Developing Oral Presentation Competence in Professional Contexts: A Design-Based Collaborative Approach

Abstract

<p>The need to develop oral presentation skills with reference to students’ specialized professional contexts has been well-recognised. Attempts have also been made to develop collaboration between engineering faculty and language teaching professionals. In this paper, we describe an experiment where students were given an opportunity to demonstrate their technical know-ho and integrate it with oral presentation skills. The paper discusses specifics of collaboration between the engineering faculty and the language teachers. Specifications for development of a transparent assessment framework have also been elaborated. It is concluded that such design-based approach is more likely to develop skills required of students to perform in competitive communicative environments.</p><p> </p>

Digital rubric-based assessment of oral presentation competence with technological resources for preservice teachers

“…The expansion of learning for undergraduates has generated studies of continuous and progressive assessment with digital rubrics in engineering, medicine, ESTUDIOS SOBRE EDUCACIÓN / 2022 anthropology, education, and mathematics (among other subjects) (Cebrián-dela-Serna and Bergman 2014; Crawford et al, 2020;Haanstad, 2020;Houston and Thompson, 2017;Zheng et al, 2019). Such assessment is especially important in the preservice training of preservice teachers, due to the profession's exercise of the double role of assessor and assessed and their evolution (Pathak and Le Vasan, 2015), as well as the importance of oral presentation competence (Mulder, 2014;Pathak and Le Vasan, 2015;. The digital rubric has a specifi c methodology for competence-based assessment and is a tool for such assessment that facilitates the feedback process and dialogue on the assessment criteria, converts continuous assessment into formative (Houston and Thompson, 2017;Nordrum et al, 2013).…”

“…Digital rubrics are used to assess oral presentation competence in numerous fi elds -engineering, the sciences, conservation-restoration and design, among others (Delgado and Fonseca-Mora, 2010;Menéndez-Varela and Gregori-Giralt, 2016;Pathak and Le Vasan, 2015). It is important that students provide feedback information with the rubric -not just scores but also comments.…”

The Use of Educational Research Findings to Develop Engineering Students’ Workplace Communication Skills

“…Another related study that could be consulted by English language lecturers used design-based collaborative approach to develop oral presentation skills among engineering students in Brunei [24]. In the study, lecturers from both engineering and English language departments collaborated and developed an instructional project aimed at developing engineering students' oral presentation skills using engineering content.…”

“…The research outlined a detailed four week instructional activities integrating various multimodal resources like the interactive website, You-tube videos, smart-phones for video-recording, DSLR cameras and Powerpoint. Besides introducing new teaching and learning methods to improve engineering students' communication skills, this educational research article also highlights the use of various multimodal tools to provide the kind of learning that syncs with the current digital world.Another related study that could be consulted by English language lecturers used design-based collaborative approach to develop oral presentation skills among engineering students in Brunei [24]. In the study, lecturers from both engineering and English language departments collaborated and developed an instructional project aimed at developing engineering students' oral presentation skills using engineering content.…”

Does video feedback & peer observation offer a valid method of reinforcing oral presentation training for undergraduate biochemists?

“…Here, students present on a topic familiar to the assessors who are then able to grade an individual on technical and 'conveyance' fluidity. As in other technical disciplines, such as engineering (Pathak & Le Vasna, 2015), presentations in Life Science disciplines are (ideally!) ordered, efficient communiqués of information where the presenter effectively utilises a mix of verbal and visual cues to inform the audience on a chosen topic.…”