BA in Education, Culture and Childhood: Module EDU111 Making Sense of Education: Facts, Fiction and Data Assignment Part – Presentation

 

BA in Education, Culture and Childhood: Module EDU111

Making Sense of Education: Facts, Fiction and Data

Assignment Part – Presentation

The assessment task for EDU111 is to develop a persuasive argument using some of the techniques we have explored on the course related to an Education-related topic of your choice. A few suggestions for topics are provided at the end of this document.

Task criteria:

  • Your argument will be presented as a set of PowerPoint slides with pre-recorded audio narration up to five minutes duration in total.
  • Presentations can be submitted as a PowerPoint (.ppt or .pptx) file with embedded audio, or using the university Kaltura system (instructions at the end of this document).
  • You must present a strong, persuasive and possibly biased ‘for’ or ‘against’ argument, supported by ‘evidence’ of your choosing.
  • You should begin with a short description or definition of your topic before moving into the argument itself (no more than 1 minute).
  • The central theme of your presentation should be a clearly directed, strong ‘for’ or ‘against’ argument (approximately 3 minutes). You can declare whether or not you really agree or disagree with the points you have made at the end of your presentation!
  • As part of your argument, you must make some reference to qualitative and quantitative sources of evidence:
    • Quantitative ‘evidence’ can be anything from a single headline statistic, to more substantial discussion of quantitative research studies.
    • Similarly, qualitative ‘evidence’ can be ‘texts’ of any type (quotes of interest, diagrams, examples of learning activities etc.) but be aware that you only have a limited amount of time to present – think practically!
    • Note also that you must only draw on published sources for your presentation (e.g. STARPlus, Google Scholar along with publicly available resources etc.) – you must not collect any empirical materials for this assessment task.
  • You should use some of the persuasive techniques that we have discussed in the first half of the course such as appealing to the audience’s sensibilities, identifying/citing authoritative voices, using emotive and engaging language.
  • Remember: you should not seek to shock the audience or to be deliberately offensive or controversial. If you have any concerns about this, please discuss your ideas as part of the pre-presentation workshop and with the colleagues in your group prior to the formative, peerpresentation activity (see next page).
  • You should conclude your presentation (approximately 1 minute) with brief, reflective commentary, explaining how you approached the development of your argument in-line with the criteria above. For example, which sorts of persuasive techniques did you choose to employ, and/or how did you select and use your supporting sources of evidence.

Supporting formative exercise:

You will have the opportunity to present a draft of your argument to a small group (between approximately five to seven students) leading to a short discussion and feedback.

The draft presentation sessions are intended to be relatively informal, and a chance for you to discuss an issue of interest with your peers. Together, you are expected to manage the presentations in a collaborative, collegial and supportive manner.

Please sign up for a presentation time-slot using the google document link on the Blackboard page. Contact us if you have any difficulties accessing the document. You will notice that at least 15 minutes has been allocated to each time-slot to allow students to discuss, debate and reflect on the arguments presented.

All students are expected to attend both of the draft peer-presentation sessions (unless following authorised absence procedures and informing the module tutor) whether you are acting as an audience member or presenting your own work. In the second of the presentation sessions, we will evaluate the process and feed these ideas forward to refine your final, pre-recorded presentation ready for submission.

 

Further suggestions, optional elements:

  • You can use any or all of the persuasive techniques we have discussed so far, but it is important that you select approaches that you feel comfortable with, and that fit with the topic you have decided to discuss. These include the following: o Claiming evidence to be authentic, scientific, accurate, credible o Asserting particular sources as authoritative or otherwise ‘important’ o Appeals to decency, morality, ethics o Positioning individuals or groups as adversaries or comrades o The use of evocative language, narratives, imagery, metaphor o Using ‘theoretical’ models or structures to ‘explain’ a situation oDeliberate obfuscation of weaknesses in the evidence provided
  • You may wish to use visual aids of some sort for your presentation, this may be a set of slides including text and clipart as preferred.
  • For the draft, peer-review session, you may wish to prepare questions for your audience to consider, specific areas you would like feedback on etc.

Structure and criteria for draft peer-feedback:

At the conclusion of the presentation, the audience should then ask one or two further questions of the presenter. This may be:

  • Clarification on ideas raised in the presentation
  • The presenter’s thoughts on other contexts or topics related to the presentation

Remember: you should not interrogate or criticise the presenter, the aim here is to instead show an interest in the content discussed, and to allow the presenter some space to engage in a short dialogue with the audience.

The audience will then complete short, anonymous feedback forms (provided) which will be returned directly to the presenting students for evaluation purposes. 

The feedback form consists of three parts:

1)     A short comment on an aspect of the presentation you enjoyed

2)     Notes on the persuasive techniques employed by the presenter

3)     Any other comments/feedback

Example feedback form/prompts

 

 

Format for the draft presentation days:

Details regarding session format (e.g. online, lecture theatre etc.) will be provided in due course. Audience-members should only speak or ask questions if this has been requested by the presenter. Remember: as a group, you are expected to manage the presentations in a collaborative, collegial and supportive manner.

  1. I will introduce the session and tell you when to begin
  2. One member of the audience should time the presentation and offer a warning when the presenter reaches the five minute “limit” (though it is acceptable to run over slightly for this peer-review session)
  3. If the presenter is still speaking after ten minutes, then politely indicate that the presenter should bring their talk to a close
  4. The group then has five minutes to discuss the presentation using the prompts provided. Each student in the audience should then provide some feedback comments using the template documents provided (electronically or in-person as procedures and circumstances allow)

 

Presentation Recording Option 1 (Recommended) – PowerPoint Narration

Presentations can be recorded using the tool built into Microsoft Office – freely available for students from https://www.sheffield.ac.uk/itservices/software/office365

Use the Slideshow Tab, and the “Record Slide Show” button to begin a recording (screenshot below):

 

Clicking the “Record from Beginning” button will take you to the screen below. Press the record button to begin, and the arrows at either side of the screen to move between slides.

Press stop once you have completed your recording.

 

It is recommended that you turn off your webcam to reduce the file-size of your presentation. Further information on recording using PowerPoint can be found here:

https://support.office.com/engb/article/recordaslideshowwithnarrationandslidetimings0b9502c65f6c40aeb1e7e47d8741161c

You can listen to your presentation using the “Slide Show” tab at the top of the main PowerPoint window, or the shortcut button in the bottom-right of the window:

or                                                                                       

 

Presentation Recording Option 2 – Kaltura: https://www.sheffield.ac.uk/apse/digital/media/students This is a recording system built into Blackboard and may be useful for students who are unable to access PowerPoint or have any other difficulties recording the presentation. Kaltura can record your screen and Powerpoint slides along with audio and (optional) video from your webcam or similar. See the link above and also here: https://www.sheffield.ac.uk/apse/digital/media for advice on how to use Kaltura.

 

Presentation Recording Option 3 (NOT recommended) – Separate audio and slides

If you have any difficulties with either of the above approaches, then you may submit an audio-recording file (*.mp3 or *.wav format) AND your slides in Powerpoint format to the Blackboard submission point. If you choose to do this, ensure that you clearly state when you move from one slide to the next.

 

 

Suggested topics for presentation

You can develop a presentation around any topic of your choice. However, you should not seek to explore topics that are intentionally controversial or otherwise provocative to avoid detracting from the central aims of the assessed task: developing a persuasive argument and drawing together supporting evidence of a qualitative and quantitative nature. If you are unsure about your choice of topic, please feel free to discuss your ideas in the mid-semester workshop session where we can provide further advice.

Examples of suitable topics for presentation include the following.

  • Should everyone be encouraged to learn a second language?
  • Why is it important to teach “critical thinking” skills?
  • Why is it important to teach “creativity” skills?
  • How should we assess learning at undergraduate level? Exams or coursework?
  • The benefits of comment-only marking
  • Attainment-based setting vs. mixed-ability grouping in education
  • Should PISA (Programme for International Student Assessment) tests be used to judge and compare education systems internationally?
  • Is IELTS (International English Language Testing System) a valid and reliable measure of English literacy for academic purposes?
  • Should Arts and Humanities subjects receive the same level of funding as the STEM (Science, Technology, Engineering and Mathematics)?
  • What should the “core” subjects of a National Curriculum include (e.g. Maths, Science, English…)?
  • Is a standardised “national curriculum” a good idea?