Powerpoint Presentations: Clues of Progression
Students’ presentation habits reflected their communication skills. It is by this that instructors diagnosed the students’ weaknesses and strengths. Suffice it is to say, doing powerpoint presentations actually facilitated the evaluation of this important skill.
But what exactly did this presentation exercise exposed for everyone to see? Below may be some of them:
- Left hints of students’ creative ability. Yes, everything is virtually provided by the tool – the template, layout, animation effects, et cetera. However, it takes a great deal of creativity to practically mix texts and images into audience-friendly, attention-grabbing powerpoint presentations.
- Emphasised the ability to relay information to a bigger audience. The usual belief about presentation exercises is that students were made to present to check on their ability to grasp the soul of their designated topic. Yet, in truth, such reception only plays a miniscule part of the whole powerpoint presentations function. The biggest part here is the showcased ability to relay the topic, both via the powerpoint tool and the presentation conduct.
- Effectively illustrated the manner by which students treat information. Presentations crucially indicated students’ treatment of the topic information. For instance, they indicated their own perception of the most relevant information by its mere presence in the presentation. The notch is then set higher when a lot of elaboration took place for that piece of information.
- Indicated the students’ readiness for more challenging exercises. MBA assignments, or dissertations, the list of advanced courseworks were quite long. Moreover, different variables of these courseworks can do wonders to facilitate the varying level and nature of difficulty. A presentation is just one medium for obtaining a go-signal for such advancement. An example of a signal is when students successfully exhibited an advanced and highly profound approach in presenting.
It takes a keen eye to plausibly sight the tell-tale of students’ progression through presentation exercises. This keen eye doesn’t have to be possessed only by an instructor; students, too, must be able to recognise their own progression. Students cannot just be compliant of their instructor’s judgement. They needed real-time assessment of their own skills and use this assessment to compare with the instructor’s.
Indeed, this is the power of the higher education tools of courseworks and exercises. More than providing a means to do accurate benchmarking, tools like presentation activities ensured to address the dynamism of student learning by aptly meeting visual tools with communication.
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