Improving ability in presentations through multivoiced mutual reviewing activity: A dialogic approach to persuasive communication
Hideyuki Suzuki, Hideo Funaoi, Faculty of Humanities, Ibaraki University, Japan ; Toshio Mochizuki, Information Science and Technology Center, Kobe University, Japan ; Shiho Yoshino, College of Letters, Ritsumeikan University, Japan ; Hiroshi Kato, National Institute of Multimedia Education, Japan
EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In this paper, a multivoiced view of presentations is proposed. From the multivoiced perspective of the presentation, the process of presentation is viewed as the process of dialogue between the speaker and the audience (both real and imaginary). Based on the multivoiced view of presentations, a “multivoiced mutual reviewing activity” is proposed as a strategy to improve ability in presenting. Multivoiced mutual reviewing is an activity in which learners mutually review their presentations/ideas not from their own viewpoint but from various viewpoints given by the instructor. A comparative study shows that presentations made by learners who went through multivoiced mutual reviewing activity were given a higher score by the evaluators including the instructors of the classes than the learners who did usual mutual reviewing that required them to review from their own viewpoint.
Suzuki, H., Funaoi, H., Mochizuki, T., Yoshino, S. & Kato, H. (2004). Improving ability in presentations through multivoiced mutual reviewing activity: A dialogic approach to persuasive communication. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3203-3208). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)