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Authentic interactive presentations in a graduate education research class
Ayotte, Alison; Duncan, Beth; Fasulo, Jennifer; Hahn, Carri; Hudson, Shae; Hunt, Taylor; Irizarry, Natasha; Masucci, Samantha; Perry, Austin; Schlegel, Timothy; Searle, Tracy; Searles-Fairey, Sheila; Rule, Audrey C.; Segar, Caitlin; Springer, Rebecca; Stilwell, Sabrina; Thibado, Nichole; Walls, Melissa; Wolowik, Heather; Wooding, Aimee
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2006-08
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ayotte_et_al.pdf
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A content analysis of nineteen interactive final presentations by graduate students in an education research class highlights effective models for others wanting to implement authentic learning activities as culminating class presentations. These presentations were categorized into the following six themes of cognitive involvement: simulation, case analysis, inference making, evaluation of ideas, self-evaluation/reflection, and creative thinking. Also analyzed were 1,088 audience comments about the presentations. Simulations were recognized as the most effective format, although other presentation modes also were found engaging. Most enjoyed were game-like presentations and those involving creative synthesis. Presentations based on self-evaluation and reflection were most frequently identified as accessing prior knowledge. Suggestions for improvement of the presentations reflected audience enthusiasm by calling for more details of the proposed research, handouts of information about the topic, more examples, and an extension of the presentation time. Participants also requested more audience participation in some presentations and time to share ideas generated and prior related experiences.