Technology Lesson: Digital Presentations
Cesar G. Abarca
Course: SW 643, Summer 2015
FLC Session 3
Assignment Name: Using New Software Programs to Develop In-class Digital Presentations
As part of our class, you have to present your project/paper to the whole class. We will use Sococo as the space for us to meet and participate in the presentations. You will create a 5-8 minute digital presentation, including major points of your project, graphics, and other elements to enhance your digital presentation (for example: short videos, using websites, blogs, or other online content)
At the end of the preparation and delivery of your digital presentation you will be able to:
- Demonstrate how to use technology to develop and enhance a digital presentation
- Being able to use one or more software programs to develop a digital presentation
- Willing to share your presentation with your classmates in the course.
· Laptop/Desktop computer
- Access to Internet
- Class Paper for content
Selection of one of the suggested software programs to develop your presentation suggested: Slide, Haiku Deck, or SlideShare.
Power Point will be available for those who have difficulties accessing the other software options or the internet.
This is an individual assignment. You can collaborate with others to develop your presentation. Sharing of knowledge, technical skills, and content is appropriate and encouraged.
Instructions (including technical)
You will prepare a 5-8 minutes digital presentation. You need the to follow the next steps:
- Using your final paper, you need to create an outline with the major points to present.
- Select one of the proposed software programs, and get yourself familiarized with the one you liked the most. Some of the software programs require a download in order to access all the features. Others will ask you for a user name and password.
- Using the selected program, develop your digital presentation.
- Please use less text on each slide of your presentation and use more graphics. Three points or less per slide is adequate.
- Add as many enhancements as applicable: short videos, music, or other devices to increase interest on your presentation.
- Questions? Please email me at email@example.com
|In –class Presentation Rubric|
|Organization||Audience cannot understand presentation because there is no sequence of information.||Audience has difficulty following presentation because student jumps around.||Student presents information in logical sequence which audience can follow.||Student presents information in logical, interesting sequence which audience can follow.||___/10|
|Technology Application||Student does not have grasped the technology; student cannot integrate technology into her/his presentation.||Student is uncomfortable with technology and is able to integrate only rudimentary features.||Student is at ease with expected integration of technology, but fails to fully enhance her/his presentation.||Student demonstrates full technology knowledge (more than required) integrating AND enhancing his/her presentation.||__/20|
|Visuals||Student uses superfluous visuals or no visuals||Student occasionally uses visuals that rarely support text and presentation.||Student’s visuals relate to text and presentation.||Student’s visuals explain and reinforce screen text and presentation.||__/5|
|Mechanics||Student’s presentation has four or more spelling errors and/or grammatical errors.||Presentation has three misspellings and/or grammatical errors.||Presentation has no more than two misspellings and/or grammatical errors.||Presentation has no misspellings or grammatical errors.||__/5|
|Eye Contact||Student reads all of report with no eye contact.||Student occasionally uses eye contact, but still reads most of report.||Student maintains eye contact most of the time but frequently returns to notes.||Student maintains eye contact with audience, seldom returning to notes.||__/5|
|Elocution||Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.||Student’s voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.||Student’s voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.||Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.||__/5|
Weighting of this Assignment
This assignment is worth 20% of the grade: 10% digital presentation and 10% Delivery
Assignment will be submitted in Moodle on Week 7 and shared with the rest of the class in a public folder available in Moodle as well.
Prep-work for students
- Select a software program and get familiar with it.
- Develop an outline based on your final paper
- Introduce key concepts/themes form your paper for the presentation
- Prepare the presentation and ask for guidance and feedback from one classmate and the instructor.
Start Date for this Assignment
Week 2: Getting familiar with software program
Week 4: Begin to develop a rough presentation outline based on your paper; start your digital presentation
Week 6: Once you have your final draft of your paper, revise your outline, and update presentation
Week 7: Finalize presentation and submit to Moodle to share with rest of class
Week 8 Final Week: Present in class (in Sococo)
You will need about 6-8 hours to complete the digital presentation.
Digital presentation is due on Week 7 and delivery takes place on Final Week (Week 8)
Three (3) Days after digital presentation. Instruction will complete rubric during digital presentation and submit grade on Moodle. Student will receive their feedback on content, enhancements and delivery.
Anticipated challenges/potential solutions
There are several challenges for this project:
Problem: Lack of Internet access/lack of reliable access to Internet
Solution: Use power point for the digital presentation
Problem: Lack of experience developing digital presentations
Solution: Be creative and do not be afraid to fail. The presentation will be graded on its own academic worth, not in comparison with others.
Problem: Development time is short from time final paper is done and when presentation is due.
Solution: Start early!
Food for thought… Technology, active learning, student learning, scholarship on teaching and learning : http://www.facultyfocus.com/articles/teaching-professor-blog/what-we-have-and-havent-learned/
I am thinking about a Protein Data Bank (PDB) Assignment
What do you think?
Eight low-tech tools with metaphorical value
Does anyone know if we can require students to do work that involves mobile devices?
So what is this group all about?
The Faculty Learning Community (FLC) on Enhancing Learning with Technology is a group of faculty members who want to get together, trade ideas, offer support, and reflect on the Big Picture — using tech tools in our classrooms.
You’ll walk away with a gazillion ideas and a crazy cool tech tool that you can keep forever and use with your students.
Plus, as Andrew Bird sings about the apocalypse, “there will be snacks.”
We’ll be meeting face-to-face — celebrating all levels of tech expertise! — for five sessions. We’ll talk about how to improve our teaching strategies using existing and new technologies. We might even fantasize about stuff not yet invented.
Our adventure is not intended to be just a “how to” class for technology but a space for sharing ideas and experiences and the opportunity to develop an activity or unit that uses technology to enhance student learning. We’ll share our roller-coaster of adventures with the wider university community at a future professional development event. That could mean the Institute for Student Success. Or maybe we can plan a Teaching with Tech carnival. I’m thinking clowns with web cams…
All of this manifests magic for your retention, tenure and/or promotion file.
Welcome to here. It’s going to be fun.
P.S. If you wanted to listen to the entire song “Tables & Chairs” by Andrew Bird, here it is.