Challenge

In this architecture course, a key challenge facing the teaching team was how to engage students to communicate professionally, with influence and concisely with their peers when discussing discipline-specific concepts.

Approach

As a means to develop students abilities to communicate concisely, a ‘speed-dating’ type learning activity was incorporated within tutorials. In this exercise, students were allotted one minute in which to present a concept to a peer. At the conclusion of their presentation, their peer then provided them with feedback (for example, I understand / I don't understand, I liked the presentation / I didn’t like the presentation). Students were to then choose another peer to present to, and taking on the feedback from the previous peer, amend their presentation on the concept. Students then were required to complete this exercise one final time, as a means to further improve their presentation skills.

Outcomes

This exercise develops students abilities to concisely, and with influence, present discipline-specific concepts. Through providing students with three opportunities to present the same concepts, enables them to learn and adapt their presentation according to the feedback that is derived from their peers. By the final round, the teaching team find that students get straight to the point, and clearly articulate the key components in a focused manner.

Furthermore, this is also an activity that students can complete outside of the classroom. At the conclusion of the activity, students are encouraged to complete the same exercise with their family or friends who may have no knowledge of architecture. It is explicitly stated to students that this will further develop their communication skills, which will inevitably assist them in their studies and future career prospects.

Implement

If you are thinking of implementing this approach, consider the following:

• Prior to the activity have a conversation with students regarding appropriate and constructive forms of feedback. Provide students with examples of constructive feedback;
• Ensure that you (as the course convenor or tutor) have discussed and taught the concepts in which the students will be presenting on. This will also provide a key opportunity for you to assess the degree to which students understand and comprehend the course content;
• Encourage students to present outside of their friendship group. Perhaps even articulate that in the workplace they will often have to present ideas or concepts to colleagues who they do not know;
• The key aim of this activity is to have students communicate a concept concisely. Therefore, ensure that the presentation segment is one minute.

Griffith Graduate Attributes

This learning activity aligns with the following Griffith Graduate Attributes:

1. Knowledgeable and skilled with critical judgement;
2. Effective communicators and collaborators.

In this learning activity, students are required to apply their discipline-knowledge and tailor their communication based upon the audience and the feedback obtained. This activity enables students to develop the ability to present with confidence and influence when discussing discipline-specific concepts.

Contributed by

• Griffith Sciences
  School of Engineering and Built Environment
  Karine Dupre
  (07) 555 27534
  k.dupre@griffith.edu.au
  http://orcid.org/0000-0002-1936-0597
  Griffith Experts profile
• Learning Futures
  

Preferred Citation

Dupre, K., & Learning Futures. (2019). Interactive exercises to engage students in communicating discipline concepts. Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/5585/view