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Bravo! kara blond  nicole reynolds stanford university 2002 bravo! prepare, practice, present kara blond & nicole reynolds learning, design & technology.

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Presentation on theme: "Bravo! kara blond  nicole reynolds stanford university 2002 bravo! prepare, practice, present kara blond & nicole reynolds learning, design & technology."— Presentation transcript:

1 bravo! kara blond  nicole reynolds stanford university 2002 bravo! prepare, practice, present kara blond & nicole reynolds learning, design & technology stanford university 2002

2 bravo! kara blond  nicole reynolds stanford university 2002 Introduction PURPOSE: use multimedia to teach public speaking skills and reduce anxiety KEY FEATURES: rehearsal playback, guide, personal notebook, interactive audience, audio examples, self-assessment

3 bravo! kara blond  nicole reynolds stanford university 2002 Target Audience Jordan, 33 sales exec Michael, 58 attorney Karen, 41 art director Felicia, 24 grad student Miriam, 64 press secretary Mason, 70 rotary president ADULTS who are novice public speakers and lack the skills and venue for adequate practice

4 bravo! kara blond  nicole reynolds stanford university 2002 Learning Problem SKILLS: most current teaching methods limit learning because they separate skill-building from rehearsal experience CONFIDENCE: in order to improve self- efficacy, anxious speakers must face an audience before they're ready

5 bravo! kara blond  nicole reynolds stanford university 2002 Competitive Analysis BOOKS & WEBSITES: text-based information, non-interactive, no forum for rehearsal CLASSES & TUTORS: personal interaction, limited time and support, often expensive TOASTMASTERS: venue for public practice, intimidating for newcomers, time constrained

6 bravo! kara blond  nicole reynolds stanford university 2002 Competitive Analysis BOOKS & WEBSITES: text-based information, non-interactive, no forum for rehearsal CLASSES & TUTORS: personal interaction, limited time and support, often expensive TOASTMASTERS: venue for public practice, intimidating for newcomers, time constrained

7 bravo! kara blond  nicole reynolds stanford university 2002 Learning Theory BEHAVIORAL: use of repetition and reinforcement helps novices internalize a process for public speaking SITUATIVE: authentic rehearsal space improves self-efficacy and encourages learners to identity themselves as speakers SELF-ASSESSMENT: notebook, scorecard promote reflection and personal motivation

8 bravo! kara blond  nicole reynolds stanford university 2002 Design Process SCENARIO DESIGN user profiles scenarios of use survey storyboarding user testing expert input DEVELOPMENT sketches wireframe design mock-ups prototypes user/learner tests final iteration IDEATION blue-sky ideas brainstorming sketching literature review needs analysis

9 bravo! kara blond  nicole reynolds stanford university 2002 Early Prototypes Initial Sketches Initial Prototype Interface Redesign Testing Design

10 bravo! kara blond  nicole reynolds stanford university 2002 USABILITY SUGGESTIONS separate good and bad examples of techniques integrate technology more fluidly match text and voiceovers more closely EVIDENCE OF LEARNING all test subjects noted improvement in delivery all subjects noted an increase in self-confidence most agreed Bravo! could decrease tension experience was unique Assessment

11 bravo! kara blond  nicole reynolds stanford university 2002 Learner Testing Plan DESIGN between-subjects summative evaluation Pre-RecordPost-Record Listen No Listen, Use Bravo Listen, Use Bravo Test GroupsAction HYPOTHESIS will improve in “B” will improve in “A” will improve in both Skills Set A (in Bravo!) Pauses Pacing Rate Skills set B (not in Bravo!) “Um”s Volume Vocal Variety

12 bravo! kara blond  nicole reynolds stanford university 2002 Testimonials SARAH: “Recording myself and listening, that’s where a lot of the learning comes in.” MARINDA: “There was a point when I felt like I lost everyone… I really tried to pep up my speech.” RACHEL: “It’s helpful to have this sort of method to guide me through – it’s like when you have too much to do and you don’t know where to start.”


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