Loravore®️ Learning Design Notebook | Entry: 003 Increase Learning during Peer Presentations

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This entry presents format and discussion strategies for increasing learning opportunities during peer presentations. 


Loravore®️ Learning by Bluknowledge 

Design Notebook Entry: 003 Date: 3.31.2019

Instructional Design Bytes byte-sized instructional design tips for blended learning

This entry is elaborated in Loravore®️ Learning by Bluknowledge Design Notebook Entry: 004, “Flipped” Peer Presentations, which shares strategies for maximizing learners’ thinking and participation during peer presentations.

Blended Learning Design Notes:

1. Select an audience size and format that maximizes peer interactions.
  • Form small groups of learners (by topic, interest, format, digital tool, etc.) to optimize audience size for each presenter.
  • Leverage digital tools to enable simultaneous presentation formats, such as
    • Gallery Walk: A designated group of learners present in separate spaces in the same room; audience members visit different presentations, individually or in groups, at their own pace or for a set duration.
    • Roundtable: In small groups, learners take turns presenting and discussing information shared in the presentations.
    • Breakouts: A designated group of learners present in separate spaces in same or different rooms; audience members watch or listen and discuss information shared in the presentation.
2. Use digital tools to facilitate a “flipped” presentation mode.
  • Prior to “presentation time”, learners read, view, or listen to digital artifacts related to the presentations (e.g., video, podcast, infographic) and plan questions, comments, or feedback for discussion.
  • Frame “presentation time” as an opportunity for learners to ask and discuss questions, generate connections, and share feedback.
  • Following “presentation time”, learners exchange and record summaries or synthesis of key ideas in a collaborative document or space (e.g., Google Doc, Padlet, chart paper and sticky notes).
3. Encourage learners to embody roles during presentations.
  • Assign participatory roles to learners in the audience, such as provocateur, (one who offers questions and comments to challenge presenters’ thinking or approach), dissenters (one who offers counter arguments and evidence for presenters to consider), and discussants (one who identifies ways to strengthen presentations individually and collectively).

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