VCL Didactical Design Patterns

User Tools

Site Tools

You are here: Welcome » The VCL Patterns » Case Study » Presentation of outcomes

Differences

This shows you the differences between two versions of the page.

Link to this comparison view

Both sides previous revision Previous revision
Next revision 		Previous revision
patterns:case_study:presentation_of_outcomes [2020/10/02 19:07]
admin 		patterns:case_study:presentation_of_outcomes [2022/09/19 10:08] (current)
Line 4: Line 4:
 ^**Framework** |several groups work parallel on a case-solution, presentation and defence of the results as one of the learning aims| ^**Framework** |several groups work parallel on a case-solution, presentation and defence of the results as one of the learning aims|
 ^**Solution** | \\ In order to allow the groups to show the result of their work as well as to offer a comparison between the group outcomes as well as reflection, the VCL project should include a final presentation at the end of the project. The presentation should also provide an opportunity for interaction among the different groups, as well as with the instructor. Possible scenario is a synchronous video conference, where participants and instructors can ask questions or comment the presented work. Other possibility can be recording presentation and offering (or even requiring) comments and discussion (e.g., in a forum). The presentation should be “rich”, meaning that it should focus on capturing the audience to only by presenting information, but also through a suitable format (e.g., live video presentation, recorded multimedia presentations). Depending on the course aims, innovative presentation ideas can be included or be a part of the presentation task. Because the attention span tends to be shorter in virtual communication (video conference, recorded presentation), the presentation should not be too long (max. 10 minutes seem appropriate, pecha-kucha can be an interesting format here). This motivates the participants to focus on the most important part of their outcome. It is important to provide comparable rules for all groups, such as requesting the presentation to be ready by a set deadline, requiring all groups to present live etc. If the VCL projects includes many group (more than 5), live presentation during synchronous meetings may not be possible (it cannot be expected that participants can maintain sufficient attention for more than one hour). In this case, different presentation settings can be combined (e.g. all groups must record the presentation, selected or volunteer groups present live). Restrictions can be imposed upon the presentation, such as format, length, structure, number of presenters, institutional affiliation of the presenters etc. Such restrictions depend on the learning aims and the context of the VCL project. If the case study is structured into milestones and if it can be organised, presentations of interim-results can also be included in the projects. This can help participants to reflect on their work and hence promote both better quality of results and intensify the learning experience. To motivate the participants, it is advisable to make the presentation a part of the project assessment.| ^**Solution** | \\ In order to allow the groups to show the result of their work as well as to offer a comparison between the group outcomes as well as reflection, the VCL project should include a final presentation at the end of the project. The presentation should also provide an opportunity for interaction among the different groups, as well as with the instructor. Possible scenario is a synchronous video conference, where participants and instructors can ask questions or comment the presented work. Other possibility can be recording presentation and offering (or even requiring) comments and discussion (e.g., in a forum). The presentation should be “rich”, meaning that it should focus on capturing the audience to only by presenting information, but also through a suitable format (e.g., live video presentation, recorded multimedia presentations). Depending on the course aims, innovative presentation ideas can be included or be a part of the presentation task. Because the attention span tends to be shorter in virtual communication (video conference, recorded presentation), the presentation should not be too long (max. 10 minutes seem appropriate, pecha-kucha can be an interesting format here). This motivates the participants to focus on the most important part of their outcome. It is important to provide comparable rules for all groups, such as requesting the presentation to be ready by a set deadline, requiring all groups to present live etc. If the VCL projects includes many group (more than 5), live presentation during synchronous meetings may not be possible (it cannot be expected that participants can maintain sufficient attention for more than one hour). In this case, different presentation settings can be combined (e.g. all groups must record the presentation, selected or volunteer groups present live). Restrictions can be imposed upon the presentation, such as format, length, structure, number of presenters, institutional affiliation of the presenters etc. Such restrictions depend on the learning aims and the context of the VCL project. If the case study is structured into milestones and if it can be organised, presentations of interim-results can also be included in the projects. This can help participants to reflect on their work and hence promote both better quality of results and intensify the learning experience. To motivate the participants, it is advisable to make the presentation a part of the project assessment.|
-^**References** |[[:patterns:alignment_and_time_cycle_of_the_vcl:learning_aims_of_a_vcl_project|]] \\  [[:patterns:rating:rating_of_the_team_results|Rating of the Team Result]]|+^**References** |[[patterns:alignment_and_time_cycle_of_the_vcl:learning_objectives_of_a_vcl_project]] \\  [[:patterns:rating:rating_of_the_team_results|Rating of the Team Result]]|
  
  

Page Tools

Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Noncommercial 4.0 International
CC Attribution-Noncommercial 4.0 International Driven by DokuWiki