Exploring Public Speaking supplemental resources
- Page ID
- 449524
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Introduction:
The five videos included in this supplemental material are meant to accompany the OER book, Tucker, Barbara, et al. Exploring Public Speaking. 4.2 ed., University System of Georgia, 2023. They cover four chapters: Researching Your Speeches (Ch. 5), Supporting Your Speech Ideas (Ch. 7), Introductions and Conclusions (Ch. 8), and Presentation Aids (Ch. 9).
Included in the current OER are PowerPoints that give an overview of the chapter, yet they are just visual, not audio. There are no supplemental videos. This video series is intended to provide an additional mode of access to course content, supporting students whose learning is enhanced through auditory and visual instruction.
While the aforementioned OER is extensive and covers every aspect of speechmaking, delivery and research for the introductory speech communication course, I have selected a few topics that students find particularly challenging. They include approaching research, crafting introductions and conclusions for speeches, and integrating and creating presentation aids.
Each video has an accurate transcription of the material spoken.
Please click on the links below for information about the specific videos.
Step-by-step instructions for students:
The best approach to these ancillary materials is to work in the following method:
1. Students should read the chapter as they would normally do and highlight and annotate the points they need for their assignments. These videos are not meant to take the place of the information in the chapter but rather dive into the core points and supplement. The videos should also provide further explanation and concrete examples of the more complex points.
2. After reading the chapter and reviewing their assignments, students should watch the accompanying video.
a. Example for the video on introductions and conclusions: Students should pay careful attention to the instructions that their professors outline in the assignments, but here is an example of how this new video would aid a student. When students search AI or Google for help with introductions to assignments, they often find generic organizational patterns; sometimes these patterns include hooks with questions. This is a common challenge for students. This video will explain why students should avoid questions in their introductions and offers a rationale.
3. Since students may be accessing these videos from a wide range of academic institutions, they should always check with their professor and their LMS before completing assignments.
Methodology behind these videos:
Having spent decades teaching speech communication to both native and non-native speaking students, I have had the opportunity to observe the parts of the course that students gravitate to more naturally and the parts that present the most challenges. With a strong background in active and communication-based learning and with a strong foundation in constructivist theory, my approach to teaching and learning always puts students first. What this means in the classroom and with online education is that every assignment is scaffolded with plenty of practice opportunities before students deliver their speeches. All materials and assignments given to students should include the following: rationale, examples and rubrics as a foundation. Every video in this collection includes rationale and examples. Again, students need to see their specific course and professor for rubrics and how they will be assessed.
Students:
Please approach this series of videos in a manner that works the best for your own learning style. For some students, this means reading the chapter first or at least glancing at it, so you are familiar with the content. Then, watch the video because it will reinforce all the information in the chapter. Some of you may prefer to watch the video first, and then supplement and reinforce your knowledge with the text.
Regardless of the method you choose, acquiring this information from a variety of modes will help deepen your knowledge.
Educators:
Since the purpose of these videos is to supplement, not replace, the content of the OER textbook, assign them in a way that suits your course and SLOs the best.