교양영어 교과목으로서 영어 프레젠테이션 수업 연구

주미란 한국교양교육학회 2019 교양교육연구 Vol.13 No.3

The purpose of this study is to investigate the needs of college learners for English presentation classes as a general English education course, and to investigate the effects of the learners' anxiety over English presentations, and interest and self-confidence in English presentations. For this purpose, twenty-seven college students were surveyed before and after class. During the classes, the learners practiced writing their own manuscripts, and presenting them in English in front of their members of the small group. In mid-term and final exams, learners gave English presentations in front of the whole class. Descriptive statistics and t-test were implemented using SPSS 23. The results of the analysis were as follows: First college learners recognize that they are highly demanded for English presentation classes as liberal arts curriculum. Second, the anxiety about the English speaking ability was reduced through the classes. Third, their self-confidence in English presentation was improved. Therefore, it may be the significance of this study to identify that English presentation class should be regarded as college general education curriculum. 본 연구는 대학 교양영어 교과목으로서의 영어 프레젠테이션 수업에 대한 요구도 조사와 이 수업을 통하여 학습자의 영어 발표에 대한 불안극복, 흥미도, 자신감에 미치는 영향을 알아보기 위한 것이다. 이를 위하여 대학생 27명을 대상으로 수업 전후에 설문응답을 수집하였다. 수업시간 중 학습자들은 직접 발표 원고를 작성하고 동료들 앞에서 발표하는 연습을 하였고 중간고사와 기말고사에서 전체 학급 앞에서 영어프레젠테이션을 실시하였다. SPSS 23을 이용하여 기술적 통계 및 t-test를 실시하였다. 분석결과는 다음과 같다. 첫째, 대학생들은 영어프레젠테이션 수업에 대한 요구도가 높고, 둘째, 이 수업을 통하여 영어구사력에 대한 불안감이 감소되었고, 셋째, 영어 프레젠테이션에 대한 자신감이 향상되었음을 알 수 있었다. 그래서 영어프레젠테이션 수업을 교양영어 필수 교과목으로 고려해 볼 것을 제안해보고자 한다.

스마트폰을 활용한 동영상 촬영과 자가평가 활동이 영어프레젠테이션 향상에 미치는 영향

송은혜 중앙대학교 외국학연구소 2016 외국학연구 Vol.- No.38

The present study investigated the effects of video recording using a smartphone and self-evaluation of an English presentation on the improvement of the presentation. For about 10 weeks, 24 participants delivered two English presentations about common knowledge terms. The first English presentation was video-recorded using the smartphones of both the presenter and the professor. The video-recorded file was assessed by the professor and also self-evaluated by the presenter based on 30 items covering the presentation’s content, structure, delivery, and PowerPoint slides. The same procedure was also carried out for the second English presentation. To examine the improvement between the first and second presentations, the participants’ self-evaluation data were compared using a paired samples t-test. The results showed that the means of the second presentation data were significantly higher on all 30 items than the means from the first presentation. Additionally, the results of an independent samples t-test showed no significant difference between the professor's assessment and self-evaluation. According to surveys, most participants responded positively to smartphone video recording and self-assessment activity. These findings suggest that video recording of a presentation using a smartphone and a self-evaluation process for a presentation seem to be useful activitiesy to improve a presentation.

대학 교양수업 발표의 피드백 방안

김남미 한말연구학회 2010 한말연구 Vol.- No.26

The objective of this paper is to propose a feedback method for presentations made in the liberal arts class. The feedback method proposed in the paper is divided into two feedbacks: pre-presentation feedback and post-presentation feedback. Pre-presentation feedback is for an overall preparation process where a learner plans and prepares the presentation. Based on the presentation proposal submitted, a professor prepares the feedback in terms of relevance and validity of planned items. In addition, the feedback can be provided whether proposed strategies are properly reflected in the preparation process. Pre-presentation feedback may employ face-to-face feedback or/and online feedback. Post-presentation feedback includes the presentation evaluation and areas to be improved. Post-presentation feedback may utilize written feedback, face-to-face feedback, and online feedback. The source of written feedback is the evaluation prepared by a professor and the audience during presentation. After the presentation, members involved in the presentation have a face-to-face correction session with a professor based on the evaluation sheet. After the feedback, the members post feedback results including self-feedback in cyberspace, sharing post-presentation performance with other learners. These feedback processes can help learners, in the process of objective-oriented speaking practice, identify their ability and improve it.

독서토론에 기반한 프레젠테이션 교육 방안 - Reading - Writing - Presentation의 ‘독서토론프레젠테이션’을 중심으로 -

정혜경 배달말학회 2016 배달말 Vol.58 No.-

When analyzing the performance of students in presentations, a high level of skill can be observed dealing with presentation platforms such as Power Point and Prezi, as befits today's digital natives. On the other hand, students often get in trouble when finding quality content or expressing their own voice and can tend to recite the rearranged data or opinions of others. So this paper proposes the education model of 'book discussion presentations' to be able to find creative contents in presentations by themselves and to extend the thinking skills of students in a university setting. 'Book discussion presentations' refers to using digital multimedia such as Power Point or Prezi to express creative and original content generated through reading discussions. It consists of 5 steps; reading a book and completing a book quiz, writing an essay for a book discussion having the book discussion finding a specific subject and design for the presentation, giving the presentation and receiving feedback. But unlike standard 'book discussions' the scope of a 'book discussion presentation' goes beyond an analysis of book topics and into other areas such as social issues, personal experience or a genres such as dramas, TV shows and music etc. This requires students to prepare material from a wider scope then simply the source material. Finally, this education model has several effects. First, it could improve a student's creative thinking and self expression because each student attempts to find a unique subject matter after reading the same book, and are challenged to find new ways to present it as a consequence. In addition, during the course, students can be exposed to the diversity of ideas and content that can be derived from a single text. Next, it helps students to identify presentation topics and how to clarify those topics as students learn to discover new ideas by basing them on the book discussion and connecting them to other concepts. Lastly, students are afforded problem solving opportunities given to them by their peers. 본고에서는 프레젠테이션의 빈약한 아이디어를 보완하고 대학생들의 의사소통 능력을 함양할 수 있는 ‘독서토론프레젠테이션’을 제안하였다. 이 프로그램은 동일한 텍스트를 읽은 학습자가 각자 차별화된 아이디어를 확보해질적인 프레젠테이션을 수행하는 데 그 목적이 있다. 학습자는 대상 텍스트와의 유기적 상관관계 속에서 주제를 찾고 독서토론에 기반을 두어 프레젠테이션을 꾸린다. 대상 텍스트는 생각의 물꼬를 터주고, 발상의 제약 조건으로 작용한다. ‘무슨 얘기를 어떻게 끌어내야 하는지’ 어려움을 겪는 학습자에게 대상 텍스트(주제, 인물, 배경, 특정 구절, 비평 등)는 주제를 찾는 점화 스위치로 작동하고 문제 해결 기반을 마련해 준다. 이 프로그램은 텍스트읽기와 독서퀴즈, 독서토론 에세이 쓰기, 독서토론, 프레젠테이션의기획(주제 발굴과 예각화, 개요 작성과 내용구성, 슬라이드 디자인과 연출, 모둠별 점검과 리허설), 프레젠테이션 실행과 피드백으로 구성된다. 이과정을 통해 학습자는 콘텐츠의 빈곤성을 극복하고 사고의 확장을 경험할수 있다. 아울러 효과적이고 심층적인 독서를 넘어 앞으로 마주할 다양한프레젠테이션 상황에 성공적으로 대처할 수 있다.

중급 한국어 학습자의 발표문 쓰기 양상과 교수-학습 방안

조희영 ( Jo Hee Yeong ),김지현 ( Kim Ji Hyun ) 부산대학교 과학교육연구소 2021 교사교육연구 Vol.60 No.4

이 연구의 목적은 중급 한국어 학습자의 실제 발표문을 분석하여 이에 따라 발표문 쓰기 교수-학습 방안을 제시하는 것이다. 발표 능력은 고급 수준의 한국어 학습자에게만 필요한 것이 아님에도 한국어 발표에 대한 연구는 대부분 고급 수준의 한국어 학습자를 대상으로 하고 있다. 하지만 격식과 비격식 표현을 구분하여 자신의 의견을 이야기할 수 있는 능력을 키워야하는 중급 수준의 한국어 학습자에게도 발표 교육은 필요하다. 이에 본고에서는 발표를 처음 접하는 중급 한국어 학습자를 대상으로 발표 전 단계인 발표문 쓰기 교수-학습 방안을 모색해 보고자 하였다. 이를 위해 먼저 발표문의 특징을 ‘구조’, ‘내용’, ‘표현’으로 나누어 정리하고, 실제 중급한국어 학습자의 발표문 쓰기 양상을 분석하였다. 분석결과, 학습자들은 발표문이 갖추어야 할 ‘구조’인 ‘도입-전개-결론’에 대한 이해가 부족하였으며, 발표문의 내용을 조직함에 있어서도 발표 ‘내용’의 ‘통일성’과 ‘타당성’, ‘풍부성’을 갖추는 것에 어려움을 겪고 있음을 알수 있었다. 또한 학습자들은 무엇보다 발표 ‘표현’에서 가장 어려움을 겪고 있었다. 이러한 논의의 결과를 바탕으로 교수-학습의 주체에 따른 발표문 쓰기의 교수-학습방안을 제시하고, 교사의 발표문 쓰기 교수 방법과 학습자 주도의 자가 점검지를 제안하였다. The purpose of this study was to analyze the actual presentation papers of intermediate Korean learners and present a teaching-learning method for writing presentation papers. Although presentation skills are not only necessary for advanced Korean learners, most of Korean language education studies focused on for advanced Korean learners. However, presentation education is also necessary for intermediate Korean learners who need to develop their ability to express their opinions by distinguishing formal and informal expressions. Therefore, this paper attempted to propose an education-based approach to writing presentation papers, which included a pre-presentation stage, for intermediate learners who were new to presentations. To this end, first, the characteristics of presentation papers were divided into ‘structure’, ‘content’, and ‘expression’, and aspects of the intermediate Korean learner’s writing were analyzed. As a result of the analysis, learners lacked an understanding of ‘introduction-developmentconclusion’ in the ‘structure’ that the presentation papers should have. And it was difficult to have ‘unity’, ‘validity’ and ‘abundance’ in the ‘content’ that the presentation papers should have. Moreover, it was difficult to have ‘unity’, ‘validity’ and ‘abundance’ in the ‘content’ which presentation papers should have. In addition, it was confirmed that learners were having the most difficulty writing presentation papers in terms of ‘expression’. Based on the results of these discussions, a teaching-learning model for writing presentation papers according to the subject of teaching-learning was presented, and a teacher’s teaching method of writing presentation papers and a learner-led self-check paper was proposed.

의학전문대학원생의 발표기술 향상 프로그램 개발 및 교육 효과

박귀화,박이병 한국의학교육학회 2011 Korean journal of medical education Vol.23 No.4

Purpose: The purpose of this study was to develop and examine a program that was designed to improve the presentation skills of medical school students. Methods: The program was implemented in 2-day workshops for 36 third-grade medical students in 2009, using the following procedures in order: needs assessment; an initial group presentation and peer evaluation; an initial self-evaluation with video recording; viewing of a model presentation; a second presentation in a group and peer evaluation; and a second self-assessment. Two types of survey questionnaires were used: a self-evaluation checklist and a questionnaire on workshop satisfaction and confidence of presentation. Results: Eighty-three percent of the students recognized the importance of presentation skills. There were significant differences in 3 factors of self-evaluation-constructing contents, utilizing audio-visual media, and delivery skills- but not with regard to understanding content. In the post workshop satisfaction survey, participants reported that the workshop was helpful in improving their own presentation skills. They also stated that presentation in a group, peer feedback, and video analysis of the recording were helpful. After the workshop, students claimed that their confidence scores in utilizing audio-visual media were the highest. Conclusion: Medical students realize the importance of presentation skills training and workshops in increasing presentation skills and improving confidence in presenting. Video analysis and feedback of each participant's presentation within the group was effective in upgrading the student's presentation skills.

독서토론에 기반한 프레젠테이션 교육 방안 Reading-Writing-Presentation의 "독서토론프레젠테이션"을 중심으로-

정혜경 ( Hye-kyung Jung ) 배달말학회 2016 배달말 Vol.58 No.-

본고에서는 프레젠테이션의 빈약한 아이디어를 보완하고 대학생들의 의사소통 능력을 함양할 수 있는 ‘독서토론프레젠테이션’을 제안하였다. 이 프로그램은 동일한 텍스트를 읽은 학습자가 각자 차별화된 아이디어를 확보해질적인 프레젠테이션을 수행하는 데 그 목적이 있다. 학습자는 대상 텍스트와의 유기적 상관관계 속에서 주제를 찾고 독서토론에 기반을 두어 프레젠테이션을 꾸린다. 대상 텍스트는 생각의 물꼬를 터주고, 발상의 제약 조건으로 작용한다. ‘무슨 얘기를 어떻게 끌어내야 하는지’ 어려움을 겪는 학습자에게 대상 텍스트(주제, 인물, 배경, 특정 구절, 비평 등)는 주제를 찾는 점화스위치로 작동하고 문제 해결 기반을 마련해 준다. 이 프로그램은 텍스읽기와 독서퀴즈, 독서토론 에세이 쓰기, 독서토론, 프레젠테이션의 기획(주제 발굴과 예각화, 개요 작성과 내용구성, 슬라이드 디자인과 연출,모둠별 점검과 리허설), 프레젠테이션 실행과 피드백으로 구성된다. 이 과정을 통해 학습자는 콘텐츠의 빈곤성을 극복하고 사고의 확장을 경험할수 있다. 아울러 효과적이고 심층적인 독서를 넘어 앞으로 마주할 다양한 프레젠테이션 상황에 성공적으로 대처할 수 있다. When analyzing the performance of students in presentations, a high level of skill can be observed dealing with presentation platforms such as Power Point and Prezi, as befits today``s digital natives. On the other hand, students often get in trouble when finding quality content or expressing their own voice and can tend to recite the rearranged data or opinions of others. So this paper proposes the education model of ``book discussion presentations`` to be able to find creative contents in presentations by themselves and to extend the thinking skills of students in a university setting. ``Book discussion presentations`` refers to using digital multimedia such as Power Point or Prezi to express creative and original content generated through reading discussions. It consists of 5 steps; ①reading a book and completing a book quiz, ② writing an essay for a book discussion ③ having the book discussion ④ finding a specific subject and design for the presentation, ⑤ giving the presentation and receiving feedback. But unlike standard ``book discussions`` the scope of a ``book discussion presentation`` goes beyond an analysis of book topics and into other areas such as social issues, personal experience or a genres such as dramas, TV shows and music etc. This requires students to prepare material from a wider scope then simply the source material. Finally, this education model has several effects. First, it could improve a student``s creative thinking and self expression because each student attempts to find a unique subject matter after reading the same book, and are challenged to find new ways to present it as a consequence. In addition, during the course, students can be exposed to the diversity of ideas and content that can be derived from a single text. Next, it helps students to identify presentation topics and how to clarify those topics as students learn to discover new ideas by basing them on the book discussion and connecting them to other concepts.Lastly, students are afforded problem solving opportunities given to them by their peers.

스마트 프리젠테이션의 성공적인 전략설계 연구

김재원(Jae Won Kim) 한국디자인문화학회 2015 한국디자인문화학회지 Vol.21 No.1

21세기 지식 경영 시대의 사회에서는 보다 빠른 정보를 연결시키기 위한 스마트 프리젠테이션은 시대적요구와 필요에 의해 없어서는 안 될 중요한 커뮤니케이션이다. 정보전달 체계로서 복잡한 정보를 시각적으로 전달하기 위한 멀티미디어는 프리젠테이션을 제작하는 데있어 많은 비중을 차지하고 있다. 효과적인 스마트프리젠테이션은 ‘시대적 필연성의결과’인 컴퓨터그래픽이 근간이 될 멀티미디어 전달자와 피전달자간의 커뮤니케이션 오차를 최소화하여 표현을 극대화해주는 수단이며 독창적인 디자인행위를 보장해주는 과정이다. 다양한 멀티미디어 요소와 기술력의 조화로 시각과청각에 호소하는 전달방법은 제한된 시간에 수용자들 에게 이해와 공감을 이끌어내는 하나의 예술적 커뮤니케이션의 형태로 발전하고 있다. 본 연구는 위와 같은 시대적 요구와 필요에 부응하기 위해 효과적인 정보전달방법의 연구로서 프리젠테이션의 파워포인트디자인을 주요한 수단으로 의미와 유형에 대하여 알아보고, 시각자료를 구성하는 프리젠테이션 테크닉에 관한 기본과정을 이해하고 성공적인전략이 가능하도록 모색해본다. 이에 스마트 프리젠테이션은 청중들과 교감할 수있는 ‘스토리를 만들어낼 수 있는 힘’을 가진 국가와기업이 성공하는 스토리 경영시대를 살아 숨 쉬는 이야기를 만드는 능력이 바로 프레젠테이션을 잘할 수 있는 지름길이며 21세기 창의경영의 시작이다. 불과 몇 년 전만 해도 ‘디지털 비주얼(Visual) 프리젠테이션’ 장면은 일반인들에겐 영화 속 한 장면으로 생각되곤 했었다. 하지만 IT 기기의 대량 보급으로 이제는 학교나 기업, 관공서, 회의실, 강당 등에서 흔히 볼 수 있는 광경이 되었다. 사회적 기능면에서 프리젠테이션은 직장인에게 성공적인 업무수행을 위한 도구이자 기회이며, 그 효과면에서도 사람을 움직이게 하는 수단이자 CEO를 비롯한 리더십 발휘의 도구이다. 이에 본 연구의 결론은 단순한 정보전달과 일방적 커뮤니케이션이 아닌 새로운 정보를 서로 교환하고 토론하며 같은 정보를 다르게 해석하는 쌍방향 커뮤니케이션을 통해 새로운 시각과 통찰력을 얻게 되기를 기대한다. 이러한 변화는 다양한 멀티미디어를 통해 새로운 시각과 통찰력을 갖게되며 시각적 요소를 활용하여 시각과 청각에 호소하는 비주얼 프리젠테이션으로 발전하기를 바란다 In the knowledge management-based society of the 21st century, smart presentation for faster information link has become an indispensable communication tool that can meet the requirements and needs of the times. As back tell system, multimedia to pass complex information visually accounts for a lot of weights while manufacture presentation. It is that effective smart presentation be means that maximize representation because computer grahics is ‘Result of period consequentiality’, minimizes communication error between multimedia messenger and communicatee to become foundation and guarantee unique design activities process. The method, which is employed for conveying the information through visual and auditory senses based on harmony of various multimedia elements and technology, has developed into a form of artistic communication that induces understanding and empathy among recipients of information within a limited time. This study was intended to examine effective method of information conveyance which could meet the requirements and needs of the times as described above, investigating into the meaning and type of PowerPoint design as major instrument for presentation, and furthermore, look into basic process of techniques for presentation forming the visual materials and explore the strategy for successful presentation. Hereupon, it is SMART presentation story management age that country and company, which have ‘Force that can make story’ that can sympathize with audiences, succeed capability that flesh makes story that draw breath shortcut that can do well presentation justly be and management of 21th century window beginning. Only one several years ago, ‘Digital visual presentation’ scene used to think to movie a inside place to the publics. However, was spectacle that can see in school or company, public office, boardroom, auditorium etc. now as large quantity supply of IT device. From the perspective of social functionality, presentation is a tool for successful performance of works at companies and presents opportunities at the same time. Moreover, presentation is a tool that can move the hearts of people and make CEOs and other officials exercise their leadership from the angle of effectiveness. The conclusion of this study is that smart presentation helps gain new perspective and insight through two-way communication that induces the exchange and debate of new information and different interpretation of same information, rather than simple conveyance of information and one-way communication. This researcher hopes that such changes would bring new perspective and insight through various multimedia, leading to the development of visual presentation that appeals to visual and auditory sense by using a variety of multimedia visual elements.

The Effect of On-line Product Presentation : A Comparative Study between 3D and General Product Presentation

Shuo liu 한국유통과학회 2017 The Journal of Industrial Distribution & Business( Vol.8 No.5

Purpose – This research aims to examine the effects of 3D online products presentation by comparing it with general presentation. Research design, data, and methodology – To rigorously investigate the differences of effects between 3D presentation and general presentation, this study examines the differences of the two presentations in vividness, informedness, entertainment, product trust, and purchase intention. This research designed two different forms of online product presentations, 3D and general presentation for an experiment. Results – The research findings indicate that 1) the vividness of online product presentation has a positive impact on the informedness and entertainment. While both vividness and informedness product presentation have a positive impact on product trust, the entertainment of online product presentation has no significant impact. 2) Vividness, informedness, entertainment, product trust, and purchasing intention showed significant differences between 3D and general product presentations. 3) Overall, 3D product presentation showed a stronger impact on purchasing intention than the general product presentation. Conclusions – This research expands the area of business presentation by comparing the differences of 3D and general presentation methods. This study made a great contribution to theory development, and also to guidelines for practice. These insights could be used by organizations in developing realistic environments for business presentations.

몰입적 정보 표현과 전달을 위한 증강 프레젠테이션 디자인 및 시스템 구현

김민주(Minju Kim),원광연(Kwangyun Wohn) 한국HCI학회 2017 한국HCI학회 논문지 Vol.12 No.1

발표자의 적극적인 역할과 개입은 정보시각화를 효과적으로 표현하고 전달하는 핵심 요인임에도 불구하고, 정보 시각화 연구에서 적극적으로 다루어지지 못했다. 단순히 시각화 결과만 보여주는 것이 아니라, 발표자가 시각화와 관련된 부가적인 정보 및 맥락을 함께 제공함으로써 시각화 전달 과정을 증진시킬 수 있다. 본 논문에서는 발표자가 3차원 시각화 공간에 직접 개입하여 자신을 둘러싼 공간에 표현된 정보와 직접적으로 상호작용 하면서, 정보 표현 및 전달 과정을 적극적으로 증진시킬 수 있는 방식을 제시하고 이를 증강 프레젠테이션 (augmented presentation)이라는 프레임워크로 정의한다. 증강 프레젠테이션의 특성을 구체화하기 위해서 발표자가 개입할 수 있는 시각화 공간을 디자인하고, 발표자로 하여금 관찰자와 정보 간의 의사소통 과정을 충분히 지원할 수 있도록 발표자의 역할을 화자(storyteller), 제어자(controller), 정보증강자(augmenter)로 정의했으며, 그들의 역할 가능성을 제안하였다. 또한, 증강 프레젠테이션 특성을 실제로 구현할 수 있는 프로토타입 시스템을 제작하였다. 하프미러 필름 (half-mirror film)과 일반 프로젝션 스크린을 일정 간격을 띄운 후 평행하게 위치시키고, 각 스크린에 입체 영상을 적용한 후, 발표자가 스크린 사이에 표현된 3차원 시각화 공간 내에 직접 개입하여 정보와 상호작용할 수 있는 형태이다. 이후, 초기 단계에서 몰입적 정보 표현과 정보 전달 플랫폼으로서 증강 프레젠테이션의 가능성을 확인하기 위해서 기존의 프레젠테이션 시스템과 증강 프레젠테이션 시스템을 비교하는 예비 실험 (pilot test)을 진행하였다. 그 결과, 본 연구에서 제시한 증강 프레젠테이션은 실제 3차원 공간에서 가상의 정보와 실제 발표자를 자연스럽게 통합시켜 표현함으로써 몰입적이고 관찰자의 주의를 사로잡는 프레젠테이션을 실현할 수 있는 가능성이 충분히 있음을 확인했다. Interactive intervention of the human presenter is one of the important factors that make the visualization more effective. Rather than just showing the content, the presenter enhances the process of the information delivery by providing the context of visualization. In this paper, we define this as an augmented presentation. In augmented presentation concept, the presenter can facilitate presentation more actively by being fully immersed in the visualization space and reaching and interacting into digital information. In order to concrete the concept, we design presentation space that enables the presenter to be seamlessly immersed in the visualization. Also we increase the presenter’s roles as a storyteller, controller and augmenter allowing the presenter to fully support communicative process between the audience and the visualization. Then, we present an augmented presentation system to verify the proposed concept. We rendered 3D visualization through a half-mirror film and a wall projection screen that are place in parallel and applied with stereoscopic images, then, spatially align the presenter inside the virtual visualization space. After that, we conduct a controlled experiment to investigate the subjective level of immersion and engagement of the audience to HoloStation compared to traditional presentation system. Our initial investigation suggests that the newly conceived augmented presentation has potential not only to enhance the information presentation but also to supports the delivery of visualization.