed during the last 20 years to provide ample practice opportunities and automated feedback for novice presenters. However, a comprehensive literature review discovered that none of those systems have been adequately evaluated in real learning settings. This work is the first randomised controlled evaluation of the impact that one of these systems has in developing oral presentation skills during a real semester-long learning activity with 180 students. The main findings are that (1) the development of different dimensions of the oral presentations are not affected equally by the automated feedback and (2) there is a small but statistically significant effect of the use of the tool when a subsequent presentation is evaluated by a human expert.     

新课程标准下地理高师生说课能力培养探讨

高师生说课能力是其今后教学研究能力的重要体现,也是当下重要的实践教学环节,为此,需要研究其能力培养．首先简述了地理学科特点、中学地理学科地位的变化及其新课标理念,然后在分析地理高师生特点的基础上,阐明了培养说课能力应具备的知识基础和训练步骤;最后重点从地理说课的6个环节、地理说课评价两大板块出发,提出了具体的训练方法,以提高地理高师生的说课水平和地理教学研究能力．     

The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills

Although many educators help others to develop oral presentation skills, little research is available to direct the instructional design activities of these educators. In the present article an explorative study on university freshman is described, in which goal-setting, self-reflection, and several characteristics of the subjects during oral presentations were analysed. The research results emphasize the critical impact of motivational constructs, such as self-efficacy and goal orientation, next to the topic of the oral presentation on the acquisition of oral presentation skills.     

测试·教学·能力——谈测试促动下提高学生普通话口语能力的教学新模式

普通话水平测试是推广普通话工作走上科学化、规范化、制度化的重要举措,具有较强普通话口语表达能力也是信息化时代对人才提出的更高要求。本文说明了普通话水平测试、普通话教学、提高学生口语表达能力三者之间的关系,阐述了计算机辅助普通话水平测试促动下提高学生口语表达能力的教学新模式。     

测试·教学·能力——谈测试促动下提高学生普通话口语能力的教学新模式

普通话水平测试是推广普通话工作走上科学化、规范化、制度化的重要举措,具有较强普通话口语表达能力也是信息化时代对人才提出的更高要求。本文说明了“普通话水平测试”、“普通话教学”、“提高学生口语表达能力”三者之间的关系,阐述了计算机辅助普通话水平测试促动下提高学生口语表达能力的教学新模式。     

Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations

Presentation feedback can be limited in its feed-forward value, as students do not have their actual presentation available for review whilst reflecting upon the feedback. This study reports on students’ perceptions of the learning and feed-forward value of an oral presentation assessment. Students self-marked their performance immediately after their presentation, after reviewing a video recording of their presentation and wrote a reflection relating to their experience. Survey data revealed that most students viewed all aspects of the assessment task positively and they rated the process as providing substantial learning value. They also indicated that the video review and overall assessment exercise provided valuable feed-forward information that would assist them to improve future presentations. These data were further supported by content analysis of the qualitative data. Students noted that they perceived the video review task as self-enabling. They also noted that the self-reflection and self-marking exercise provided time for thought although it was personally challenging. Therefore, via carefully designed assessment, it is possible to provide a deep learning opportunity from oral presentations that can feed-forward to enhance students’ future presentations.     

即兴口语表达教学模式在教学中的探索与实践

随着我国广播电视节目直播的常态化,广播电视即兴口语表达训练作为《播音创作基础》课的有机组成部分正在日益引起人们的重视。明确即兴口语表达训练在播音与主持艺术教学中的定位,构建详细、科学的训练模式,抓住教学中的重点、难点,加强学生即兴口语实训,可以进一步提高即兴口语表达训练的教学效果,全面提高学生的口语表达能力,使学生能够在工作中迅速适应媒体对播音与主持艺术人才的新需要。     

口头展示在英语教学中的作用

口头展示是常用的一种教学手段.它可以调动学生综合运用英语各种技能,其真实性、培养创新精神的作用和评估作用也比较明显.但在实际操作中,想要利用口头展示进行教学的英语教师需要解决几个实际的问题,否则口头展示的作用会受到较大的限制.     

Positive effects of a programme on oral presentation skills: high- and low-proficient learners’ self-evaluations and perspectives

The study set out to facilitate tertiary learners’ development of oral presentation skills within the self-regulated-learning framework. A published, relatively comprehensive inventory of presentation (delivery) skills was adopted in this mixed methods study, which comprised pre- and post-programme self-evaluation questionnaires, post-programme interviews and field notes. The results demonstrated that the learners generally perceived both the three-month programme and the inventory to be conducive to their oral presentation skill development. Quantitative analyses revealed the higher number of areas of significant self-perceived improvement among the low-proficient learners (30 items) compared with that among the high-proficient learners (13 items); however, qualitative analyses unveiled the paradoxical phenomenon that the lower increment in high-proficient learners’ ratings suggests their reflective abilities to learn from observation and their greater awareness to identify areas for improvement. These substantiate that the programme and the inventory have benefited the low- and high-proficient learners in different fashions.     

The differential impact of observational learning and practice-based learning on the development of oral presentation skills in higher education

The present study focuses on the design and evaluation of an innovative instructional approach to developing oral presentation skills. The intervention builds on the observational learning theoretical perspective. This perspective is contrasted with the traditional training and practice approach. Two sequencing approaches – learners starting with observational learning versus learners starting with practice opportunities only – were compared. It was hypothesised that learners starting with observational learning would outperform learners in the practice only condition. The results suggest a significant differential impact on development of oral presentation skills. This impact of the observational learning training approach is only found in a limited number of evaluation criteria. Results additionally suggest that students are highly motivated to learn this type of skill. Interaction effects between student characteristics and instructional interventions were not significant.     

Mental computation performance in Australia,Japan and the United States

The study was conducted to explore performance on a variety of mental computation tasks using two presentation formats (visual and oral). Students at four grade levels between grades 2 and 9 in three countries (Australia, Japan, United States) were given a group administered mental computation test consisting of two parts (oral presentation format, visual presentation format).The sample of nearly 2000 students represents 6 classes at each of four grade levels in each country. Results indicate a wide variation in performance within the sample of each country at each grade level. Differences in performance between countries are also apparent and may reflect variations in instructional focus on mental computation. In particular, Japanese students perform at a higher level at the early grades than do students in either of the other countries sampled. However, by grade 8 this difference narrows in the American sample, and vanishes for the Australian sample. Differences in performance related to presentation format were dramatic for particular items and non-existent for other items. The most consistent effect was found in the Japanese sample where the visual presentation format resulted in higher performance levels on most items.It is hypothesised that superior results on visually presented items are attributable to a greater reliance on use of the standard written algorithm, while superior results on orally presented items indicate a greater tendency to use invented mental algorithms.     

Infusing assessment into mathematics content courses for pre-service elementary school teachers

The present study aims to explore the use of assessment in mathematics content courses for future elementary school teachers. Analysis of self assessment data on mathematical understanding and peer assessment data on oral mathematical presentation showed that pre-service teachers had a balanced understanding of procedural knowledge and problem solving. Conceptual understanding was not in the structure of pre-service teachers’ mathematical knowledge. Understandings of conceptual knowledge, procedural knowledge, and problem solving had no meaningful effects on gains in mathematics performance. Aspects of oral mathematical presentation were associated with improved understanding of procedural knowledge and in particular conceptual knowledge. The result of the study calls for a conceptual approach to mathematical knowledge and sufficient mathematical problem solving in college-level mathematics content courses and in particular the infusion of assessment into college-level mathematics education for pre-service teachers.     

汇报式评课：一种有效的校本教研形式

作为一种有效的校本教研形式,汇报式评课从＂说、评、学、改＂等方面开展教学研讨活动,＂说＂是开展活动的基础,要说得清楚、说得完整;＂评＂是关键,要评得科学,评出特色,评出个性;＂学＂要学得真实、学到精髓;＂改＂要联系实际,改得彻底,改出实效。汇报式评课将不断提升教师的理论水平、实践能力和专业素养。     

Do self-efficacy,incentives and confidence in public speaking influence how students self-assess? / ¿Influyen la autoeficacia,los incentivos y la confianza para hablar en público en cómo se autoevalúan los estudiantes?

The development of a critical spirit as well as the capacity to self-assess and oral presentation competence are essential in relation to students’ future employability. This study examines the influence of confidence, self-efficacy and the existence of incentives on student self-assessments of their oral presentation competence during an educational activity, taking into account the students’ gender. Data from 201 self-assessments was analysed using different statistical techniques. The results show that the existence of rewards is the only variable that has a significant influence on the self-assessment of male students, while those of female students are determined, above all, by their self-efficacy. The results suggest the need to increase student training on self-assessment, taking these differences into account. They also highlight the need to implement initiatives aimed at improving speakers’ confidence in public speaking as well as self-efficacy levels.     

The silence about oral presentation skills in distance and online education: new perspectives from an Australian university preparatory programme

Oral presentation skills are considered essential workplace skills and are therefore highly valued in higher education. However, research into this aspect of adult learning is limited, especially in the context of distance and online education. This paper reports on an innovative approach used in a university preparatory program in Australia. Distance students were responsible for choosing a topic, setting and audience, and assessment was based on their self-reflections on the experience. Such an approach represents a radical departure from the usual methods used to practise and assess oral presentations. In this qualitative case study, we draw on students’ responses via portfolio reflections and interviews, using principles of adult learning as a framework for thematic analysis. Findings suggest that this activity fulfilled the needs of adult learners in a number of significant ways, and for some of these students, this oral presentation was a meaningful, even transformative experience.     

Teacher feedback to student oral presentations in EFL classrooms: a case study

Whilst much research has been conducted on teacher feedback in various teaching and learning contexts, little is known about how teachers give feedback on student oral presentations to enhance students’ oral communicative skills in second-language (L2) education. Drawing on data from semi-structured interviews, this case study investigated the methods used by an experienced Chinese teacher of English as a Foreign Language to provide feedback on student oral presentation tasks. Data analysis revealed that the teacher gave oral comments mainly on pronunciation, content and logical thinking, and focused on PowerPoint design in his written commentary. The analysis also revealed that the teacher used the specific pattern of ‘praise-criticism-suggestion’ to comment on the students’ oral presentations. Relevant pedagogical implications for L2 teacher feedback practices and teacher-education programmes are discussed in the paper.     

高校口述历史教学的实践与探索

口述历史教学就是把口述历史这样一种搜集史料和研究历史的方法运用于历史教学当中的一种教学模式。运用口述历史教学法,一般要经过前期准备、活动实施和总结评估这几个阶段。高校历史教学过程中,适当采用这一教学模式,能够有效地调动师生的积极性,特别是能够促进学生学习主动性的发挥,所以我们应该在实践教学中努力探索其运用策略并积极推产.