I am researching the design and assessment of oral presentations at undergraduate level in art history. My research question is as follows: 'What can art history learn from other disciplines about the design and assessment of oral presentations?'
I would love to hear from anyone who has has seen stimulating examples of how oral presentations have been designed and / or assessed. The examples can be from within art history, or from another subject, or outside of academia altogether.
I would also welcome anyone's thoughts on the following three themes: the relation between oral presentations and the learning environment, whether oral presentations can be used to develop patterns of situational learning and skills for 'real-life' experience, and whether oral presentations encourage 'deep' learning.
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Open University / UCL