Improvement Needs · HRDNI First Survey Too Simple On What AU ✓ Solved

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Improvement Needs · HRDNI First survey too simple on what audience

HRDNI First survey too simple on what audience wanted to do. HRDNI Second survey improved to include audience learning style. When doing HRDNI, difficulty in deciding a topic considering time and audience interest. Eventual HRDNI results led to origami, hence the creation of the Captain America decorative fan design. Originally, it was to be based on the country flag design according to the learners' origins. However, flag designs were not as appealing, leading to a change to a normal fan line design, and finally switching to the Captain America design. Fan folds, initially smaller, were increased due to time constraints. The evaluation form had to be redesigned multiple times as the chosen words were too subjective and contained double-barreled questions. The teaching style was originally planned to be delivered through storytelling, but it transitioned to a video format.

The implementation featured an engaging introduction by the Chief Facilitator, although ambiguous instructions were provided due to nervousness and lack of preparation, causing confusion among learners. Based on class feedback from the other 14 groups, each box contains evaluation from one group. The feedback indicated that the topic was clearly articulated, and the learning objectives were achieved, though the final product lacked appeal. While the objectives were clearly linked to the Captain America theme and alternatives were provided, the reinforcement of these objectives throughout the presentation was noted positively.

The content of the teaching session demonstrated a solid understanding of the topic, with a well-structured and organized flow. Participants recognized the speakers' knowledge, organization, and engagement strategies, which included humor and audience interaction. By utilizing two videos instead of a traditional presentation style, the presenters were able to keep the audience engaged. Handouts were effective, featuring clear photographs and instructions to aid learners in following along.

In assessing presentation skills, the speaker exhibited confidence, clarity, and appropriate speed, with effective voice modulation. The interaction built rapport with the audience, who provided insights into their learning preferences. Overall, participants felt that the session met its learning objectives effectively, despite some critiques regarding the audio-visual elements and initial video content that caused confusion. The session ultimately proved to be an engaging and professional learning experience with several strengths recognized by the lecturer.

In reflecting on the effective aspects and areas for improvement of this facilitation experience, insights were gained on audience engagement methods, the importance of clear instructions, and visuals in learning. The presentation saw a mix of strong coordination among helpers and facilitators, alongside minor critiques of instructional clarity and sound management. The following sections will delve deeper into the reflection process, highlighting personal insights gained, learning outcomes, and future implications for presentation design and delivery.

Paper For Above Instructions

Introduction

The Group Facilitation Exercise undertaken to explore the presentation of a learning experience represents a pivotal opportunity to develop skills in applying various learning theories, design methodologies, and teamwork. The overall goal was to create an engaging and informative session on constructing a decorative fan while navigating challenges associated with audience engagement and presentation design. This reflective essay elucidates the experiences encountered through this process, drawing upon personal observations, feedback from peers, and insights acquired throughout the engagement.

What Happened?

During the 15-minute presentation for a class of 150 individuals, my group presented a session on creating a decorative fan in six steps. The class session began with an enthusiastic introduction from me, followed by the screening of two instructional videos showcasing the fan construction. As the chief facilitator, I was responsible for delivering instructions, guiding the activity, and ensuring audience engagement.

Feedback received via evaluation forms indicated a general positivity towards the presentation structure and content, though critiques emerged regarding the clarity of the initial video and music volume levels that at times overshadowed verbal instructions. Each group’s evaluations illustrated their perspectives on the learning outcomes achieved through this interactive session.

Interpretation

In evaluating the methodologies employed during the presentation, it is noteworthy that varying learning preferences existed within the audience, where a blend of auditory, visual, and kinesthetic elements served to engage different participant needs. The use of video engaged the audience visually and aurally, providing an immediate demonstration that supplemented verbal instructions. However, the effectiveness of the videos varied, as some participants felt the first video distracted from the primary learning objective.

Additionally, the facilitation style employed during the session—for example, the harmonious blend of humor and inquiry—contributed significantly to keeping the audience engaged. Acknowledging feedback on the presentation’s progression highlighted the importance of clear communication and confirming audience understanding. Content delivery that integrates real-time audience interaction is crucial, serving not only to reinforce learning but also to facilitate retention and application of knowledge.

Evaluation

Reflecting on the entire experience of leading this workshop, several strengths and areas for improvement have surfaced. Strengths arose from the coordination and teamwork exhibited, where helpers, facilitators, and the chief facilitator coordinated signals of readiness and understanding among audience members. The engagement techniques used, including humor and dynamic questioning, fostered an interactive atmosphere that encouraged participation and enthusiasm.

Conversely, specific improvements became apparent concerning audiovisual elements; music levels that occasionally distracted from facilitator instructions deterred from how effectively the learning objectives were communicated. The initial video—intended to clarify the folding steps—misaligned with the instructional goals and resulted in confusion, advocating for the establishment of clearer video prompts or a revised content focus to prevent miscommunication in future presentations.

Plan

This reflective practice equips me with invaluable insights that can inform future presentations and facilitation sessions. Improvements in planning and executing audiovisual elements are paramount to overall session effectiveness. Strategies such as pre-presentation tests, audience needs assessments, and precise positioning of presenters to maximize visibility will become standard practice in future engagements.

Furthermore, engaging in active dialogue with audience members through questions can yield beneficial feedback, prompting reformulations of learning activities to better align with their preferences. By continuously refining these aspects, I aim to enhance my effectiveness as an educator and presenter, reinforcing participants’ knowledge retention and venture into their transformational learning journey.

References

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• Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Upper Saddle River, NJ: Prentice Hall.
• Mezirow, J. (1990). How Critical Reflection Trains Transformative Learning. In J. Mezirow (Ed.), Fostering Critical Reflection in Adulthood. San Francisco: Jossey-Bass.
• Chickering, A. W., & Gamson, Z. F. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin, 39(7), 3-7.
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