Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
Vol
.
4,
N
o
.
4
,
D
ecem
b
er2
0
1
5
,
pp
.
17
9~
18
4
I
S
SN
: 225
2-8
8
2
2
1
79
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Devel
o
pi
ng Oral Present
a
tion Competence in P
r
of
essi
onal
Contexts: A Desi
gn-Based
Coll
aborati
v
e Approach
Anil Pa
tha
k
1
, Mani
Le Vas
a
n
2
1
Institut
Tekno
lo
gi Brune
i,
Brune
i Darussalam
2
Uni
v
e
r
si
ty
Brune
i
Da
russa
la
m,
Brune
i
Da
russa
la
m
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Sept 30, 2015
Rev
i
sed
O
c
t 20
, 20
15
Accepted Nov 26, 2015
The ne
ed to d
e
velop ora
l
pres
enta
tion skills
with refer
e
nc
e
to students’
specialized prof
essional
contex
ts has
been
well-recognised
.
Attempts have
also been made to d
e
velop
co
llabor
ation between eng
i
neering
faculty
an
d
languag
e
teaching professionals
. In
this
pap
e
r, we
describ
e
an experiment
where studen
t
s were giv
e
n an
opportuni
ty
to demonstrate
th
eir
technical
know-howand integrate i
t
with
oral pr
esen
tation
skills. Th
e pap
e
r discusses
specifics of co
llaborati
on between th
e eng
i
neering
facu
lty
and the languag
e
tea
c
hers
. S
p
e
c
i
f
ica
tions
for d
e
velopm
ent o
f
a tr
ans
p
arent
as
s
e
s
s
m
ent
fram
e
work have als
o
been elabo
r
ated
. It
is concluded that such design-based
approach
is m
o
re lik
el
y to d
e
ve
l
op skills requir
e
d of students to
perform
in
com
p
etitiv
e com
m
unicativ
e envir
onm
ents.
Keyword:
Co
llab
o
ration
Co
llab
o
rativ
e ap
pro
ach
Oral Presen
tatio
n
Presen
tatio
n
Sk
ills
Copyright ©
201
5 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
An
il Pat
h
ak,
Dean, Ce
ntre
for Comm
unicati
on, Teachi
n
g and
Learning,
In
stitu
t Tekn
o
l
o
g
i
B
r
un
ei,
Tun
gku
H
i
gh
way, G
a
d
ong
BE1
410
, B
r
un
ei.
Em
a
il: an
il.p
a
th
ak@itb
.edu
.bn
1.
INTRODUCTION
Vi
ewe
d
as
‘
h
i
gh st
ruct
ure
t
a
sks [1]
,
[2]
oral
pr
e
s
ent
a
t
i
ons
m
a
y
rang
e fr
om
‘careful’ style t
o
‘ve
r
nac
u
l
a
r
’
[
3
]
.
In en
gi
nee
r
i
ng e
duc
at
i
o
n
,
ho
we
ver
,
at
t
e
nt
i
on i
s
foc
u
se
d
m
o
re on t
h
e caref
ul
st
y
l
e where
a
scrip
t
ed presentatio
n
of carefu
lly selected
co
n
t
en
t is
e
xpe
cted for a
pre
-
determ
ined audience m
a
king use
of
ver
b
al
an
d
vi
s
u
al
m
odes. I
n
suc
h
co
nt
ext
s
,
i
t
i
s
gene
ral
l
y
expect
e
d
t
h
at
prese
n
t
a
t
i
o
n
s
a
r
e hi
ghl
y
st
r
u
c
t
ure
d
,
aid
e
d
b
y
writing
an
d o
t
h
e
r d
e
v
i
ces an
d
are
so
cially co
n
s
t
r
ucted
[4
],[5
].
Thi
s
p
r
oject
w
a
s dri
v
en
by
t
h
e ‘Desi
gn R
e
se
arch
’ pa
ra
di
gm
whi
c
h has
bee
n
co
nsi
d
ere
d
a
m
a
jor s
h
i
f
t
i
n
ed
ucat
i
o
nal
pe
dag
o
g
y
.
It
uses a
n
i
t
e
rat
i
ve
pr
oce
ss
where th
e p
a
rticip
an
ts ar
e
well aware of t
h
e
target;
ho
we
ver t
h
e p
r
oces
s of ac
hi
evi
n
g t
h
e t
a
rg
et
i
s
by
t
r
i
a
l
and er
r
o
r an
d r
e
qui
res co
nsi
d
erabl
e
fee
dbac
k
[6]
-
[8]
.
T
h
e pa
ra
di
gm
i
s
dri
v
e
n
b
y
a goal
t
o
m
a
ke l
earni
ng e
x
peri
e
n
ces l
o
ng
er l
a
st
i
ng so as
t
o
m
a
ke t
h
em
usef
u
l
beyond t
h
e spe
c
ific conditions of initia
l classroom
learning [9],
[10].In suc
h
de
sign ex
pe
ri
m
e
nts, the teacher-
researc
h
ers typically use a c
o
m
p
lex artifac
t and t
h
en
gu
id
e and
ob
serve th
e stud
en
t
’
s in
teractio
n wi
th
th
e
artifact. Atten
t
io
n
is fo
cu
sed o
n
t
h
e im
p
act o
f
th
is i
n
teractio
n
on
p
r
ob
le
m
so
lv
ing
in o
t
h
e
r areas. In
th
e
specific cas
e
of our e
xpe
ri
ment, students
we
re activ
el
y
i
n
vol
ved
i
n
t
h
e
de
vel
o
pm
ent
of
a
pot
at
o
-
cut
t
i
n
g
m
achi
n
e. T
h
ei
r
i
n
t
e
ract
i
o
n wi
t
h
t
h
i
s
a
r
t
i
f
act
was e
xpect
e
d
t
o
hel
p
t
h
em
adopt
a
p
r
o
b
l
e
m
-
sol
v
i
ng a
p
pr
oa
ch t
o
d
e
v
e
l
o
p th
eir oral presen
tatio
n
sk
ills.
Ap
pr
oac
h
es
b
a
sed
on
desi
g
n
-
b
ase
d
re
sear
ch i
n
v
o
l
v
e
pr
o
b
l
e
m
sol
v
i
ng i
n
real
-w
orl
d
c
ont
e
x
t
s
an
d
exam
i
n
e t
h
e effect
o
f
t
h
ese desi
g
n
s o
n
l
earni
ng
pr
ocesse
s and l
ear
ni
n
g
pr
od
uct
s
[
11]
,[
12]
.
A
l
t
h
o
u
g
h
som
e
creativity is requi
red, a large
part
of s
u
c
h
projects
deals
with devel
opm
ent of
a product according to
give
n
specifications.
An oral
prese
n
tation m
a
y be require
d
t
o
e
x
plain t
h
e s
p
eci
fications
and t
o
justify the c
hoice
s
m
a
de i
n
or
de
r
t
o
a
rri
ve at
t
h
e
pr
o
duct
wi
t
h
gi
ve
n s
p
eci
f
i
cat
i
ons
[1
3]
.S
i
n
ce
desi
g
n
e
x
peri
m
e
nt
s em
p
h
asi
z
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:22
52-
882
2
IJERE
Vol. 4, No. 4,
Decem
ber2015
:
179–184
18
0
pr
ofe
ssi
o
n
al
co
nt
ext
s
, i
t
was
necessa
ry
t
o
d
econ
s
t
r
uct
t
h
e
OP c
o
m
p
et
ence i
n
t
e
rm
s of i
t
s com
pone
nt
s fo
r t
h
e
d
e
v
e
l
o
p
m
en
t o
f
th
e task
. Traditio
n
a
lly, OP co
m
p
eten
ce is c
o
n
s
i
d
ered
to
co
n
s
ist of th
e verb
al, th
e
n
o
n
-
v
e
rb
al
,
and t
h
e
vi
sual
.
In p
r
o
f
essi
o
n
a
l
cont
ext
s
,
ho
weve
r, f
o
ur ot
her c
o
m
pone
nt
s becom
e
rel
e
vant
fr
om
t
h
e del
i
v
er
y
aspects. They
a
r
e:
Profe
ssion
alis
m:
T
h
e
way a
prese
n
ter m
a
nages t
h
e technic
a
l conte
n
t
of t
h
e presentation
Practi
c
a
l
aspe
cts
:
T
h
e
way
a
dem
onst
r
at
i
o
n
i
s
pl
an
ne
d a
n
d
execut
e
d
Ideas
:
Presen
tin
g th
e i
d
eas so as to h
i
g
h
ligh
t
no
v
e
lty, ing
e
nu
ity, and
creativ
ity
Collabor
a
tive effort
: C
o
-ope
ration am
ong t
e
am
m
e
m
b
ers and
integration of s
k
ills and a
b
ilities.
Fi
gu
re
1
pr
o
v
i
d
es a
schem
a
t
i
c re
prese
n
t
a
t
i
o
n
of
t
h
e
way
OP com
p
etence i
s
vie
w
ed in t
h
is project.
Fi
gu
re
1.
A
Sc
hem
a
ti
c R
e
pre
s
ent
a
t
i
o
n
o
f
t
h
e O
r
al
Pre
s
enta
tion C
o
m
p
etence in
Professi
onal Contexts
2.
R
E
SEARC
H M
ETHOD
2.
1.
Parti
c
i
p
an
ts
Fort
y
E
n
gi
nee
r
i
n
g st
u
d
e
n
t
s
part
i
c
i
p
at
ed
i
n
t
h
i
s
st
udy
.
T
h
e st
ude
nt
s t
y
pi
cal
l
y
un
der
g
o t
w
o
co
re
co
urses: a cou
r
se in
eng
i
n
e
ering
inno
v
a
ti
o
n
and
d
e
sign and
a cou
r
se in
En
g
lish
co
mm
u
n
i
catio
n
sk
ills.
Trad
ition
a
lly, th
ese t
w
o cou
r
ses are taug
h
t
i
n
d
e
p
e
n
d
e
n
tly
.
Fo
r th
e pu
rpo
s
e of th
is proj
ect, facu
lty
m
e
m
b
ers
teaching these
two c
o
urses
collaborate
d
with each
othe
r a
n
d de
veloped a teaching-lea
r
ni
ng se
que
nce t
h
a
t
was
aim
e
d at
de
vel
opi
ng
O
r
al
P
r
e
s
ent
a
t
i
o
n
C
o
m
p
et
ence
(
O
PC
)
i
n
pr
ofe
ssi
o
n
a
l
cont
e
x
t
s
.
2.
2.
Descripti
o
n
of the
Collab
o
r
a
tive T
a
sk
Elab
or
ate in
stru
ctio
ns on
th
e
task
w
e
r
e
pr
ovid
e
d
to
t
h
e students
. The
foc
u
s of the instructions wa
s
on
d
e
sign
ing
a fu
lly au
to
m
a
tic
mach
in
e system
for cu
tting
po
tato
es. An
im
p
o
r
tan
t
p
o
rtion
o
f
th
e i
n
stru
ctio
n
s
i
s
pr
o
duce
d
bel
o
w.
Instruc
t
ions
The t
eam
(a de
si
gn c
o
m
p
any
)
sh
oul
d
pr
od
uc
e a fi
rst
si
ght
p
r
ot
ot
y
p
e C
h
at
e
a
u P
o
m
m
e de Terre
p
o
t
a
t
o
sha
p
ing m
achine. T
h
e aim is
to design
a fu
lly au
to
m
a
t
i
c p
r
o
d
u
c
tion
standard
m
ach
in
e syste
m
th
at starts
with
raw po
tato
es an
d fi
n
i
sh
es wit
h
n
eatly arranged
sh
ap
ed pota
toes
on a tray.
Here
are t
h
e s
p
ecifications:
A C
h
at
ea
u
pot
at
o p
r
o
d
u
ct
i
o
n
sy
st
em
t
h
at
i
n
cl
udes
p
r
e-
pr
o
c
essin
g
th
e
po
tato
es in
to th
e shap
e
o
f
a cylin
der
(di
a
m
e
t
e
r 40m
m
and l
e
ngt
h
6
0
m
m
)
Pr
odu
ction
r
a
te of
o
n
e
8
-
si
ded
C
h
ateau potato
no
t ex
ceed
i
ng
10
seconds to
t
h
e
g
e
o
m
etr
i
c sp
eci
f
i
catio
n
sho
w
n bel
o
w.
Ab
ility to
pro
d
u
ce
N-si
d
e
d C
h
ateau
po
tato
wh
ere, 3
<
=N<=8
( wh
ere
N=3
,
4
,
5
,
6
,
7
,
o
r
8
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE I
S
SN
:
225
2-8
8
2
2
Developing
Or
al Prese
n
tation Compete
n
ce i
n
Pr
ofe
ssional Context: A Des
i
gn-Based
....
(
A
nil
Pat
h
ak)
18
1
Reliab
l
e.
Low main
ten
a
n
ce req
u
i
rem
e
n
t
.
No b
acteria
trap
s.Wash
ab
le.
Each team
was expecte
d
to present their design al
on
g wi
t
h
oral
ex
pl
an
at
i
o
n an
d dem
onst
r
at
i
o
n
.
The
Oral
Presen
tatio
n fl
o
w
con
s
ist
e
d
o
f
fo
ur stages:
1.
Pro
d
u
ct
P
r
ese
n
t
a
t
i
on
2.
Product Dem
onstration (Pract
ical)
3.
Interacti
o
n wit
h
the
Audience
4.
Deb
r
i
e
f
Each team
was expected to
write a
project
pr
oposal
and s
ubm
it it a week be
fore the
actua
l
prese
n
t
a
t
i
o
n
.
At
t
h
e
pr
o
duc
t
prese
n
t
a
t
i
on
st
age, t
h
e
p
r
o
duct
was s
h
o
w
n t
o
t
h
e
au
d
i
ence. Feat
ure
s
of
t
h
e
pr
o
duct
were
d
e
scri
be
d usi
n
g engi
neeri
n
g
d
r
awi
n
gs. St
u
d
e
n
t
s
we
re e
x
pec
t
ed t
o
desc
ri
be
pr
o
duct
at
t
r
i
b
ut
es as
well as na
rrate
the challenges
faced at
t
h
e st
age of
product
devel
opm
ent. In this
part
of t
h
e OP, c
o
hesiveness
o
f
th
e team
in
term
s o
f
th
eir co
llab
o
rativ
e effo
rt cou
l
d
b
e
seen
b
y
th
e aud
i
en
ce.
At
t
h
e sec
o
n
d
st
age, a
pract
i
cal
dem
onst
r
at
i
on
of t
h
e p
r
o
duct
was
gi
ve
n by
t
h
e
p
r
o
j
e
c
t
t
e
am
. The
e
m
p
h
a
sis
h
e
re was on
p
r
ov
id
ing
co
n
c
rete
ev
id
en
ce
reg
a
rd
ing
th
e fun
c
tio
n
a
lity and
abilit
y o
f
t
h
e m
ach
in
e.
St
ude
nt
s al
so
u
s
ed di
a
g
ram
s
and
dra
w
i
n
gs t
o
expl
ai
n t
h
e w
a
y
di
ffere
nt
pa
rt
s of t
h
e m
ach
i
n
e fu
nct
i
o
n.
A
t
t
h
i
s
stage, stude
n
ts were expecte
d
to devel
op t
h
e
ability
to be accountable a
n
d answe
r
a
b
le for their innovations,
whi
c
h i
s
a
n
i
m
po
rt
ant
part
o
f
engi
neeri
n
g
et
hi
cs.
A s
h
ort audie
n
ce-i
n
teraction session
was
conducted at t
h
e third sta
g
e. It was e
x
pec
t
ed that the
prese
n
ters
would be a
b
le to handle
que
stions related
to the accuracy a
n
d efficien
cy of their product. Onc
e
agai
n, t
h
e t
eam
s were
gi
ve
n a
n
o
p
p
o
r
t
u
ni
t
y
to dem
ons
trate
th
e tea
m
sp
irit an
d
team
syn
e
rg
y wh
ile an
swering
th
e qu
estion
s
an
d respo
n
d
i
ng
to
th
e
feed
b
a
ck co
mm
en
ts.
An im
portant
stage after the
oral pre
s
entat
i
ons
was de
bri
e
fing. De
brie
fing
has bee
n
s
u
ccess
f
ully
use
d
as a l
ear
n
i
ng st
rat
e
gy
i
n
a vari
et
y
o
f
set
t
i
ngs[
1
4]
.I
n
ou
r ex
pe
ri
m
e
nt
,
deb
r
i
e
fi
n
g
pr
o
v
i
d
e
d
a
n
o
p
p
o
r
t
uni
t
y
fo
r t
h
e st
u
d
e
n
t
s
t
o
i
n
t
e
ract
wi
t
h
t
h
e b
o
ar
d o
f
i
n
st
ruct
ors
.
Th
e boa
rd t
h
en
pr
ovi
ded a c
o
m
p
rehe
nsi
v
e e
v
al
uat
i
o
n
whe
r
e st
ude
nt
s
g
o
t
t
o
k
n
o
w
h
o
w
t
h
ey
as
wel
l
as ot
he
r
gr
o
u
p
s
fare
d.
G
r
ade
s
we
re e
xpl
ai
n
e
d i
n
det
a
i
l
an
d
foc
u
s
was
placed on
strengthe
n
ing t
h
e skills furthe
r.
2.
3.
Assessme
n
t
Since the
OP c
o
m
p
etence wa
s vis
u
alized
differe
n
tly fo
r
t
h
e
purpose of
thi
s
project (See Figure 1),
it
was
deci
de
d t
o
use a
n
e
v
al
uat
i
on sc
hem
e
t
h
at
cl
osel
y
fol
l
o
ws t
h
e
vi
s
u
al
i
zed c
o
m
pone
nt
s
of
O
P
com
p
et
ence
.
W
h
at
w
a
s m
o
r
e
ch
allen
g
i
n
g
w
a
s to
d
eci
d
e
o
n
t
h
e w
e
igh
t
o
f
each
co
m
p
on
en
t.
A
m
i
n
i
-
c
o
n
f
e
r
e
n
ce involv
i
n
g
t
h
e engi
neeri
n
g fac
u
l
t
y
and t
h
e l
a
ng
ua
ge fa
cul
t
y
pro
v
e
d
t
o
be u
s
ef
ul
fo
r
t
h
i
s
pur
p
o
se. I
t
was agree
d
t
h
at
t
h
e
profe
ssional aspects that are char
acteristic of an engi
neeri
ng prese
n
t
a
t
i
on (s
uc
h
as Profes
si
o
n
al
i
s
m
,
Dem
onst
r
at
i
o
n
,
and I
n
gen
u
i
t
y
as wel
l
as
C
r
eat
i
v
i
t
y
) shoul
d
be gi
ve
n abo
u
t
sevent
y
per c
e
nt
of wei
ght
i
n
t
h
e
ev
alu
a
tion
sche
m
e
. Sk
ills th
at are trad
ition
a
lly v
i
ew
ed
as ‘Co
m
m
u
n
i
catio
n
Sk
ills’ (Verb
a
l an
d
Visu
al
com
m
uni
cat
i
on, C
r
e
d
ence a
nd C
o
n
f
i
d
e
n
ce
, Team
wor
k
and C
o
l
l
a
bo
rat
i
v
e Ef
fo
rt
) sh
o
u
l
d
be
gi
ve
n abo
u
t
3
0
per
cent
of
wei
ght
[
15]
.T
he sc
hem
e
t
h
at
em
erge
d
fr
om
t
h
i
s
di
scussi
o
n
i
s
p
r
esent
e
d i
n
Ta
bl
e 1
.
Tabl
e 1. Asses
s
m
e
nt
C
o
m
pon
ent
s
Pro
f
essi
onal
i
s
m
(Techni
cal
Aspe
ct
s)
30
%
Dem
o
n
s
tratio
n
30
%
Ing
e
n
u
ity and
Creativ
ity
1
0
%
Verbal Communication
10
%
Visual C
o
mm
u
n
ication
10%
Crede
n
ce a
n
d
Confide
n
ce
5%
Co
llab
o
rativ
e effo
rt
5
%
3.
R
E
SU
LTS AN
D ANA
LY
SIS
To as
sess t
h
e
effectiveness
of the
desi
gn-base
d
app
r
o
a
c
h
,
a su
rv
e
y
w
a
s
ad
min
i
s
t
e
r
e
d
to
ch
e
c
k
st
ude
nt
s’
pe
rce
p
t
i
o
n
s
o
f
i
m
provem
e
nt
. Fi
g
u
r
e 2
re
prese
n
t
s
ho
w st
ude
nt
s
percei
ved t
h
ei
r
im
pro
v
em
ent
acros
s
t
h
e di
ffe
rent
a
ssessm
ent
com
ponent
s at
t
h
e e
n
d
o
f
t
h
e
i
n
st
r
u
ct
i
onal
pha
se.
As
was
ex
pect
ed,
t
h
e
hi
g
h
est
i
m
p
r
ov
em
en
t i
s
seen in
term
s o
f
Co
llaborativ
e Effo
rt.
To
tal ratin
g
s
fo
r the ‘Ex
cellen
t
’ an
d ‘Good
’ categ
ories
t
a
ken t
oget
h
er
am
ount
ed t
o
91
%. Si
nce t
h
e desi
g
n
-
base
d
ap
pr
oach
a g
r
eat
deal
of
p
r
o
b
l
e
m
-
sol
v
i
n
g
an
d
col
l
a
bo
rat
i
o
n,
st
ude
nt
s seem
t
o
fi
n
d
t
h
i
s
a
p
pr
oac
h
hi
ghl
y
rewa
rdi
ng i
n
o
r
de
r t
o
i
m
pro
v
e
t
h
ei
r col
l
a
bo
rat
i
o
n
sk
ills and
co
llab
o
rativ
e effo
rt
.
Im
provem
e
nt
i
n
t
e
rm
s of
Demon
s
tra
tio
n skills
(84
%
) a
s
w
e
ll as
Ing
e
nu
ity/Crea
tivity
(83
%
) seem
s to
fo
llow n
e
x
t
. Inform
al
in
teractio
n
s
wit
h
th
e stu
d
e
n
t
s rev
ealed
th
at th
e assign
m
e
n
t
p
r
ov
id
ed
th
em
an
au
th
en
tic
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:22
52-
882
2
IJERE
Vol. 4, No. 4,
Decem
ber2015
:
179–184
18
2
m
o
d
e
o
f
using th
eir
d
e
m
o
n
s
t
r
atio
n sk
ills.
It
was also on
e of th
e rare
o
c
casio
n
s
wh
ere th
eir i
n
g
e
nu
ity an
d
creativ
ity were ch
alleng
ed
as
well as
appreci
ated by the
ass
e
ssors and t
h
e
audi
e
n
ce.
It
hel
p
s st
u
d
e
n
t
s
est
a
bl
i
s
h
an
em
o
tio
n
a
l co
nn
ection
with
th
eir
pr
oject
as well as
with their a
u
dien
ce. Seco
nd
, it
in
clu
d
e
s stud
en
ts as
act
ors
rat
h
e
r
t
h
an
passi
ve
r
eci
pi
ent
s
.
Thi
s
i
s
do
ne
by
p
r
o
v
i
d
i
n
g
t
h
e st
u
d
ent
s
an
i
n
si
de
r
vi
ew
o
f
t
h
e
prese
n
t
a
t
i
on
pr
ocess. T
h
e p
r
e
s
ent
a
t
i
ons
fol
l
owe
d
by
i
n
t
e
r
a
ct
i
on sessi
o
n
s
and
de
bri
e
fi
ng
exp
o
ses t
h
e st
ude
nt
s
th
e realities o
f
an
ind
u
s
t
r
y-o
r
ien
t
ed
p
r
esen
tatio
n
where th
e in
terrup
tion
s
,
d
i
sru
p
tion
s
, ch
allen
g
e
s,
m
i
sco
m
m
uni
cat
i
on, a
n
d c
o
m
m
uni
cat
i
on fai
l
u
res
f
o
rm
an i
n
t
e
gral
part
of
t
h
e c
o
m
m
uni
cati
on
p
r
oces
s.
Fi
gu
re
2.
Im
pr
ovem
e
nt
acr
os
s t
h
e
Assessm
ent
C
o
m
p
o
n
ent
s
:
St
ude
nt
s’
Pe
r
cept
i
o
n
Their
Verbal and
Visual c
o
mm
unication saw only
m
oderate (75% each) im
provem
ent. Howe
ve
r,
ou
r i
n
t
e
ract
i
o
n
s
wi
t
h
t
h
e st
u
d
ent
s
i
n
di
cat
e
d
t
h
at
t
h
e De
si
gn
-ba
s
ed a
p
pr
oac
h
hel
p
s s
t
ude
nt
s f
o
cus
on t
h
e
ele
m
en
ts o
f
th
eir p
r
o
f
essi
o
n
a
l self. Th
e acti
v
ity p
r
esen
ted in
th
e p
a
p
e
r
h
e
lp
s stud
en
ts fo
cus
m
o
re on
th
ei
r
perce
p
t
i
o
ns a
nd
on t
h
ei
r
at
t
r
i
but
i
o
n be
havi
ou
r. T
h
i
s
foc
u
s sh
o
u
l
d
p
r
o
b
a
b
l
y
hel
p
t
h
em
adapt
t
h
ei
r
com
m
uni
cat
i
on
beha
vi
o
u
r
i
n
t
e
rnal
l
y
. It
s m
a
ni
fest
at
i
o
n i
n
ext
e
r
n
al
o
v
ert
beha
vi
o
u
r
m
a
y pr
o
b
abl
y
t
a
ke
som
e
ti
m
e
.
Fin
a
lly, a relat
i
v
e
ly lo
w (70%) i
m
p
r
ov
em
e
n
t was ob
served
in
term
s o
f
Cred
en
ce an
d Co
n
f
i
d
en
ce.
Th
is m
a
y b
e
p
a
rtly d
u
e
to the fact th
at in
Design
-b
as
e
d
approaches
ris
k
-ta
k
ing an
d e
v
en m
eaningful failure
are enc
o
ura
g
e
d
at all stages of in
st
r
u
ct
i
o
n
.
Som
e
st
uden
t
s
m
a
y avoi
d f
aci
ng
quest
i
o
n
s
at
t
h
e end o
f
t
h
ei
r
prese
n
tation
since they are a
f
raid
of
f
aci
n
g
t
h
e unk
now
n. H
o
w
e
v
e
r, qu
estio
n
i
ng
-
b
a
sed
classr
oo
m
s
ar
e k
now
n
to
d
e
v
e
lop
t
h
i
n
k
i
n
g
sk
ills wh
ere qu
estion
s
are
u
s
ed
as a to
o
l
fo
r teach
i
ng
an
d learnin
g
.
In
t
h
is pro
j
ect,
st
ude
nt
s
had
t
o
face
au
di
en
ce i
n
t
e
ract
i
o
ns
an
d d
e
b
r
i
e
fi
n
g
sessi
on
s w
h
i
c
h m
i
ght
hav
e
ne
gat
i
v
el
y
affect
e
d
con
f
i
d
e
n
ce
of s
o
m
e
st
udent
s.
Ho
we
ver
,
t
h
e e
x
p
o
s
u
re
pr
o
v
i
d
ed i
n
t
h
e
dei
g
n
-
base
d a
p
p
r
o
a
c
h
i
s
seen si
gni
f
i
cant
in
term
s o
f
d
e
velo
p
m
en
t in
lon
g
term
. It m
a
y b
e
seen
fr
om these
res
u
lts that a
num
b
er
of fact
o
r
s related
to the
st
ude
nt
p
s
y
c
h
o
l
ogy
,
nee
d
s, m
i
ndset
, a
n
d c
o
n
t
ext
pl
ay
an i
m
po
rt
ant
part
i
n
t
h
e succe
ssf
ul
use
of
Desi
gn
-
b
ase
d
approach. As
educat
ors
,
we
need
t
o
anal
y
s
e t
h
e cont
e
x
t
an
d t
h
e set
t
i
ng be
f
o
re
de
ci
di
ng t
o
set
up a
n
assignm
ent task and form
ulate the param
e
te
rs for the colla
borative work.
It is also cl
ear fr
om
t
h
i
s
expe
ri
m
e
nt
t
h
at
t
h
e pat
t
e
r
n
s of c
o
l
l
a
b
o
rat
i
ve w
o
r
k
vary
c
onsi
d
era
b
l
y
across
st
u
d
ent
gr
ou
ps.
Fu
rt
he
r r
e
search i
s
need
ed i
n
t
h
e area
o
f
t
h
e
fo
rm
ul
at
i
on o
f
devel
opm
en
tal stag
es in co
llab
o
rativ
e
g
r
ou
p
work.
4.
CO
NCL
USI
O
N
Two
particular cha
r
acterisitcs of
th
is teach
i
ng
ap
pro
ach were:
•
I
t
is d
e
sign
-b
ased
, and
•
It is co
llaborativ
e.
The desi
gn-ba
s
ed aspects a
llow the pa
rticpants
to
fo
cu
s on
th
e eng
i
nn
eri
ng c
o
n
t
ent
of t
h
e
p
r
esen
tatio
n.
Alth
oug
h
co
m
m
u
n
i
catio
n
sk
i
lls are em
p
h
a
sise
d
d
u
ring
o
r
ei
n
t
atio
n
and
evalu
a
tio
n
,
th
e sk
ills are
0
10
20
30
40
50
60
70
80
Excellent
Good
Poor
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE I
S
SN
:
225
2-8
8
2
2
Developing
Or
al Prese
n
tation Compete
n
ce i
n
Pr
ofe
ssional Context: A Des
i
gn-Based
....
(
A
nil
Pat
h
ak)
18
3
specifically aimed at successful comm
unication of the technical conte
n
t.
Earlier res
earch
has sh
o
w
n tha
t
foc
u
s
on t
a
s
k
(rat
h
e
r
t
h
a
n
on
fo
rm
) hel
p
s red
u
ce c
o
m
m
ui
cat
i
on an
x
i
et
y
and t
h
u
s
l
eads t
o
i
m
pro
v
e
d
com
m
ui
cati
on effci
e
ncy
[
1
6
]
-
[
18]
.
H
e
n
ce,
a
design-base
d
a
p
pra
o
ch is likel
y to
lead
to
b
e
tter presetn
a
tio
n
s
.
Thi
s
re
d
u
ct
i
o
n
of
an
xi
et
y
an
d
an i
m
pro
v
ed
l
e
vel
o
f
c
o
n
f
i
d
e
n
ce
were act
ua
l
l
y
obser
ve
d
d
u
ri
ng t
h
e
deb
r
i
e
fi
n
g
stage by
the observe
r pa
nel.
Th
e app
r
o
a
ch
d
e
scri
b
e
d
h
e
re
is co
llab
o
rativ
e an
d
in
cl
u
s
iv
e.
It relies o
n
th
e
co
llab
o
ration
between
th
e
engi
neeri
ng fa
cul
t
y
and
t
h
e com
m
uni
cat
i
on
p
r
ofessi
o
n
al
s.
It also
tries to
in
clud
e
as
pects s
u
ch a
s
design,
dem
onst
r
at
i
o
n,
and
deb
r
ei
fi
ng
. S
u
ch c
o
l
l
a
bo
rat
i
v
e a
n
d
i
n
cl
usi
v
e a
p
pr
oac
h
i
s
pe
d
a
go
gi
cal
l
y
rewar
d
i
n
g,
alth
o
ugh
sub
s
tan
tially reso
u
r
ce-in
ten
s
i
v
e.
Oth
e
r app
r
o
a
ch
es to
OP proficien
c
y
development are specialised
an
d
ex
clu
s
i
v
e [1
9
]
.Su
c
h
exclu
s
iv
e app
r
o
a
ch
es m
a
y n
o
t
effectiv
ely le
ad
to
sk
ill i
m
p
r
ov
em
en
t, alt
h
oug
h
in
stitu
tio
n
s
seem
to
prefer th
em
sin
ce th
ey are m
o
re co
st-effectiv
e.
Lastly, we
b
e
liev
e
th
at a
desig
n
-b
ased co
llab
o
rativ
e ap
prao
ch allo
ws u
s
to
b
e
m
o
re ind
u
s
t
r
y-
foc
u
se
d. Indus
trial presentations ty
pically involve
dem
onstrations a
nd
e
xpla
n
ations and place a demand
on
in
g
e
n
u
ity and creativ
ity. Similarly, th
e p
o
s
t-p
r
esen
tatio
n di
sc
ussi
o
n
s
are co
nsi
d
e
r
e
d
vi
t
a
l
l
y
im
port
a
nt
i
n
in
du
strial circl
e
s. Th
e ex
ten
s
i
v
e
b
r
iefi
n
g
u
s
ed
in ou
r d
e
v
e
lop
m
en
t cycle ca
n
d
e
v
e
l
o
p th
is
ab
ility o
p
t
i
m
al
ly. In
concl
u
si
o
n
, s
u
ch ap
pr
oac
h
can rel
a
t
e
t
h
e uni
versi
t
y
e
ducati
on m
o
re closely to the co
mmunity and ca
n achieve
a bet
t
e
r
Wo
r
k
-
L
earni
ng
bal
a
n
ce.
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I
S
SN
:22
52-
882
2
IJERE
Vol. 4, No. 4,
Decem
ber2015
:
179–184
18
4
BIOGRAP
HI
ES OF
AUTH
ORS
Anil Path
ak is o
n
the
fa
cult
y
of I
n
stitut
Tekno
log
i
Brune
i.
His res
earch
int
e
rests
a
r
e in
the
fi
elds
of communicatio
n, new
medi
a,
an
d higher
edu
cation.
M
a
ni Le Vas
a
n
was
on the fac
u
lt
y of Univers
i
t
y
Brun
ei Darus
s
alam
. Her res
e
arch int
e
res
t
s
includ
e languag
e
and
communication, presen
tatio
n
media, teac
hin
g
and
learning
.
Evaluation Warning : The document was created with Spire.PDF for Python.