You Will Turn Your Final Project Into A Video Presentation
You Will Turn Your Final Project Into A Video Presentation In This Pr
You will turn your final project into a video presentation. In this presentation, you will explain your final briefing topic, as well as the three most important lessons you learned in this course in a 4-6 minute video presentation. You will then post your video into the discussion. Reply to a minimum of 2 classmates with additional information, terms, theoretical perspectives, follow-up questions, and authentic discussion interactions. Also, respond to others who have responded to you. Reply posts shall be at least 150 words. They shall demonstrate that you have read the assigned readings and watched the assigned video lectures. Lackadaisical responses will not be accepted. Submission Format Your presentation video should be submitted in MP4 format. Any sources used should be properly cited in APA format.
Paper For Above instruction
The assignment requires transforming a final project into a comprehensive video presentation, with clear parameters for content, length, engagement, and citations. The presentation should be between four and six minutes long, providing an overview of the final briefing topic and highlighting the three most valuable lessons learned throughout the course. This format emphasizes clarity, conciseness, and depth of understanding, requiring the student to synthesize course materials effectively and communicate them engagingly through media.
The core of this task involves an oral presentation that captures the essence of the final project while making it accessible for peer review. The presentation should be well-structured, beginning with an introductory overview of the topic, followed by detailed insights into the lessons learned, and concluding with reflections or implications for practice. It is essential to maintain a professional tone and ensure that all sources are properly cited in APA style, reflecting academic integrity and thorough research.
Beyond creating the initial presentation, students are expected to participate actively in peer review, responding to at least two classmates’ posts with substantive commentary, questions, or additional information. These responses should be no less than 150 words and demonstrate critical engagement with the topics discussed, supported by readings and videos assigned during the course.
This assignment underscores the importance of multimedia communication skills, critical thinking, and collaborative learning. Students are encouraged to use engaging visuals, clear audio, and concise scripting to ensure their presentation is compelling and informative within the limited timeframe. Effective citations and references adhering to APA standards should be included to lend credibility and academic rigor to the presentation.
In sum, this project assesses students’ abilities to synthesize course concepts, communicate them engagingly via video, and contribute meaningfully to a collaborative online learning environment, fostering skills that are crucial in both academic and professional contexts.
References
American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). APA Publishing.
Berger, J. (2018). The Art of Explanation: Making your ideas, products, and services easier to understand. Current.
Duarte, N. (2010). Resonate: Present visual stories that transform audiences. Wiley.
Gallo, C. (2014). Talk like TED: The 9 public-speaking secrets of the world’s Top Minds. St. Martin's Press.
Harvard Business Review. (2019). How to give a presentation. Harvard Business Publishing.
Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press.
Nickerson, R. S. (1999). Teachingl and learning with multimedia. In D. Shuell (Ed.), Handbook of research for educational communications and technology (pp. 431–454). Simon & Schuster.
Reynolds, G. (2011). The nondesigner's design book: Design and typographic principles for the visual communicator. Peachpit Press.
Schraw, G., & Olafson, L. (2015). Constructing effective visualizations for teaching and learning. Educational Psychology Review, 27(2), 255–278.
Tufte, E. R. (2006). Beautiful evidence. Cheng & Tsui Company.