Communication
Example 1
http://www.learningpipe.com/player/?c=AKP3547S
Reflection
This project presented information about the Harrison Assessment Tool. We developed this presentation to introduce an online assessment tool that accurately predicts job performance. I co-authored the presentation with management consultant Alan Hoffmanner. Throughout the process of developing the presentation, I assisted with concept, script, graphics, and production.
This presentation exemplifies the communication standard because it uses a variety of visual and verbal effects to help influence the target audience for this product. We created the presentation to persuade and inform business owners and corporate executives in large organizations to use this assessment tool. The design of the presentation lends itself to going at one’s own pace. We did not want to force anybody to move quickly through the presentation, but instead wanted to encourage them to take their time.
We used audio throought the presentation to give a sense of a face-to-face meeting. It made the presentation more personable and allowed us to give voice to our thoughts. Using only visual images and text does not allow for the nuances involved in convincing a company to use a product, but the voice over portion can incorporate the needed subtleties.
The images and visual representations showed the potential clients the trade-offs between using and not using this assessment tool. Also, they demonstrated how the client can use the tool to show personal preferences among employees. Using visual cues helps those audience members that need to actually see the affect of a product on their company. Not only does it make the content more understandable, but it also makes it more interesting. Because of the presentation length, we needed to find a way to convince people to actually watch the whole thing. The images and graphics give the audience something informative to look at while learning about the tool.
In conclusion, the presentation has been successful in portraying the Harrison Assessment Tool to the decision-makers and strategy planners at different corporations. I would only change one thing about the presentation, the length. If I could revise the presentation, I would break it into smaller chunks so clients could choose the sections they wanted to learn more about.
[Sample project by Jerry Marino, sample reflection by Kristina Killian]
Example 2
http://www.soozzone.com/ET570Site/index.htm
Reflection
I designed this lesson plan for 10th grade Language Arts teachers with 2 other students. I concentrated my efforts on the web site design and development, as well as the grading rubric. We used many different visual modes to explain the lesson and persuade teachers to use the lesson.
We began with the provided template, but made it our own through the use of tables and graphics. We put the lesson plan into a table because it is visually appealing and easier to follow. We divided the lesson into 6-days, plus the teacher preparations before the lesson and the post lesson wrap-up session. Since we sectioned the lesson plan into smaller chunks, it a table provided a more understandable medium of delivery.
We decided not to use a narrative because of the time constraints placed on our target audience, 10th grade teachers. Teachers do not have the necessary time to read a narrative to decide if they want to use a specific lesson. Using a table, allows teachers to find the pieces of information they need to make a decision more easily than a narrative..
In addition, we put the rubric into a table because it gives students an easy way to collect information. Each square of the table has a clear description of the expectations and grade associated with that amount of work. Also, a table rubric is very systematic. Students will have less questions about where to find a piece of information.
We placed images in the document to put a face on the lesson. It gives a more personal touch to the lesson and shows teachers who they are teaching. Also, it breaks up the text to make the document more visually appealing. In order for teachers to use a lesson, they must read the lesson. Teachers are more likely to read a visually appealing lesson plan.
In general, the design of this document allows a teacher to easily find information and make an informed decision about whether or not to use the lesson. The format is more systematic and easier to follow than a narrative lesson plan. Plus, the images add a personal touch and break up the text to make it more appealing to read.
[Sample project by Susan Connell, sample reflection by Kristina Killian]