Approaching Student Presentations in a Hybrid Environment

by Kelli Van Wasshenova

Originally posted Oct. 2, 2020 on “Updates” page for Fall Hybrid 2020 site

Featured VIDEO: EdTech Tip: Virtual Student Presentation Assignments

As we all adapt to find new ways to teach and learn this semester, video calls have become a driving force for connecting with our students and each other. In a regular semester, the second half of classes often involve projects like presentations, something that this hybrid semester poses some challenges to facilitating. Below you will see some approaches to virtual presentations that allow students to present to their peers and for classmates to respond to the presentations.

Live Presentations in Zoom or Meet

  • Some professors might opt to have students give live presentations during classes held in Zoom or Google Meet. Here are some things to consider if you decide to go this route.
  • Professor/Host share the presentations for the students
        • Why? This will limit the amount of potential technical difficulties during class.
        • How would this work?
          • Students submit any slides to the professor in advance.
          • Professor runs the screen share. 
          • Students can say next if there are slides or stop/start if there is video.
  • Avoid Group Presentations
        • For a live virtual presentation, groups would not only be a challenge in terms of planning, but also in terms of logistics and technology.   
  • Consider Alternatives to Live Presentations
        • Why do this live? 
        • What is the real objective of the presentation?
        • Can a recorded presentation be an appropriate substitute?

Pre-Recorded Presentations

Check out this EdTech Tip VIDEO for recommendations on Virtual Presentation Assignments

Why record instead of presenting live during a virtual class?

  •  Pre-recording minimizes the margin of error associated with a live class. Students are not as familiar with Zoom/Meet hosting tools as their professors. 
  • The presentations will be better, and students will likely have to prepare more for them. Since they are not winging it in a live online presentation, they have time to polish it and make it better.
  • Though it is not live public speaking, there is definitely a presentational element to pre-recording, which many of us know very well by now.

How can my students record their presentations?

ETS has the page “Recording Virtual Presentations” for students to use with resources for recording their virtual presentations. There are step-by-step tutorials and video demos on the page. Students can also sign-up for one-on-one consultations with ETS Student Assistants if they need additional help and support. They can sign up through the Schedule a Consultation page on our Student Resource site.

  • Google Meet and Google Slides – Many will find that this is the easiest way for students to record a virtual presentation. It is simple and all recordings go directly to the host’s Google Drive.
  • Zoom and PowerPoint – Many Denison faculty members are using Zoom for it’s classroom capabilities like breakout rooms and polling. Though these features are great, students who are pre-recording presentations do not likely need these bells and whistles. 
  • Loom – Loom is fun and easy to use. The perk of using Loom over something like Google Meet is that students can edit the video using Loom’s online editing program. It is free and easy to use.

How should I collect their presentations?

  • Notebowl Assignment – Students can submit their videos by directly uploading them to an assignment with submissions in Notebowl.
  • Notebowl Discussion Board – Students can upload their videos to a Notebowl Discussion Board. This would allow dialogue to develop among students in the class.
  • Google File – Students can upload their videos to Google Drive and share them with professors. They can also take the links and submit those to a Notebowl Assignment.

What is the best way to have students view the presentations?

Questions to consider:

  • Do you want the class to watch them live during class time or before they come to class?
  • Do you want other students to comment and ask questions in written format?

Synchronous Approach: Collect videos using a Google Folder. Using either Meet or Zoom, you can play a presentation video during class. You can stop after each video to take questions from the class.

Asynchronous Approach: Have students submit videos to a Discussion Board assignment in Notebowl. They can upload videos directly to the Discussion Board post or share a link to a Google Drive video. You can have students watch and give feedback. This is a great option if you have remote students in your class since it will allow them to actively participate in class discussions even if they are not at the live class.

Hybrid Approach: Mix the two approaches above. You can have students submit videos to the discussion board and then play them during class time using Zoom or Meet. In lieu of taking class time for questions and comments, students can write responses/questions or record their own video responses on the discussion board post. This allows for a mix of synchronous viewing along with some asynchronous discussion and follow up. See this EdTech Tip VIDEO for an explanation of this approach.

Faculty Resources:

Student Resources:

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