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kara blond nicole reynoldsstanford university 2002
bravo!Welcome to Bravo!
• PURPOSE: use multimedia to teach public speaking skills and reduce anxiety
• KEY FEATURES: rehearsal playback, guide, personal notebook, interactive audience, audio examples, self-assessment
kara blond nicole reynoldsstanford university 2002
bravo!Target Audience• ADULTS who are novice public
speakers and lack the skills and venue for adequate practice
Jordan, 33sales exec
Michael, 58attorney
Karen, 41art director
Felicia, 24grad
student
Miriam, 64press
secretary
Mason, 70rotary
president
kara blond nicole reynoldsstanford university 2002
bravo!Learning Problem
• SKILLS: most current teaching methods limit learning because they separateskill-building from rehearsal experience
• CONFIDENCE: in order to improve self-efficacy, anxious speakers must face an audience before they're ready
kara blond nicole reynoldsstanford university 2002
bravo!Competitive Analysis• BOOKS & WEBSITES: text-based information,
non-interactive, no forum for rehearsal• CLASSES & TUTORS: personal interaction,
limited time and support, often expensive• TOASTMASTERS: venue for public practice,
intimidating for newcomers, time constrained
kara blond nicole reynoldsstanford university 2002
bravo!Competitive Analysis• BOOKS & WEBSITES: text-based information,
non-interactive, no forum for rehearsal• CLASSES & TUTORS: personal interaction,
limited time and support, often expensive• TOASTMASTERS: venue for public practice,
intimidating for newcomers, time constrained
kara blond nicole reynoldsstanford university 2002
bravo!Competitive Analysis• BOOKS & WEBSITES: text-based information,
non-interactive, no forum for rehearsal• CLASSES & TUTORS: personal interaction,
limited time and support, often expensive• TOASTMASTERS: venue for public practice,
intimidating for newcomers, time constrained
kara blond nicole reynoldsstanford university 2002
bravo!Competitive Analysis• BOOKS & WEBSITES: text-based information,
non-interactive, no forum for rehearsal• CLASSES & TUTORS: personal interaction,
limited time and support, often expensive• TOASTMASTERS: venue for public practice,
intimidating for newcomers, time constrained
kara blond nicole reynoldsstanford university 2002
bravo!Learning Theory
• BEHAVIORAL: use of repetition and reinforcement helps novices internalize a process for public speaking
• SITUATIVE: authentic rehearsal space improves self-efficacy and encourages learners to identity themselves as a ‘public speaker’
• SELF-ASSESSMENT: notebook, scorecard promote reflection and personal motivation
kara blond nicole reynoldsstanford university 2002
bravo!Design Process
SCENARIO DESIGN• user profiles• scenarios of use• survey• storyboarding• user testing• expert input
DEVELOPMENT• sketches• wireframe design• mock-ups• prototypes• user/learner tests• final iteration
IDEATION• blue-sky ideas• brainstorming• sketching• literature review• needs analysis
kara blond nicole reynoldsstanford university 2002
bravo!Early Prototypes
Init
ial
Sketc
hes
Init
ial
Pro
toty
pe
Inte
rface
Red
esig
n
Testi
ng
D
esig
n
kara blond nicole reynoldsstanford university 2002
bravo!Assessment
USABILITY SUGGESTIONS• separate good and bad examples of techniques• integrate technology more fluidly• match text and voiceovers more closely
EVIDENCE OF LEARNING• all test subjects noted personal improvement in delivery skills• all subjects noted an increase in self-confidence• most agreed Bravo! could decrease tension• experience was unique
kara blond nicole reynoldsstanford university 2002
bravo!Learner Testing PlanDESIGN• between-subjects•
Pre-Record Post-Record
Listen
No Listen,Use Bravo
Listen,Use Bravo
Test GroupsAction Action
HYPOTHESIS• will improve in “B”• will improve in “A”• will improve in both
Skill Set A(skills in Bravo!)PausesPacingVocal VarietyRate
Skills set B(skills not in Bravo!)“Um”sVolumeEnunciation
kara blond nicole reynoldsstanford university 2002
bravo!Testimonials
• MARINDA: “There was a point when I felt like I lost everyone… I really tried to pep up my speech.”
• SARAH: “Recording myself and listening, that’s where a lot of the learning comes in.”
• RACHEL: “It’s helpful to have this sort of method to guide me through – it’s like when you have too much to do and you don’t know where to start.”