Presentation Module Name: Extended Project

Presentation Module Name: Extended Project

Plan and prepare a 10-minute formal presentation about your Extended Project, covering its aims, research undertaken, key findings, and reflections on your learning process, challenges faced, and how you overcame them. Your presentation should have a logical structure, including an introduction, research questions, research process, findings, and reflection. Use appropriate visual materials (e.g., PowerPoint slides), following prescribed formatting requirements, and include references in APA style. The presentation will be delivered via video conferencing, and you should be prepared for a 2-minute Q&A at the end. Assessment criteria include reflection quality, organization, supported evidence, delivery, and audience engagement.

Paper For Above instruction

The process of preparing and delivering an effective presentation about an extended project is a vital component of academic development, enhancing communication skills, critical thinking, and reflection. This task involves summarizing complex research in a concise, engaging manner, fitting within a 10-minute timeslot, and reflecting thoughtfully on both the project's outcomes and personal learning.

At the core of this presentation is a structured overview of the extended project, beginning with an introduction where the student explains the motivation behind choosing the particular topic. For example, a student might explore "How significant is the threat of antibiotic resistance to society?" The introduction should also cover initial challenges faced when starting the project, such as difficulties in sourcing credible information or narrowing down research questions. Clearly articulating why the topic was appealing and what hurdles were encountered establishes a personal connection and demonstrates self-awareness.

The next segment centers on delineating research questions. Here, students should illustrate how they determined their research focus and the specific questions they aimed to answer. This segment underscores analytical decision-making skills, showing how initial ideas were refined into targeted queries. For example, a student could discuss how initial broad questions became specific to antibiotic resistance mechanisms and societal impacts.

The research process involves explaining how students searched for sources, the types of sources they used (academic journals, credible internet sources, reports), and identifying which sources proved most valuable. Discussing difficulties encountered—such as access barriers or evaluating source credibility—demonstrates critical literacy skills. It is essential to cite sources and reflect on how these sources informed the research findings.

The findings section summarizes key results, with evidence and citations supporting claims. For instance, discussing statistical data on antibiotic resistance prevalence or expert opinions from scholarly articles helps substantiate conclusions. Additionally, students should comment on implications for future research, indicating an understanding of the research's broader context.

Reflective aspects are crucial, encompassing personal experiences during the course and project work. Students should share insights about what they enjoyed or found challenging, skills acquired (e.g., research skills, academic writing, presentation skills), and how these may benefit their future university studies. An honest reflection on what might be done differently, based on lessons learned, demonstrates critical self-evaluation.

During the presentation, visual aids like PowerPoint slides should include headers, a title slide with specified information (module code, group, word count, etc.), and properly cited sources. Signposting phrases help guide the audience through the presentation. The delivery should be clear, confident, and engaging, with active interaction during the Q&A session to demonstrate understanding and communication prowess.

The assessment will consider the quality of reflection (25%), structure (20%), support with evidence (25%), delivery (15%), and audience engagement (15%). These criteria emphasize not only the content but also the efficacy of oral presentation skills and use of visual aids. Adherence to APA referencing and timely submission of visual materials are essential for success.

In conclusion, the presentation encapsulates the student's thoroughness in research, capacity for reflection, and communication skills. It is a vital opportunity to demonstrate academic competence, personal growth, and readiness for future academic challenges.

References

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• Harris, R. (2018). Reflective Practice in Higher Education. Studies in Higher Education, 43(7), 1237-1249.
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• White, D. (2013). Enhancing Audience Engagement in Academic Speaking. Communication Education, 62(1), 82-96.