June 14, 2015
June 14, 2015
June 17, 2015
Continuing Professional Development
26.1780.1 - 26.1780.11
Yes, We Teach Presentations Online and It Works: Methods for Teaching Technical Presentations to Practicing Engineers in an Online Environment We have been teaching technical and engineering communication in a graduate-level online course for over eight years. As part of that work, we advise thestudents (all are practicing engineers) about writing and presenting. In fact, thepresentations element of the course is unilaterally the most lauded element of thatcourse. However, again and again, instructors interested in teaching presentationsonline ask us, “How can you do that? How can presentations be taught online?”Our answer is both a complicated and simple one: you must have the right setup,the right infrastructure, and a thorough understanding of the students’ context andmotivation.Lacking the benefit of being able to constantly model presentation techniques in aface-to-face arena for our students, we engage them through a variety of otherpedagogical methods and teaching strategies. In addition, because we areconstrained by our lack of physical modeling (outside of video, which also has itslimits), we have essentially flipped the presentation classroom to have thestudents do the “real” work of their presentations in their actual engineeringworkplaces. From small practice bits (elevator talks) to long on-site and high-stakes presentations, participants develop deep understandings of audience, level,targets, goals, and topic control. There are many moving parts to consider for suchwork on our part, such as platforms, issues concerning proprietary information,face time, and feedback mechanisms; these we will share and discuss in our paperto help readers consider their own opportunities and limitations with a model suchas ours.There is ample evidence of the success of our model from both student self-reports as well as employer evaluations and feedback. Furthermore, this model isscalable to other graduate technical and professional communication courses. Ourpaper will elaborate on the techniques we have deployed to achieve success inteaching behind a screen and share best practices for others who use presentationsas a means of fostering and evaluating student learning via distributed learningplatforms.
Nicometo, C. G., & Nathans-Kelly, T. M. (2015, June), Yes, We Teach Presentations Online and It Works: Methods for Teaching Technical Presentations to Practicing Engineers in an Online Environment Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25116
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015