scholarly journals Asynchronous Delivery of a 400 Level, Partially Peer-Graded, Oral Presentation and Discussion Course in Systems Neuroscience for 60 Students during the COVID-19 Pandemic

2021 ◽  
Vol 11 (6) ◽  
pp. 693
Author(s):  
Jack Moffat ◽  
Charlotte Copas ◽  
Kate Wood ◽  
J. David Spafford
Keyword(s):  
Oral Presentation ◽  
Live Performance ◽  
Major Drawback ◽  
Virtual Classrooms ◽  
Systems Neuroscience ◽  
Future Version ◽  
Peer Engagement ◽  
Oral Presentations ◽  
Video Format

A 400-level undergraduate oral presentation and discussion course in Systems Neuroscience was delivered asynchronously online during the COVID-19 pandemic. Enrolled students banked their narrated oral presentations in video format online then engaged in peer evaluation in virtual classrooms through the course website. Student delivered their oral presentation and responded to peer questions at their leisure and convenience, without the stress and anxiety associated with a “live” performance delivery in front of their peers. A remote and asynchronously delivered course facilitated much more peer contact than “live” versions of the course, which included a total of 62 uploaded presentations, 301 video responses uploaded to 1985 questions posed by peers, a total of 1159 feedback questionnaires submitted, 1066 rankings submitted of viewed oral presentations, and 1091 scores submitted evaluating the quality of questions posed by reviewers of oral presentations. A major drawback in the remote, asynchronous deliver was the enormity of peer engagement through the course website portal, which was mostly blind to the instructor because of the inability to effectively cross-index data linked between the student entries in the LEARN course website and the uploaded videos stored within BONGO Video Assignment tool. Nonetheless, a consistent engagement of students, and the positive feedback from enrolled students, indicate that a future version of this oral/written discussion course will be delivered, in part, remotely and asynchronously, even without a mandated delivery of the course by a remote and asynchronous method due to the COVID-19 pandemic restrictions in 2020–2021.

Toward Eloquentia Perfecta in the History and Systems Course

1994 ◽  
Vol 21 (2) ◽  
pp. 91-93 ◽  
Author(s):  
C. James Goodwin
Keyword(s):  
Oral Presentation ◽  
Peer Feedback ◽  
Course Content ◽  
Oral Presentations

A technique for improving the quality of student oral presentations is described. Throughout the semester, students in my History and Systems course delivered minilectures covering specific course content. Peers evaluated their lectures, and students were tested on minilecture information. In a replication, the lectures were videotaped. Lecturers also wrote a paper that elaborated the content of their talks and self-evaluated their performance based on peer feedback and (in the replication) the videotape. The result was a distinct improvement over the typical oral presentation assignment.

scholarly journals Solutions to Overcome Korean Students’ Underperformance at Oral Presentation Tasks: Practical Tips for Hungarian Tertiary Settings

Porta Lingua ◽  
2020 ◽  
pp. 19-27
Author(s):  
Mátyás Bánhegyi ◽  
Judit Nagy
Keyword(s):  
Literature Review ◽  
Oral Presentation ◽  
Qualitative Case Study ◽  
Tertiary Level ◽  
Korean Students ◽  
Oral Presentations

Delivering oral presentations is a requirement in all academic programmes including studies in foreign educational contexts. Concerning American tertiary settings, Korean scholars identified numerous factors impacting the quality of Korean students’ oral presentations. Based on the results of a previous qualitative case study conducted in Hungary, this paper identifies nine problematic areas in which Korean students experience difficulties in Hungarian tertiary settings. Four out of these nine areas have been selected for discussion in the present paper. Based on a practice-oriented literature review, this study outlines solutions, and also describes the authors’ recommendations, to effectively combat these problems. The authors’ concepts are made complete by the inclusion of author-designed worksheets and explanations concerning their use. It is envisaged that these proposed solutions and their discussion will contribute to developing Korean students’ oral presentation skills in Hungarian tertiary-level educational contexts and will also benefit educators preparing other students for oral presentations.

scholarly journals Selected Abstracts from the Society for Acute Medicine Spring Meeting

2010 ◽  
Vol 9 (2) ◽  
pp. 102-105
Keyword(s):  
Oral Presentation ◽  
Acute Medicine ◽  
Spring Meeting ◽  
Oral Presentations

The quality of abstract submissions for the Society for Acute Medicine meetings has continued to rise over recent years; 4 abstracts were selected for oral presentation at the Spring meeting this year, and 53 posters were displayed in the conference venue. The abstracts from the oral presentations and the two prizewinning posters are published below. In addition we have included the abstract from the prize-winning poster by Dr Phil Jacobs, presented at the Autumn 2009 meeting; an incorrect version of this abstract was published in an earlier edition of this journal.

Incorporating Drama into EFL Oral Presentations

2016 ◽  
Vol 5 (1) ◽  
pp. 23-37
Author(s):  
James Carpenter
Keyword(s):  
Foreign Language ◽  
Oral Presentation ◽  
Project Based Learning ◽  
Short Survey ◽  
Oral Presentations

Oral presentations are common in many English as a foreign language (EFL) classes. Because oral presentations entail multiple steps, they are ideal for project-based learning courses. Yet, it can be challenging for students to meaningfully collaborate on oral presentation projects using English. The use of drama in oral presentations allows students to explore more complex topics without being overwhelmed. A short survey of the literature related to oral presentations and project-based learning in EFL is presented in this article. Then, the basic discourse for oral presentations in English is discussed, followed by an expanded discussion about how drama can simplify this discourse for students. Finally, two examples of student presentations are presented.

scholarly journals Teachers’ oral presentation from students’ perspective

2013 ◽  
Vol 45 (2) ◽  
pp. 363-380
Author(s):  
Vera Radovic
Keyword(s):  
Oral Presentation ◽  
Teaching Method ◽  
The Other ◽  
Primary School Students ◽  
School Students ◽  
Negative Comments ◽  
Methodological Aspects ◽  
Oral Presentations ◽  
The Given ◽  
Teaching Element

The paper presents the results of a study of the opinion of fourth- and eighth-grade primary school students (N=880) on the characteristics of teachers? oral presentation. The main goal is to take into account students? opinion in the new didactic grounding of the monologue teaching method. This implies appreciation of the proven values of applying the monologue method in teaching and its adaptation to suit the needs of modern teaching, first of all, the needs of students. In this context, we think that the perception of the monologue method from students? perspective is very significant in assessing the limitations and the possibilities of its application incurrent conditions. Students described the characteristics of teachers? oral presentation that they liked best and least and provided suggestions on methods of enhancing the oral presentation of teachers. Students gave the most positive assessments to oral presentations that were clear from the linguistic, logical and the didactic and methodological aspects. On the other hand, the majority of students? negative comments were related to inadequate behavior of some teachers as speakers and to ?incomprehensible oral presentation?. The results show that students gave very clear and specific statements on the positive and negative characteristics of teachers? oral presentation, which, in the given didactic context, can be very indicative for the enhancement of this teaching element both for teachers and the didactic experts.

scholarly journals Selective CNS Targeting and Distribution with a Refined Region-Specific Intranasal Delivery Technique via the Olfactory Mucosa

Pharmaceutics ◽  
2021 ◽  
Vol 13 (11) ◽  
pp. 1904
Author(s):  
Frank Maigler ◽  
Simone Ladel ◽  
Johannes Flamm ◽  
Stella Gänger ◽  
Barbara Kurpiers ◽  
...  
Keyword(s):  
Olfactory Mucosa ◽  
Brain Targeting ◽  
Olfactory Pathway ◽  
Delivery Methods ◽  
Major Drawback ◽  
Delivery Technique ◽  
Clinical Potential ◽  
Refined Technique ◽  
Murine Igg1

Intranasal drug delivery is a promising approach for the delivery of drugs to the CNS, but too heterogenous, unprecise delivery methods without standardization decrease the quality of many studies in rodents. Thus, the lack of a precise and region-specific application technique for mice is a major drawback. In this study, a previously developed catheter-based refined technique was validated against the conventional pipette-based method and used to specifically reach the olfactory or the respiratory nasal regions. This study successfully demonstrated region-specific administration at the olfactory mucosa resulting in over 20% of the administered fluorescein dose in the olfactory bulbs, and no peripheral bioactivity of insulin detemir and Fc-dependent uptake of two murine IgG1 (11C7 and P3X) along the olfactory pathway to cortex and hippocampus. An scFv of 11C7 showed hardly any uptake to the CNS. Elimination was dependent on the presence of the IgG’s antigen. In summary, it was successfully demonstrated that region-specific intranasal administration via the olfactory region resulted in improved brain targeting and reduced peripheral targeting in mice. The data are discussed with regard to their clinical potential.

Engineering Students' Communication Apprehension and Competence in Technical Oral Presentations

2016 ◽  
pp. 371-383 ◽  
Author(s):  
Noor Raha Mohd Radzuan ◽  
Sarjit Kaur
Keyword(s):  
Oral Presentation ◽  
Teaching And Learning ◽  
English Language ◽  
Engineering Students ◽  
Communication Apprehension ◽  
Undergraduate Research ◽  
Communication Competence ◽  
Public Speaking Anxiety ◽  
Speaking Anxiety ◽  
Oral Presentations

The demand for 21st century engineering graduates to be communicatively competent, particularly in English language, is increasing. Effective communication skills are one of the main competencies listed by the Malaysian Engineering Accreditation Council Policy with the expectation that all Malaysian engineering graduates will master it upon graduation. This involves skills in presenting information to technical and non technical audience through oral presentations. This chapter aims to examine engineering students' communication competence and their level of apprehension in delivering a technical oral presentation. Questionnaires, adapted from McCroskey's (1988) Self-Perceived Communication Competence and Richmond & McCroskey's (1988) Personal Report of Public Speaking Anxiety, were distributed to 193 final year Universiti Malaysia Pahang engineering students who were preparing for their Undergraduate Research presentation. The results of the study have direct and indirect implications to the teaching and learning of oral presentation skills among engineering undergraduates.

Reflections of Faculty Teaching Online During the COVID-19 Pandemic

2021 ◽  
pp. 43-76
Author(s):  
Devi Akella ◽  
Krishna Priya Rolla ◽  
L. Shashikumar Sharma
Keyword(s):  
Teaching And Learning ◽  
Real Life ◽  
Faculty Members ◽  
Educational Services ◽  
Virtual Classrooms ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Technological Tools ◽  
Online Educators

To survive the onslaught of coronavirus pandemic all higher education institutions (HEI)s worldwide had to move their educational services to either a hybrid modality or a completely online platform. This shift in teaching modalities, placed the faculty members under a relentless pressure to adopt and adapt, to transform themselves into proficient online educators. How did this process of adjustment take place? How did the faculty members acclimatize to their new virtual classrooms? What dilemmas and choices were faced by the faculty members? are questions lacking empirical insights. Yet if this lacuna were overcome, it would provide “real life” insights pertaining to LMS systems, technological tools and apps, and psychological and social isolations which could impede the quality of teaching and learning. This chapter integrates autoethnographic narratives of three faculty members to “recreate the new normal” for HEIs worldwide.

scholarly journals Reducing Ensembles of Protein Tertiary Structures Generated De Novo via Clustering

Molecules ◽  
2020 ◽  
Vol 25 (9) ◽  
pp. 2228
Author(s):  
Ahmed Bin Zaman ◽  
Parastoo Kamranfar ◽  
Carlotta Domeniconi ◽  
Amarda Shehu
Keyword(s):  
Protein Structure ◽  
Structure Prediction ◽  
De Novo ◽  
Source Code ◽  
Protein Molecule ◽  
Biologically Active ◽  
Major Drawback ◽  
Tertiary Structures ◽  
Active Structure

Controlling the quality of tertiary structures computed for a protein molecule remains a central challenge in de-novo protein structure prediction. The rule of thumb is to generate as many structures as can be afforded, effectively acknowledging that having more structures increases the likelihood that some will reside near the sought biologically-active structure. A major drawback with this approach is that computing a large number of structures imposes time and space costs. In this paper, we propose a novel clustering-based approach which we demonstrate to significantly reduce an ensemble of generated structures without sacrificing quality. Evaluations are related on both benchmark and CASP target proteins. Structure ensembles subjected to the proposed approach and the source code of the proposed approach are publicly-available at the links provided in Section 1.

Observed quality of classroom peer engagement in a sample of preschoolers displaying disruptive behaviors

2019 ◽  
Vol 47 ◽  
pp. 206-217 ◽  
Author(s):  
Michelle L. Yoder ◽  
Amanda P. Williford ◽  
Virginia E. Vitiello
Keyword(s):  
Disruptive Behaviors ◽  
Peer Engagement
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