授業ホーム
  • 授業一覧から探す
    • 教養教育院
    • 文学部・人文学研究科
    • 文学研究科
    • 国際言語文化研究科
    • 教育学部・教育発達科学研究科
    • 法学部・法学研究科
    • 経済学部・経済学研究科
    • 情報学部/情報学研究科
    • 情報文化学部
    • 情報科学研究科
    • 理学部・理学研究科
    • 医学部・医学系研究科
    • 工学部・工学研究科
    • 農学部・生命農学研究科
    • 国際開発研究科
    • 多元数理科学研究科
    • 環境学研究科
    • 創薬科学研究科
    • 国際教育交流センター
    • 国際言語センター
    • ※平成29年度学生募集停止
    • TOPICS Back No.
    • オープンキャンパス
    • 名大の研究指導
    • G30 for everyone
    • 名古屋大学ラジオ公開講座
    • 退職記念講義アーカイブ
    • 退職記念講義2017
    • nuocwをフォローしましょう
    • 過去の特集ページ
    • 教員の方へ
    • NU OCW Podcast
      RSS を iTunes の "Podcast" にドラッグ&ドロップすると、ポッドキャストが登録されます。
      (iTunesは最新版をお使いください)
  1. ホーム >
  2. 教養教育院 >
  3. Research Skills C-1 >
  4. 授業ホーム
授業ホームシラバス講義資料

開講部局:教養教育院

Mark WEEKS 准教授

Research Skills C-1

授業時間 2018年度春1期
対象者 大学院生共通科目
2単位、週1回全15回

授業の内容

Classes are conducted in an informal, communicative atmosphere and most lessons include a short interactive lecture. Students discuss issues raised and work together in pairs or small groups, changing partners each week in order to increase communication opportunities. Here are the main themes dealt with over the two courses:

 Practical Presentations Skills (Research Skills C1)
 The functions and pleasures of presentations
 Reducing nervousness, finding your main idea and significance
 Signal to Noise ratio
 Logically structuring your presentation
 Effective slide design principles, techniques
 Delivery: voice, body language, interaction with slides
 Question time strategies and language
 Communicating at the right level for different audiences
 Editing and preparation techniques to avoid timing problems
 About handouts

 Practical Presentations Techniques (Research Skills C2)
 Aims and benefits of presenting your research
 Expressing your presentation purpose efficiently
 Abstracts: clear and impressive structure
 Attracting and persuading an audience
 Creating logical flow through transition vocabulary and slides
 Showing data and other support effectively, handling Q&A
 Poster session techniques
 Visual design for clarity and impact
 About humor in presentations

授業の工夫

There is no escaping the fact that the overwhelming majority of students are stressed by the need to give presentations about their research, especially if it’s in a second or third language. While overcoming nervousness is not the sole or even the primary aim of this course, it is something that needs to be dealt with, and I try to do that firstly by creating a relaxed, friendly, interactive atmosphere in which students are not afraid to make mistakes.

Secondly, at a cognitive level, I have students examine closely why they are presenting, and help them realize that a presentation is not usually an end in itself in the same way that a dramatic performance might be; a research presentation generally has the functions of disseminating results, garnering useful feedback, perhaps making useful contacts. In short, a research presentation is not usually an exam. Even if our research is going to be “tested” by some in the audience, that should have the constructive effect of improving our research.

With that in mind, I make it clear to the students that when they present in class, they should focus on getting useful feedback, which doesn’t necessarily mean entertaining the audience but keeping them interested and facilitating understanding through clear organization and delivery of material. So that raises what is definitely a central issue of the course, making a logically clear and persuasive case for an idea through the presentation.

In that sense, logical clarity—which generally means supporting a clearly stated thesis and cutting incidental material within the strictly controlled time frame of presentations—is basically a pragmatic, not dogmatic issue. It serves to communicate clearly and persuasively.

The other important issue I’ve discovered is giving plenty of feedback. I help students individually on request as they prepare their two presentations for each course, particularly with structural and slide design issues. I give detailed feedback after their presentations, along with somewhat less detailed (but nevertheless very useful) feedback from fellow students. The goal, I tell them, is not to produce a faultless presentation, since that is almost impossible, but to improve through consideration of the feedback and through experience.

最終更新日:2018年04月26日
最終更新日の時点の講義内容で公開を行っております。
最新年度の講義と内容が異なる可能性がありますのでご注意ください。

ページトップへ

http://ocw.nagoya-u.jp/