public speakingÑonline › ...y the presentation secrets of steve jobs: how to be in - sanely great...

COURSE INFORMATION

Catalog Course Code: SPC 1606

Three-Letter Course Abbreviation: PSP-O

COURSE DESCRIPTION

The Public Speaking Course is designed to train students in understanding and implementing oral communication skills. Learning is centered on student participation in a variety of speaking/listening situations, which are designed to increase the understanding of the interpersonal nature of all speech communication. Students study and participate in the cre-ation and delivery of at least three types of speeches. Target audience identification, surveys, body language, effective speaking techniques, and pre-speech planning are investi-gated and used to create speeches.

COURSE MATERIALS�y Speak Up! An Illustrated Guide to Public Speaking,

Douglas M. Fraleigh, Joseph S. Tuman, and Peter Arkle, Bedford/St. Martin’s

�y MacBook Pro: Photo Booth; Keynote or PowerPoint; iMovie; GoToTraining, GoToMeeting, and QuickTime

�y Internet access: Google Hangouts; YouTube, Viddler, or Vimeo

COURSE OBJECTIVES

Students will accomplish these course objectives by com-pleting the milestones specified:

�y Explore the importance of both classical and modern public speaking and presentation

�y Develop strategies for planning and preparing presentations

�y Research, identify audience needs, brainstorm, out-line, and organize a clear message

�y Work to overcome speech anxiety

�y Practice and rehearse presentation delivery

�y Create well-organized, audience-centered, engaging content

�y Weave storytelling and factual evidence together in a meaningful way

�y Integrate research in APA format

�y Deliver a presentation naturally and authentically using an outline as opposed to reading from a script

�y Establish and develop a human connection with an audience

�y Build slides that support speech content using universal principles of visual communication

�y Comply with US copyright law and the Full Sail Uni-versity academic integrity policy when searching for and using images, fonts, and multimedia in Keynote or PowerPoint

�y Participate as an active audience member during synchro-nous and asynchronous speaking situations

�y Utilize constructive criticism as a part of audience responsibility

�y Establish a foundation for continued growth in the area of public speaking through personal awareness and obser-vation of the surrounding world

COURSE OUTCOMESBy the end of this course, students will be able to:

�y Develop and deliver an audience-centered presentation with or without slides

�y Overcome presentation anxiety to deliver a successful, engaging speech in both in-person and online speaking situations

�y Understand the role of the audience by providing con-structive feedback and developing self-awareness as an audience member

DEGREE CONNECTIONPublic Speaking is a General Education course designed to introduce students to effective public speaking and pre-sentation skills. Students will practice public speaking skills throughout their chosen degree programs during class presentation projects. After completing Public Speaking, stu-dents will continue on in their degree program with a better understanding of how to present ideas and themselves to an audience in a well-organized, engaging, and authentic fash-ion, whether face-to-face or online.

PUBLIC SPEAKING—ONLINE

COURSE SYLLABUS

INDUSTRY CONNECTION

Public speaking skills are essential in any field—whether a student is pitching an idea to investors, interviewing for a job in front of a panel, or leading a team meeting. Students will learn how effective presentation skills are essential in any management or leadership position. As technology advances and the way speakers communicate with an audience chang-es, students will learn how to present, whether they are in front of a live audience or in an online environment. Success-fully completing Public Speaking will ensure that students are prepared to present to any audience in any capacity.

RESEARCH COMPONENT

Students will conduct research to expand their knowledge of public speaking and presentation. They will also learn how to incorporate research into their own presentations to support their ideas, develop credibility as a speaker, and persuade an audience. Students will format all sources in accordance with APA formatting guidelines.

ADDITIONAL RESOURCES

BooksThe following books are available via the Full Sail University Library:

�y Resonate: Present Visual Stories That Transform Audi-ences, Nancy Duarte, Wiley

�y Slide:ology: The Art and Science of Creating Great Pre-sentations, Nancy Duarte, O’Reilly Media

�y Presentation Zen: Simple Ideas on Design and Delivery, Garr Reynolds, New Riders

�y The Naked Presenter: Delivering Powerful Presentations with or without Slides, Garr Reynolds, New Riders

�y The Presentation Secrets of Steve Jobs: How to Be In-sanely Great in Front of Any Audience, Carmine Gallo, McGraw-Hill

�y Made to Stick: Why Some Ideas Survive and Others Die, Chip Heath and Dan Heath, Random House

Websites�y “Technology Entertainment and Design: Ideas Worth

Spreading”: http://www.ted.com/

�y Presentation Zen: http://www.presentationzen.com/

�y Duarte: http://www.duarte.com/blog/

�y Ethos3: http://www.ethos3.com/blog/

�y Andrew Dlugan’s Six Minutes: http://sixminutes.dlugan.com/

�y Phil Presents: http://philpresents.wordpress.com/

TOPICS COVERED�y Twenty-First-Century Public Speaking and Presentation

�y Speech Preparation and Planning

�y Public Speaking Fear

�y Content, Slide Design, and Delivery

�y Audience Experience and Responsibility

PUBLIC SPEAKING—ONLINE � Industry Connection

LEARNING ACTIVITIES

Reading AssignmentsWeekly reading assignments provide students with a solid founda-tion of effective public speaking and presentation principles. In order to be successful in this course, students will apply readings to their own presentations.

Discussion AssignmentsEach week, students will be given prompts to push them to consider how the weekly core concepts are relevant to public speaking and presentation. Students will learn how to be effective audience mem-bers by responding to fellow classmates on the discussion forum.

Preparation AssignmentsStudents will complete projects and assignments to prepare for major presentations. Assignments will ensure that students feel comfortable applying basic weekly concepts before combining mul-tiple concepts in their major presentations.

QuizzesQuizzes will help reinforce reading assignments to ensure retention of material before students apply it in their presentation projects.

Live Interactive SessionsLive, interactive GoToTraining sessions will provide students with the opportunity to participate in a video-enabled live presentation with an instructor and peers. Students will experience live teaching of course concepts, interact with classmates, and apply material to their projects. Live, interactive Google Hangouts sessions will allow students to practice their presentations through live meetings with their fellow classmates.

PresentationsStudents will complete two major presentations: an informative speech and a persuasive speech.

GRADE WEIGHTS

Week 1 25%

Professionalism 10%

Discussion 5%

Google Hangouts Group Work 5%

Presentation 5%

Week 2 30%

Discussion 10%


Quiz 5%

Presentation 10%

Week 3 20%

Discussion 5%


Presentation 10%

Week 4 25%

Visual Presentation 5%

Quiz 5%

Presentation 15%

Total 100%

PUBLIC SPEAKING—ONLINE � Learning Activities

STRATEGIES FOR SUCCESSFUL LEARNING

�y Obtain and download your e-book as soon as possible to ensure there are no issues. This will allow for quick resolution should any issues arise.

�y Create a folder for this class on your desktop during the first week of class. Download all of the important documents in your course welcome packet, including the course syllabus and course calendar, assignment directions, rubrics, and so forth. Keep backup files of all work that has been turned in and completed.

�y All presentations should be well prepared with noticeable polish, professionalism, and practice. The speaker should be dressed appropriately and professionally. Execution should be considered and appropriate for the online audience.

�y Presentations should reflect careful thought and focus, be well researched and well organized, and apply weekly readings and lessons.

�y The Public Speaking instructional team expects and encourages self-directed learning. You must work hard to discover, develop, and apply a personal, individual, authentic public speaking style for any professional situation.

PUBLIC SPEAKING—ONLINE � Strategies for Successful Learning

COURSE-SPECIFIC RUBRICS

Week 2—Informative Industry Presentation

Criteria Superior Average Developing FailingContent Presentation is well organized and uses the

Industry Presentation Outline Worksheet

Introduction captures the audience’s attention

Body includes well-organized, clear supporting points

Closes with impact

Sources are verbally cited

A “References” section appears on FSO

Presentation is well organized and uses the Industry Presentation Outline Worksheet

Introduction, body, and conclusion are appropriate but could improve with revision

Sources are cited out loud, but word choice should be adjusted

A “References” section is included on FSO

Presentation does not use the Industry Presentation Outline Worksheet and needs additional preparation in the area of organization

Introduction, body, and conclusion need significant revision

No verbal source citations and/or no “References” section on FSO

Does not complete

Delivery Delivery is natural and authentic in accordance with Week 2 lessons

Presenter uses strong energy, eye contact, body language, and vocal delivery

Delivery is natural and authentic in accordance with Week 2 lessons

Presenter uses effective energy, eye contact, body language, and vocal delivery but could improve with revision

Delivery needs more practice

Speaker focuses on reading from a script as opposed to delivering authentically from a speaking outline

Presenter can improve in areas of energy, eye contact, body language, and/or vocal delivery

Does not complete

Speaking Outline Uses lessons to develop a thorough outline

Outline is condensed from the original working draft

Outline includes delivery notes, clearly organized main points, subpoints, and transitions

Uses lessons to develop a thorough outline

Outline can be more condensed from the original working draft

Does not use lessons to develop the outline

Outline is not clearly organized

Does not complete

QuickTime Video Response Post

Timely QuickTime response post

Constructive criticism is clear and constructive


Can work to provide more thorough constructive criticism


Does not include constructive criticism

Does not complete

PUBLIC SPEAKING—ONLINE � Course-Specific Rubrics

Week 4—Persuasive Media ReviewPresentation

Criteria Superior Average Developing FailingContent Presentation is well organized and uses the

Bedford Speech OutlinerIntroduction captures the audience’s attention

Body includes well-organized, clear supporting points

Modes of persuasion are used effectively

Closes with impact

Presentation is well organized and uses the Bedford Speech OutlinerIntroduction, body, and conclusion are appropriate but could improve with revision

Modes of persuasion are attempted

Presentation does not use the Bedford Speech Outliner and needs additional preparation in the area of organization

Introduction, body, and conclusion need significant revision

Modes of persuasion are not included

Does not complete

Delivery Delivery is natural and authentic

Presenter uses strong energy, eye contact, body language, and vocal delivery

Speech is delivered live in front of three to five audience members

Delivery is natural and authentic

Presenter uses effective energy, eye contact, body language, and vocal delivery but could improve with revision

Speech is delivered live in front of three to five audience members

Delivery needs more practice

Speaker focuses on reading from a script as opposed to delivering authentically from an outline

Presenter can improve in areas of energy, eye contact, body language, and/or vocal delivery

Failing to deliver a live speech in front of an audience of three to five people will result in a score of zero on the presentation

Does not complete

Slideshow Content is effectively supported, emphasized, and clarified with visual aids

Visual aids significantly draw attention to the content instead of unimportant details

Background, color, text, and layout of those elements are thoughtfully designed to create interest and enhance visual appeal

Design principles are observed

Content is adequately supported and clarified with visual aids

Background, color, text, and layout of those elements are appropriately designed

Some design principles are used, though revision will improve the overall quality of the slideshow

Visual aids do not support the content clearly

Background, color, text, and layout of those elements are not appropriately designed

Presentation does not utilize design principles

Uses images without proper license

No attribution for images will result in an automatic zero on the presentation

Does not complete


Criteria Superior Average Developing FailingResponse Post Timely response post of at least a hundred

words

Uses RISE model of feedback

Engaging commentary on a classmate’s presentation

Constructive feedback given

Timely response post of at least a hundred words

Attempts but does not successfully use the RISE model

Timely response post of fewer than a hundred words

Does not use the RISE model

Does not complete

Response Post

Criteria Superior Average Developing FailingIndividual Input and Initiative

Timely post

Answers all prompts on the assignment sheet

Actively participates and engages with classmates in discussion

Timely post

Answers most of the prompts on the assignment sheet

Adequate participation on the discussion board

Missing answers to multiple prompts from the assignment sheet

Minimal participation on the discussion forum

Does not complete

Critical Thinking and Analysis

Insightful, fresh, and stimulating perspective using evidence from lessons, readings, and the video presentation

Richly detailed, thoughtful, and well-supported answers

Perspective is well stated but commonplace; adequately detailed; competent perspectives

Does not grasp concepts; little analysis or demonstration of understanding; little or no constructive criticism or feedback offered

Does not complete

Delivery and Execution Switches from classmate’s presentation video to feedback on that video in a well-executed fashion

Polished, well-rehearsed, natural delivery

Records feedback in one unedited take

Switches from classmate’s presentation video to feedback on that video adequately

Can benefit from additional rehearsal

Records feedback in one unedited take

Delivery and execution are choppy

Speaker is reading

No rehearsal is evident

Records in multiple takes

Inappropriate execution

Does not complete

Week 4—Persuasive Media Review (Cont.)Presentation


public speakingÑonline › ...y the presentation secrets of steve jobs: how to be in - sanely great...

Documents