Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education

Ginkel, Stan van; Gulikers, J.T.M.; Biemans, H.J.A.; Mulder, Martin

doi:10.1016/j.edurev.2015.02.002

Cited by 125 publications

(147 citation statements)

References 63 publications

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“…Research has shown that practice and feedback are fundamental aspects for the development and acquisition of public speaking skills (Van Ginkel, Gulikers, Biemans, & Mulder, 2015). However, opportunities to practice and receive feedback are limited, and graduates often lack the skills to speak in public (Chan, 2011) also due to missing experience and practice.…”

Section: Introductionmentioning

confidence: 99%

Presentation Trainer: what experts and computers can tell about your nonverbal communication

Schneider

Börner

Rosmalen

et al. 2017

Computer Assisted Learning

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The ability to present effectively is essential for professionals; therefore oral communication courses have become part of the curricula for higher education studies. However, speaking in public is still a challenge for many graduates. To tackle this problem, driven by the recent advances in computer vision techniques and prosody analysis, multimodal tools have been designed to support the development of public speaking skills. One of these tools is the Presentation Trainer, a research prototype able to provide learners with real-time feedback on a set of nonverbal communication aspects. Despite initial positive evaluations, the application still lacks grounding in a valid assessment model for nonverbal communication aspects in the context of presentations. To come up with such a model, we conducted semi-structured interviews with experts in the public speaking domain. Furthermore, the objective of these interviews was also to have a formative evaluation of the Presentation Trainer, analyzing how it suits with common practices for teaching and learning public speaking skills. The results of this study identify 131 nonverbal communication practices that affect the quality of a presentation, and summarize experts' points of view regarding multimodal public speaker instructors.

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Section: Introductionmentioning

confidence: 99%

Presentation Trainer: what experts and computers can tell about your nonverbal communication

Schneider

Börner

Rosmalen

et al. 2017

Computer Assisted Learning

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“…At the same time there has been an increased use of presentations in Higher Education (HE) [3]. Despite this, it is widely recognised that it is an area in which graduates often have not developed sufficiently [7]. This paper derives from a tension that exists between the expectations of the accountancy profession, which now requires a greater development of generic skills from graduates [8], and an enduring stereotype of the accountant in a profession that has undergone a transformation [9].…”

Section: Introductionmentioning

confidence: 99%

Student Oral Presentations: Developing the Skills and Reducing the Apprehension

Ireland¹

2016

INTED2016 Proceedings

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Student oral presentations: developing the skills and reducing the apprehension Original CitationIreland, Chris (2016) Student oral presentations: developing the skills and reducing the apprehension. In: Proceedings of 10th International Technology, Education and Development Conference Valencia, Spain. 79 March, 2016. IATED (2016). IATED, Valencia, Spain, pp. 1474 1483 This version is available at http://eprints.hud.ac.uk/id/eprint/27264/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or notforprofit purposes without prior permission or charge, provided:• The authors, title and full bibliographic details is credited in any copy;• A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way.For more information, including our policy and submission procedure, please contact the Repository This paper reports on an intervention which seeks to help students develop oral presentation skills and at the same time help apprehensive presenters reduce their fear of delivering oral presentations. The intervention, which takes place with foundation level undergraduate Accounting students, is underpinned by problem-based learning and contributing student pedagogy and focuses on the development of self-efficacy which has been identified to be a key area for the reduction of oral communication apprehension in public speaking contexts [6]. The paper will introduce the concept of communication apprehension in oral presentations and discuss causes and possible interventions. It details the progress that has been made in the study which uses qualitative data in the form of research conversations and student reflections. Such an approach is taken in order to gain insights into the "lived experiences" of students, which has been absent in much of the previous research conducted in the area [5].

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“…The effects of this feedback depend on a variety of variables of the different dimensions the feedback can have [2]. For the particular case of public speaking, feedback is a key aspect for learning and developing the respective skills [3]. The effectiveness of this feedback depends on various variables.…”

Section: Introductionmentioning

confidence: 99%

Can You Help Me with My Pitch? Studying a Tool for Real-Time Automated Feedback

Schneider

Börner

Rosmalen

et al. 2016

IEEE Trans. Learning Technol.

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Abstract-In our pursue to study effective real-time feedback in Technology Enhanced Learning, we developed the Presentation Trainer, a tool designed to support the practice of nonverbal communication skills for public speaking. The tool tracks the user's voice and body to analyze her performance, and selects the type of real-time feedback to be presented. This paper describes an empirical study where we tested the effects of the Presentation Trainer's feedback on learners who used the tool while practicing for an elevator-pitch. Results from this study reveal that the feedback has a significant effect on the learners' motivation, confidence, self-awareness and performance.

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Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education

Cited by 125 publications

References 63 publications

Presentation Trainer: what experts and computers can tell about your nonverbal communication

Presentation Trainer: what experts and computers can tell about your nonverbal communication

Student Oral Presentations: Developing the Skills and Reducing the Apprehension

Can You Help Me with My Pitch? Studying a Tool for Real-Time Automated Feedback

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