037.- Constructively Aligned Instructional Design for Oral Presentations

This article highlights our recently published paper, «Constructively Aligned Instructional Design for Oral Presentations,» presented at the 2022 Spring ASEE Middle Atlantic Section Conference. Dr. James Lipuma’s study introduces an innovative application of the General, Particular, Specific (GPS) model for designing effective oral presentations to enhance student engagement and critical thinking skills in technical communication.

0100 Exciting Announcement

I am delighted to announce the publication of our recent paper, «Constructively Aligned Instructional Design for Oral Presentations,» in the prestigious proceedings of the «2022 Spring ASEE Middle Atlantic Section Conference,» published by the American Society for Engineering Education. This collaborative effort, led by Dr. James Lipuma, demonstrates the innovative application of the GPS model as a tool for designing oral presentations, thereby adding a new dimension to the model (Lipuma & Yáñez León, 2022).

0200 Paper Abstract

The work described here was implemented at an R1 Polytechnic University in New Jersey by the authors in oral presentation and senior seminar courses offered by the Humanities and Social Science department for engineers. To provide a coherent instructional design that can function in Face-to-face and online courses equally effectively, the ‘General, Particular Specific’ model1 was piloted and is now fully integrated. This scaffolding for students enhances their critical thinking about content and alignment with the audience when examining content to be delivered orally to diverse groups. The students are taught to effectively communicate technical information as responsible experts.

0300 Keywords

  • Constructively Aligned
  • Educación STEM: Diseño Instruccional y Curricular Constructivismo
  • Instructional Design
  • Oral Presentations

0400 Conference Presentation

Our findings and insights were presented at the 2022 Spring ASEE Middle Atlantic Section Conference, held in Newark, New Jersey, USA, on April 22, 2022.

0500 Accessing the Publication

For those interested in a deeper exploration of our work you can download a copy here

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0600 Acknowledgments

ASEE holds the copyright on this document. It may be read by the public free of charge.

Disclosure statement
No conflict of interest pertains to the research presented above.
ORCID

James Lipuma https://orcid.org/0000-0002-9778-3843

Cristo Leon https://orcid.org/0000-0002-0930-0179

0700 Copyright & Citation

Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2022 American Society for Engineering Education.

Lipuma, J., & Yáñez León, C. E. (2022). Constructively Aligned Instructional Design for Oral Presentations [Conference paper]. American Society for Engineering Education, 14. /Research/Education. https://doi.org/10.18260/1-2–40045

0800 Español

El trabajo descrito aquí se implementó en una Universidad Politécnica R1 en Nueva Jersey por los autores en cursos de presentación oral y seminario para estudiantes de último año ofrecidos por el departamento de Humanidades y Ciencias Sociales para ingenieros. Para proporcionar un diseño instruccional coherente que pueda funcionar igualmente de manera efectiva en cursos presenciales y en línea, se pilotó el modelo ‘General, Particular Específico’ y ahora está plenamente integrado. Este andamiaje para los estudiantes mejora su pensamiento crítico sobre el contenido y la alineación con la audiencia al examinar el contenido que se entregará oralmente a grupos diversos. Se enseña a los estudiantes a comunicar efectivamente información técnica como expertos responsables.

0900 Sources

Lipuma, J., & Yáñez León, C. E. (2022). Constructively Aligned Instructional Design for Oral Presentations [Conference paper]. American Society for Engineering Education, 14. /Research/Education. https://doi.org/10.18260/1-2–40045