Seemingly since the dawn of time, writing has been the primary mode of academic activity. From an early age, students are taught to write to demonstrate understanding, make an argument, and even generate new knowledge for themselves. And that made sense. Written communication is easy to generate and is incredibly portable. Even today, several dozen pages containing tens of thousands of words can be easily captured in a text document that can be sent via email what seems like no effort at all.
In the rush of today’s business world, however, the “paper” is feeling increasingly, well — flat. While written communication — especially email — continues to be an important communication tool, professionals now are increasingly realizing that neither their colleagues or customers want to read long-form content.
With a mandate to prepare their students for the working world, schools are taking note — and thinking about new and better ways to sharpen their students’ practical communications skills.
As they do, another traditional form of communication has risen to new prominence: the presentation. Unfortunately, the sheer volume of time required to give every student in a class time enough to present means that, traditionally, in-class presentations have been reserved for end-of-semester assignments. After all, in an environment where class sizes are growing to compensate for shrinking resources, every time a student is added to the class, total presentation time grows accordingly. If every student in a class of 15 is given just 10 minutes to speak, that means two and a half hours are needed for a single an in-class presentation assignment. At that point, when can there be time for peer feedback and questions?
With a rapidly decreasing barrier to entry, video is emerging as the silver bullet for solving the problems with student presentations. By dividing students into groups and eliminating the need to have everyone in the class watch every presentation, instructors can use video to give students the opportunity to present and review their work with their peers while staying within available classroom time.
With less demand on classroom time, this approach offers instructors the ability to make presentations a regular and valuable type of assignment.
학생 비디오 프레젠테이션을 통한 커뮤니케이션 기술 교육
1. 성공적인 비디오 프레젠테이션에 대한 기대치 설정
As with any assignment, the first and most important step is to set expectations. This is especially true when the format of the assignment is less familiar.
Assure the students that it is right and appropriate to record as many takes as they need to get the presentation right. Repetition will help students gain more confidence speaking and presenting.
Also, be sure to talk to the students about the level of “production value” that is expected on any given assignment. For a weekly presentation in which the focus is on clear and concise delivery, it may be appropriate to simply have a student seated at their desk, speaking into their webcam. For a more formal presentation, students might be expected to use a study room and dress as they would for a formal in-person presentation.
Whatever modality is chosen, setting expectations will help students avoid guesswork and to feel more confident.
2. 학생들에게 비디오 녹화 및 업로드 기능 제공
Recording video from a laptop or cell phone is easier than ever. Most smartphones have built-in cameras and software for capturing video.
학교에서 Panopto와 같은 비디오 강의 캡처 솔루션을 사용하는 경우 동일한 시스템을 학생 기록 캡처에 활용할 수도 있습니다. 강의 및 프레젠테이션 녹화 소프트웨어는 일반적으로 YouTube에 녹화하는 것보다 더 많은 기능을 제공합니다. 특히 Panopto와 같은 도구가 PowerPoint 또는 Keynote 프레젠테이션을 직접 기록 할 수있는 기능은 학생들이 슬라이드를 비디오로 편집하거나 카메라에서 슬라이드를 읽을 수 없게 만들 필요가 없음을 의미합니다.
학생이 프레젠테이션을 녹화 한 후에는 강사와 다른 학생이 비디오에 액세스 할 수 있어야합니다. Google Classroom과 같은 클라우드 기반 파일 공유 서비스 또는 Panopto와 같은 전용 비디오 콘텐츠 관리 시스템 (비디오 CMS)에 파일을 업로드 할 수 있습니다. 비디오 CMS를 사용하면 강사가 모든 비디오 파일 을 관리하고 정확한 사람들과 정확하게 공유 할 수있는 쉽고 중앙 집중식 방법을 제공하므로 종종 선호됩니다.
How ever it is done, it’s important that files can be found, shared and secured when necessary.
Student presentations are effective ways to ask students to demonstrate what they’ve learned. In this video for a foreign language class, a student gives a short presentation on Mexican food in Spanish.
3. Have Students Prepare and Record Their Presentations Outside of Class Time
Now comes the fun part: students prepare and record their presentations. Instead of taking valuable classroom time to have every student present for the class, making presentations as homework gives students nearly unlimited time to get their presentation just right. Students who are less comfortable presenting have an opportunity to review their recording and make the small adjustments that will help better deliver their message.
When setting expectations for video presentation assignments, ensure that students know the due date. Since other students will need to review the presentation during class time, can it be just-in-time (before class), or is time needed to collect and review the footage ahead of class?
4. Use Class Time for Small Groups to Review Peer Presentations and Provide Feedback
By the time students get to class, their presentations should be complete and uploaded to the class website.
Now, break students up into groups of whatever size makes sense for the class. Smaller groups offer more time for focused conversation and individualized peer feedback, while larger groups can sometimes generate more ideas.
Students should watch each video together and discuss, giving feedback on both the content and delivery.
Alternatively, the watching of presentations can also be assigned as homework before class, if students are given enough time to both prepare their own presentation and review others’. In this scenario, students can watch their classmates’ presentations, take notes and begin to think critically about the feedback they will offer.
In a video platform geared for education, timestamped notes right within the video player can help students organize their thoughts and can even be made available to the video’s author as another source of feedback.
5. Instructor or Assistants Review Presentations for Evaluation
If it is important to grade the presentation, a central video content management platform like Panopto can help instructors manage the evaluation process as well. By using Panopto’s secure student dropboxes, which are integrated into popular learning management systems, instructors can make sure that their students’ videos are easily accessible.
Once videos are uploaded into the video content management system, instructors and teaching assistants can then use Panopto to annotate their student’s videos to provide feedback.
As an alternate approach, instructors can even go one step further to replicate the in-class presentation format by recording their feedback in a short video, right from their desk. This way, students benefit not only from focused discussions with their peers, but also from their teachers.
학생들에게 의사 소통에 대한 자신감 제공
Presentation skills are more important than ever, and with recorded video, instructors can give their students the opportunity to become more confident speakers. By making student presentations a regular type of assignment, and by receiving regular peer and instructor feedback, students can not only feel more comfortable but also critically evaluate their progress.
Panopto started in universities to capture instructor presentations and is now used by tens of thousands of students and professors every week around the world. With recording software that can be downloaded on any Windows, Mac, iOS or Android device, anyone can record video from their laptop or smartphone and have it automatically uploaded to a class website using Panopto’s industry-leading video content management system.
To see how Panopto can help your students become more successful presenters, contact a member of our team to request a free trial today.