MCA - ELCS - NOTES -TECHNICAL PRESENTATIONS

MCA - ELCS - NOTES

Technical Presentations

Introduction

Professionals of all types make oral presentations to a wide variety of audiences. A professional has to present ideas for improved process operation to process management and he/she must convey new design concepts to his/her design team, or present design economics to management. An oral presentation may be a good approach when it is desirable to pass information to a group in a brief time, where the main ideas and conclusions are more important than details. This method allows interaction between the presenter and the group in ways that are fundamentally different from one-on-one interactions. With portable video conferencing now available, locations of members of the group are becoming less important. If the group is large or can not be easily assembled, then a brief written interim or summary report may be better. Such a report can now be prepared and circulated electronically. Judgement has to be exercised to find the best approach for each situation.Reading a written report almost never makes a good oral presentation. Written reports typically contain too much detail to be presented in an appropriate period of time. Also, the style of a written report usually sounds stilted when presented verbally. Thus, the seminar or other type of talk must be considered as a separate entity from the written report and must be well thought out and rehearsed prior to presentation.

Types of presentations

Workshops consist of a brief presentation followed by interaction with the audience. The purpose of a workshop is to introduce the audience to and involve them with engaging a skill or technique. [20 minutes to present and 10 minutes to respond to questions]

Posters present a visual display of student work on poster boards supplied by the College. Presenters should be able to provide a scholarly introduction to their work and be prepared to entertain the viewers’ questions. Examples of poster presentations include a research study, a creative unit plan, a pictorial display of art work, an essay.

Oral presentations involve a presentation of a paper or research project with or without visual aids. [20 minutes to present and 10 minutes to respond to questions]

Panel Discussions involve 3-5 students presenting and discussing their views on a scholarly topic and responding to audience questions. [45 minutes to present and 15 minutes to respond to questions]

Performances require students to provide an introduction to and perform their scholarly work Examples of performances include a poetry reading, dramatic reading, and dance, vocal or musical piece. Presenters should be able to provide the audience with an intellectual context for the performance and be prepared to entertain questions from the audience. [20 minutes to present, perform and 10 minutes to respond to questions]

Exhibits consist of a visual display of a collection or body of work by one or more students (i.e. paintings, drawings, prints, posters, photography, sculpture, ceramics, video, installation, multi-media). An exhibit should be accompanied by a general statement of purpose and individual artist statements that provide an intellectual context both for the collection as a whole and for its individual pieces. Presenters should be prepared to entertain the viewers’ questions.

Videoconferencing

The Instructional Use Of VideoconferencingVideoconferencing is essentially face-to-face instruction, only, at a distance. Any good course can easily and effectively be adapted to a videoconference format while maintaining the dynamic, engaging interaction between the instructor and the participants, as well as among participants, independent, almost, of geographical or time constraints.As in virtually any traditional classroom, the videoconferencing studios can be configured to hold a panel of experts, present a lecture or interview subject matter specialists.

There are visual teaching tools which can include printed texts, video tapes, computer files, photographs and sound. Participants at the remote sites can do the same: present their own video sequences, PowerPoint slides, charts and photographs in the format of their choice.In videoconferencing, as in any learning environment, choosing the best means of communication is vital for the transmission of information. Instructors may need to hone their awareness of the different features of written and oral language, with regards to distance communication.

Teaching in the Studio– The Control PanelThe tools and the technology may appear daunting to some instructors. The secret to maintaining control over the learning experience is proficient the use of the equipment in the studio. Mastering the basic function of the equipment is neither difficult nor time consuming. Although instructors are welcome to take control of the cameras during videoconferences, they also have the option of leaving the technological manipulation of slides, video clips and other media up to the producers. Instructors are, however, encouraged to familiarize themselves with the equipment at the podium prior to the first session.

Arrangements can be made to access the equipment for half an hour or an hour in order to learn basic functions without being disturbed.Basic functions of the control panel include selecting and operating the visual source to be transmitted to the learners. Many instructors will use PowerPoint Slides in teaching tools used in videoconferencing. To run a slide presentation from the podium the instructor simply chooses the PowerPoint Option from the LCD Media Selector Panel which takes him/her to the PowerPoint Slide-Show Panel.The LCD panel functions much like any slide presentation device. To begin the slide show at the first slide, or a designated slide the instructor touches “Start Slide Show” and continues through the presentation hitting ‘Next Slide”. Instructors wishing to jump to the end of the presentation can hit “Last”.

MCA- ELCS - NOTES -JARGON

MCA - ELCS - NOTES

JARGON

A jargon is a language, especially the vocabulary part of a language, peculiar to particular trade, profession, or other group. As such, it’s a valuable language – in the appropriate place. Much like slang it develops as a kind of shorthand, to quickly express ideas that are frequently discussed between members of a group. In many cases a standard term may be given a more precise or unique usage among practitioners of a field. In many cases this may cause a barrier to communication as many may not understand.

Specialists need this accurate vocabulary to communicate efficiently with others in the same specialty. A specialist may unknowingly use the jargon of the trade too much, just through long familiarity with it. That would be an understandable and forgivable error, but what is unforgivable is when the writer deliberately uses heavy jargon in an attempt to impress someone.

MCA - ELCS - NOTES - TYPES OF COMMUNICATION

MCA - ELCS - NOTES
TYPES OF COMMUNICATION

ORAL COMMUNICATION

Oral communication, also known as verbal communication, is the interchange of verbal messages between sender and receiver. It is also more natural and informal.

Man is the only species gifted with language. And the usage of language is primarily in speech. Writing comes afterwards. In any organisation, as in everyday life, both formally and informally, we communicate more orally than in writing. It is primarily oral communication that builds human relationships.

Forms of Oral Communication

Oral communication usually takes place in any of the following forms :

1. Informal Face to Face Talk: Informal face-to-face talk takes place outside the formally prescribed and planned organisational network. It occurs spontaneously and beyond organisational hierarchy. There are no set rules and no particular direction. It is multidirectional and strengths the social relations among organisational members. Sometimes it assumes the form of false and baseless rumours.

2. Interviews: The word ‘interview’ means ‘view between’ or ‘sight between’. It suggests a meeting between two persons for the purpose of getting a view of each other, or for knowing each other. Face to face conversation is more informal, casual and spontaneous. But interview is more formal, serious and structured.

3. Group Communication: Oral communication also assumes the form of group communication. Group is a gathering of two or more persons interacting and influencing each other through the process of communication. These groups may be formal groups – explicitly designed as part of the organisational structure – such as committees, task forces, quality circles, etc. It may also be informal groups which emerge spontaneously without deliberate design in the organisational hierarchy.

4. Speeches and Presentations: Speeches and presentations involve the oral communication by one speaker to the large number of audience members. They involve the same principles of oral communication and provide the advantage of influencing people with enthusiasm and confidence. Speeches are more formal and are delivered on formal occasional whereas presentations are usually short and less formal and are delivered with demonstrations of audio-visual aids followed by answers to questions from the audience.

AURAL COMMUNICATON

“Aural” refers to information that is heard. In other words aural communication refers to listening. The ability to listen, not just hear. Hearing is purely physiological. Listening is the ability to interpret what to hear. It is important not just to emphasize what is communicated, but the form that the communication takes.

A person whose hearing is impaired experiences barriers related to aural communication. The same person may be able to communicate orally, however. A person who has speech impairment, or a cognitive impairment that affects speech, may experience barriers in communicating orally, but have no difficulty receiving information that is conveyed aurally. Each person will require different auxiliary aids and services in order to be provided equally effective communication.

Listening

Listening might be defined as the art of hearing and understanding what someone is saying. Listener is the kingpin the entire process of communication for whom actually the message is meant to understand, interpret correctly and to act accordingly. Hence, listening is one of the most difficult aspects of communication.

Listening is a process involving awareness, reception and perception. A common mistake is to anxious to say what we want to say, that we are not really listening to what is being said. It commonly happens when we are talking to someone, we observe that he is not really listening but only hearing. It appears that the listener is just waiting for the speaker to complete his speech so that the listening work is over or he can say his piece. Alternatively, if neither person is listening to the other, there is a complete breakdown in communication.

READING

Reading is an important communicative process and reading skills are probably the most important language skills required for academic and professional purposes. Quick, efficient, and imaginative reading techniques are essential in order to achieve academic success, because academic performance depends on the quantity and quality of reading.

Reading is a complex communicative process of receiving and interpreting the written word. It involves recognising what is written and comprehending the matter that is understanding the main and subsidiary points as well as links between different parts of the written material. While receiving and interpreting the written word the reader is concerned with four factors i.e., decoding, comprehending, text analysis and response.

Decoding or interpreting in reading refers to the process of changing the coded message into information.

Comprehension in reading refers to the identification of the central theme, main ideas, supporting details, and writing patterns.

Text analysis is essential for critical and evaluate understanding of a text.

Response is an action or reaction to the written message.