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Authentic interactive presentations in a graduate education research class

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dc.contributor.author Ayotte, Alison
dc.contributor.author Duncan, Beth
dc.contributor.author Fasulo, Jennifer
dc.contributor.author Hahn, Carri
dc.contributor.author Hudson, Shae
dc.contributor.author Hunt, Taylor
dc.contributor.author Irizarry, Natasha
dc.contributor.author Masucci, Samantha
dc.contributor.author Perry, Austin
dc.contributor.author Schlegel, Timothy
dc.contributor.author Searle, Tracy
dc.contributor.author Searles-Fairey, Sheila
dc.contributor.author Rule, Audrey C.
dc.contributor.author Segar, Caitlin
dc.contributor.author Springer, Rebecca
dc.contributor.author Stilwell, Sabrina
dc.contributor.author Thibado, Nichole
dc.contributor.author Walls, Melissa
dc.contributor.author Wolowik, Heather
dc.contributor.author Wooding, Aimee
dc.date.accessioned 2006-09-02T14:24:17Z
dc.date.available 2006-09-02T14:24:17Z
dc.date.issued 2006-08
dc.identifier.issn 1558-7320
dc.identifier.uri http://hdl.handle.net/1951/35265
dc.description.abstract A content analysis of nineteen interactive final presentations by graduate students in an education research class highlights effective models for others wanting to implement authentic learning activities as culminating class presentations. These presentations were categorized into the following six themes of cognitive involvement: simulation, case analysis, inference making, evaluation of ideas, self-evaluation/reflection, and creative thinking. Also analyzed were 1,088 audience comments about the presentations. Simulations were recognized as the most effective format, although other presentation modes also were found engaging. Most enjoyed were game-like presentations and those involving creative synthesis. Presentations based on self-evaluation and reflection were most frequently identified as accessing prior knowledge. Suggestions for improvement of the presentations reflected audience enthusiasm by calling for more details of the proposed research, handouts of information about the topic, more examples, and an extension of the presentation time. Participants also requested more audience participation in some presentations and time to share ideas generated and prior related experiences. en
dc.format.extent 242108 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.relation.ispartofseries Journal of Authentic Learning en
dc.relation.ispartofseries vol. 3, no. 1 en
dc.subject education research en
dc.subject research presentations en
dc.subject cognitive involvement en
dc.title Authentic interactive presentations in a graduate education research class en
dc.type Article en


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