Reflection on the class presentation

I will break my reflection in two parts: before and after.

Before:
When Izawany and I paired up for the presentation, we decided to be the first..just to get over and done with so that we could focus on other on coming tasks. While preparing, we felt the tense and started wondering why on earth we volunteered to be the first presenters. The tension built up as the date for the presentation was approaching. Iza came to my house and we discussed the big picture of the presentation before we broke it into smaller ideas. Then, we discussed the flow of our presentation and decided on the delegation of work and roles. We created our own wiki as a platform for discussion.

Our main ideas were based on the graphic below as well as from wikieducator:

To be able to understand distance education learners, we need to do the analysis of the five areas. We need to answer the following questions:
1. What are the general characteristics of the learners (age, language ability, etc)?
2. What are their personal or physical characteristics?
3. What are their entry skills?
4. What are their affective characteristics?
5. What are their instructional preference?

In order to make what we are going to preach real, we decided to let our classmates find out about their own learning styles so that they have a hands on experience by giving them a link to VARK questionnaire. We thought of presenting the scores or the VARK questionnaire taken as our induction set for the presentation but later we switched to a quote instead and use the scores from the VARK questionnaire to explain about learning styles.

I realised, once we have completed the presentation successfully, we would be the at the highest level of the revised Bloom's taxonomy which is 'teach' on top of 'create'. We wanted our coursemates to realise that by teaching, we have learnt 95% of the subject matter.
We held on to Gagne's Nine events of instruction as a guide in preparing our presentation. Nevertheless, we found that the 8th event of instruction was not applicable during the 45 minutes presentation. How our flow of presentation fits into gagne's nine events of instruction is shown in the table below.

Gain Attention	Use quote
Inform the learner of objective	Present the outline of the presentation
Stimulate recall of prior knowledge	Bloom's taxonomy
Present new material	Learners' profile and prompt questions for open discussion.
Provide learning guidance	Prepare slides with answers.
Elicit the performance	Provide activities.
Provide feedback	Provide feedback and possible answers to the activities.
Assess performance	not applicable
Enhance retention and transfer	Recap contents

After:
Based on the constructive comments after the presentation that night, we realised that we ended the presentation too abruptly. What we did for the wrapping up was presenting a list of the next steps after understanding the distance education learners. We should have recap the main ideas we have covered to enhance retention and transfer. We even had forgotten to ask the audience for Q/A session since we were so eager to end the presentation.

Iza and I felt so relieved after the presentation ended. We thank our classmates for their moral support and cooperation throughout the presentation.