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dc.contributor.authorAyotte, Alison
dc.contributor.authorDuncan, Beth
dc.contributor.authorFasulo, Jennifer
dc.contributor.authorHahn, Carri
dc.contributor.authorHudson, Shae
dc.contributor.authorHunt, Taylor
dc.contributor.authorIrizarry, Natasha
dc.contributor.authorMasucci, Samantha
dc.contributor.authorPerry, Austin
dc.contributor.authorSchlegel, Timothy
dc.contributor.authorSearle, Tracy
dc.contributor.authorSearles-Fairey, Sheila
dc.contributor.authorRule, Audrey C.
dc.contributor.authorSegar, Caitlin
dc.contributor.authorSpringer, Rebecca
dc.contributor.authorStilwell, Sabrina
dc.contributor.authorThibado, Nichole
dc.contributor.authorWalls, Melissa
dc.contributor.authorWolowik, Heather
dc.contributor.authorWooding, Aimee
dc.date.accessioned2006-09-02T14:24:17Z
dc.date.accessioned2022-08-12T09:45:54Z
dc.date.available2006-09-02T14:24:17Z
dc.date.available2022-08-12T09:45:54Z
dc.date.issued2006-08
dc.identifier.issn1558-7320
dc.identifier.urihttp://hdl.handle.net/1951/35265
dc.identifier.urihttp://hdl.handle.net/20.500.12648/7422
dc.description.abstractA 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.en
dc.format.extent242108 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.relation.ispartofseriesJournal of Authentic Learningen
dc.relation.ispartofseriesvol. 3, no. 1en
dc.subjecteducation researchen
dc.subjectresearch presentationsen
dc.subjectcognitive involvementen
dc.titleAuthentic interactive presentations in a graduate education research classen
dc.typeArticleen
refterms.dateFOA2022-08-12T09:45:54Z


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