Friday, 27 June 2014
What Aristotle and Joshua Bell can teach us about persuasion - Conor Neill
Watch the video and comment it.
Friday, 20 June 2014
ORAL COMUNICATION II: Welcome to our forums . Here you will be able to s...
Employability
and Oral Communication
and Oral Communication
Read
the following points of views presented by college students about employability
and oral communication and then type out yours.
the following points of views presented by college students about employability
and oral communication and then type out yours.
Issue 1: Confidence
It is, perhaps, too easy to
dismiss being nervous when speaking in front of a group as inherent in most
students, but it seems to point to an important underlying issue, namely
confidence.
dismiss being nervous when speaking in front of a group as inherent in most
students, but it seems to point to an important underlying issue, namely
confidence.
Given that most university Learning and Teaching Strategies cite giving graduates confidence, and
among employers the confidence of an applicant is frequently listed as a
requisite to successful job hunting, evidence that over one half of the
quantitative sample group finds a ten minute presentation challenging must give
rise to concerns over students’ confidence in this skill area.
among employers the confidence of an applicant is frequently listed as a
requisite to successful job hunting, evidence that over one half of the
quantitative sample group finds a ten minute presentation challenging must give
rise to concerns over students’ confidence in this skill area.
The qualitative study also
revealed the devastating impact that seemingly trivial ‘nerves’ relating to
oral communication can have on a student’s academic performance:
revealed the devastating impact that seemingly trivial ‘nerves’ relating to
oral communication can have on a student’s academic performance:
I’m really bad at presentations,
I used to be ok, but last year something snapped and then I had a complete
panic attack and now I’m absolutely petrified of them. I think I’ll just have
to keep doing them, but every time I do them, it gets worse…it doesn’t worry me
in terms of getting a job, but I’m really worried about what will happen once
I’m there. [3rd Year Student]
I used to be ok, but last year something snapped and then I had a complete
panic attack and now I’m absolutely petrified of them. I think I’ll just have
to keep doing them, but every time I do them, it gets worse…it doesn’t worry me
in terms of getting a job, but I’m really worried about what will happen once
I’m there. [3rd Year Student]
The qualitative depth research
found that some students will base their choice of academic modules on the oral
communication requirements:
found that some students will base their choice of academic modules on the oral
communication requirements:
I’m not very good at oral
communications – doing presentations and stuff. I am a bit wary of it, so I
opted for modules where you do less of it. I’ve only given one presentation
this year... I haven’t chosen to do modules where I have to do a lot of oral communication
because I don’t want to be assessed on them because it will bring down my
grades…I just get nervous, and I go red very easily. That completely puts me
off… [2nd year Student]
communications – doing presentations and stuff. I am a bit wary of it, so I
opted for modules where you do less of it. I’ve only given one presentation
this year... I haven’t chosen to do modules where I have to do a lot of oral communication
because I don’t want to be assessed on them because it will bring down my
grades…I just get nervous, and I go red very easily. That completely puts me
off… [2nd year Student]
Issue 2: Technical Aspects
Other sub-skills, tied in to oral
communication, which students found particularly challenging were related to
the technical aspects of giving an oral presentation. Students cited concerns
over ‘remembering what I want to say’ ‘speaking clearly and audibly’ and
managing my notes and speaking at the same time’; Students with Dyslexia found
the latter skills particularly difficult.
communication, which students found particularly challenging were related to
the technical aspects of giving an oral presentation. Students cited concerns
over ‘remembering what I want to say’ ‘speaking clearly and audibly’ and
managing my notes and speaking at the same time’; Students with Dyslexia found
the latter skills particularly difficult.
Issue 3: Skills Perceptions
More general academic skills,
some of which were raised in the responses to written communication in the
quantitative survey, are also of concern here. A significant (13%) number of
students found ‘articulating my ideas coherently’ and ‘evaluating the strengths
and weakness of my presentation’ highly challenging. Similarly, some aspects of
oral communication that staff suggested were problematic for many students,
such as ‘dividing
presentations into convenient sections’ and ‘summing up presentations’,
are not perceived as such by the students in the quantitative survey sample. As
with writing skills, this may point to more fundamental concerns, namely that
these skills simply do not register with students as important, or are
perceived as irrelevant, and therefore have been recorded as not challenging in
this survey.
some of which were raised in the responses to written communication in the
quantitative survey, are also of concern here. A significant (13%) number of
students found ‘articulating my ideas coherently’ and ‘evaluating the strengths
and weakness of my presentation’ highly challenging. Similarly, some aspects of
oral communication that staff suggested were problematic for many students,
such as ‘dividing
presentations into convenient sections’ and ‘summing up presentations’,
are not perceived as such by the students in the quantitative survey sample. As
with writing skills, this may point to more fundamental concerns, namely that
these skills simply do not register with students as important, or are
perceived as irrelevant, and therefore have been recorded as not challenging in
this survey.
Issue 4: Seminars and Tutorials
Most students associate oral
communication with presentations to groups, as a major preoccupation and source
of anxiety. However of number of students also highlighted the difficulty of
talking in other academic contexts such as seminars and tutorials, which were
not always found to be managed effectively:
communication with presentations to groups, as a major preoccupation and source
of anxiety. However of number of students also highlighted the difficulty of
talking in other academic contexts such as seminars and tutorials, which were
not always found to be managed effectively:
Also, you have to talk in
seminars, but it tends to be the same people doing all the talking all the
time. Sometimes the facilitator will pick on individuals to take part, but
others just let the ones who usually talk get on with it… [1st Year Law Student]
seminars, but it tends to be the same people doing all the talking all the
time. Sometimes the facilitator will pick on individuals to take part, but
others just let the ones who usually talk get on with it… [1st Year Law Student]
This approach can be particularly
problematic for students with disabilities in the light of feedback from
Dyslexic and hearing impaired students who reported some additional
difficulties in oral communication in group situations. Ensuring that all
participants are given the opportunity and encouragement to contribute to oral
discussions should be a key role of the facilitator.
problematic for students with disabilities in the light of feedback from
Dyslexic and hearing impaired students who reported some additional
difficulties in oral communication in group situations. Ensuring that all
participants are given the opportunity and encouragement to contribute to oral
discussions should be a key role of the facilitator.
Issue 5: Feedback and Assessment
The issue of feedback and
assessment of oral presentations was also raised by a large proportion of
students. From the qualitative depth research, students stated that they felt
they did not receive adequate feedback from their lecturers. However, this may
be an issue of how feedback is delivered: oral presentations do not leave a
physical record in the way that written work does; it is possible that verbal
feedback is not always recalled by a student who is likely to be in a nervous
state.
assessment of oral presentations was also raised by a large proportion of
students. From the qualitative depth research, students stated that they felt
they did not receive adequate feedback from their lecturers. However, this may
be an issue of how feedback is delivered: oral presentations do not leave a
physical record in the way that written work does; it is possible that verbal
feedback is not always recalled by a student who is likely to be in a nervous
state.
We don’t tend to get any feedback
when it comes to presentations…[2nd year student]
when it comes to presentations…[2nd year student]
This area needs further
investigation. It may be that students cannot always see the differentiation
between training, practice and formal presentations where assessment models may
be different.
investigation. It may be that students cannot always see the differentiation
between training, practice and formal presentations where assessment models may
be different.
Issue 6: IT and Oral Communication
Many students made the connection
between facility with software applications for presentations (e.g. PowerPoint)
and proficiency in oral communication:
between facility with software applications for presentations (e.g. PowerPoint)
and proficiency in oral communication:
As a mature student I have had
limited experience with using computer software for presentations. More help at
undergrad. level to learn and master these resources would have been helpful… [3rd Year Student]
limited experience with using computer software for presentations. More help at
undergrad. level to learn and master these resources would have been helpful… [3rd Year Student]
We have had to do a lot of
presentations that were really useful and using PowerPoint. PowerPoint is just the most
fantastic tool, it suddenly made giving presentations so much easier – it helps
so much, not just in presentation, but in organising your thoughts and having a
focus for when you are actually talking... [Postgraduate student]
presentations that were really useful and using PowerPoint. PowerPoint is just the most
fantastic tool, it suddenly made giving presentations so much easier – it helps
so much, not just in presentation, but in organising your thoughts and having a
focus for when you are actually talking... [Postgraduate student]
As PowerPoint is used more
frequently in schools, many undergraduates are likely to start their University
courses with a good level of proficiency in presentation software. However, mature students may require additional support.
frequently in schools, many undergraduates are likely to start their University
courses with a good level of proficiency in presentation software. However, mature students may require additional support.
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