The document summarizes and reviews three presentations from an H818 course conference. It discusses why Marese Mulligan and Samantha Marks' projects were chosen, the preparation process, and the multimedia posters and presentations each student created. It concludes that all three presentations were well designed and effectively communicated their projects, earning the presenters an award.

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Why the two projects were chosen
The two projects/ presentations that have been chosen to be reviewed are as
follows:
 Marese Mulligan: A case study in understanding the impact of openness
on CPD: how does sharing lesson footage across an open platform enhance
professional development?
 Samantha Marks: Being Prepared. Adopting a values-driven approach to
digital inclusion within a volunteer organisation.
Marese Mulligan’s project was chosen, as it is engaging, relevant and an
insightful project. The project design is something that is relevant to a teacher
in any institution and could be easily adapted to be used in any educational
setting. Some of the issues that Marese faced, during the clip of the lesson
reviewed, were common with other teachers in secondary schools, both in the
UK and Australia, which made the project engaging (Briggs, 2014). The project
could be implemented into educational institutions as a low cost and valuable
aspect of Continued Professional Development (CPD).
Samantha Marks’s project was chosen, as it focuses on an area that is relevant
to all institutions and is a topic that is now been discussed within some
secondary schools within South Australia (Australian Law Reform Commission ,
2014). The issue of an online identity, is now taught in many schools. However,
training on this topic, for individuals involved in some institutions has not been
evident (Brainard & Siplon, 2013). Volunteer organisations have a duty of care
to the clients of their service, but the volunteers need to know their rights,
duties and possible consequences of their online activity. It is also important to
ensure that volunteers are not excluded from participating from engaging with
online activity for lack of confidence or skills. Samantha’s presentation draws
the conference participants into delving deeper into these issues.
The preparation for the conference
Throughout H818 students have been supporting each other’s learning, giving
feedback and guidance.
The first stage of review involved the choice of topic for the project and the
theme of the artefact. This was a challenging stage for the majority of the
students in H818, as no examples of previous projects were included in the
course. These challenges ensured that all students engaged in discussion during
the selection process. This ensured that the students felt they were supported

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in their decisions. Students contributed to a Google Doc’s page (Anon., 2014),
where topic ideas were shared. The ideas of both Marese and Samantha were
shared, along with topic, which later became, “The use of student generated
webpages to improve revision and ongoing mathematical development”.
Marese commented on Open Studio that she had changed her topic choice, it
was at this stage when the interest in Marese’s project was ignited (Phillips,
2014).
During TMA01 the themes were chosen and feedback was received from the
H818 lecturers. It would have been helpful for the TMA01 assignments to be
shared with peers on the course (Tsui, 2006). This would have allowed for
further insight, into the reasons the projects of interest were chosen.
The design of interactive posters, to advertise the H818 conference was
produce by all H818 participants.
Marese chose to produce a Padlet (Padlet, n.d.) interactive resource. The
resource was professionally completed and included video clips of Marese
teaching (Mullany, 2014). Marese asked for peer reviews of the clips of the
lesson, on set criteria. The peer reviews left for Marese can be seen in figure
1, 2 and 3. The poster produced by Marese was very clear, concise and did not
leave unanswered questions, as to the theme of the project. As feedback had
been left on the Padlet about the criteria set by Marese, detailed feedback was
not left for the quality of the poster, see figure 4 (Mulligan, 2014). The
comments made by other H818 students had covered all items that could have
been raised, with the exception of the projects theme, which was not covered.
In hindsight, leaving more detailed comments with views, even though expressed
by other, could have offered Marese more insight into the thoughts of her
peers.
Figure 1

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Samantha chose a different medium to produce the multimedia poster to
describe her project. Samantha chose to produce a video presentation
(Marks, 2014), which was openly available via YouTube (YouTube, 2015). The
multimedia poster grabs the viewer, with excellent use of images, editing and
short concise statements to describe the project. Although feedback was
left for Samantha, see figure 5, the detail was not sufficient, as per the
guidelines given (The Open University, 2014). The feedback did not address
the conference theme, which was unclear from the multimedia poster.
Figure 2
Figure 3
Figure 4

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The final poster to consider advertises the conference titled, “The use of
student generated webpages to improve revision and ongoing mathematical
development” (Phillips, 2014). The multimedia poster is an openly available
resource, using Prezi (Prezi, 2015), the poster was shared using Open Studios
and was available for student comments. Please see figure 6 and figure 7, for
the comments received.
Figure 5
Figure 6

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The feedback received also did not follow the criteria set by the course.
However, the feedback was very helpful, and insightful. The poster improved,
due to the clear and concise feedback, which was acted upon.
Although all three posters were very different in the way they were produced,
all poster met the majority of the criteria set for the course. The aim of the
posters was to showcase the topics covered at the conference, which was met
by the all the posters. The only critique was that the theme in Samantha and
Marese’s poster was not clearly identifiable. However, Samantha’s poster was
the most engaging, drawing the viewer into wanting to know more about the
project. Marese’s poster showed very clearly the content of the project, which
immediately made the reader want to participate in the conference.
Although students TMA02 was not shared, the modified versions of the
students short abstracts were published on the individual students Cloudworks
webpages. By sharing the short abstracts, this made it accessible for students
to choose which presentations they were going to participate in. Questions
about the projects, before, during and after the presentation could be made.
The conference
Figure 7

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The H818 conference was the final opportunity to showcase the projects to the
other H818 participants.
Marese had slightly changed the title of her project from the poster to: ”The
impact of openness on CPD” (Mulligan(2), 2015). Marese produced an interesting
PowerPoint presentations that included numerous photographs, nice back ground
and bubbles to display small amounts of text. Marese raised the issues
surrounding the provision of CPD she faced, which explained the reasons for the
project chosen. Marese did not read from slides, which made the presentation
engaging and held the interest of the participants. Marese used humour and
brought her personality into the presentation, which made the participants
interested in the outcomes of the project. Marese showed the clear objectives
at the beginning of the project and explained how she had changed the way she
was teaching from the feedback received. The presentation explained how the
project had made her a more reflective practitioner, due to reviewing the clips
herself. Marese also demonstrated how she had achieved the objectives of the
project.
Samantha produced an informative short abstract, that explained the
philosophy of her project and the upcoming presentation (Marks(2), 2014).
Samantha produced an engaging PowerPoint presentation, which included many
pictures and limited text (Marks, 2015). The well designed use of text, made
the slides accessible and draws the conference participant into the
presentation. Samantha did not have vast amounts of text on the slides, this
ensured that the participants were engaged in the presentation, rather than
reading information from the slides. The quality of both the PowerPoint
presentation and the conference presentation were of an exceptionally high
standard. The presentation was expertly put together to engage and motivate
the audience. Samantha also put a range of different information on the
Cloudworks site, including video clips to explain different concepts to which she
referred.
The final presentation to be reviewed is “The use of student generated
webpages to improve revision and ongoing mathematical development”. The
short abstract was available on Cloudworks (Phillips(2), 2015). The PowerPoint
presentation did not include photographs, however, it did include graphs and
charts of the findings of the project. The text was limited to dot points and
the presenter did not read from the slides, which is more engaging. The
outcomes of the project were discussed and evidence of the outcomes of the
project were shared.

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Conclusion
In conclusion all three presentations were awarded the, “Presentation Star
Open Badge Winners Awards”, please see figure 8 (Bell, 2015).
All the presentations had very strong positives, including not reading
information from the slides, limiting text, use of colour, pictures/ diagrams or
charts. The main success of the presentations, however, was the clear
objectives, with clear conclusions. The conclusions did not necessarily end with
a successful project, but showed how the project could be extended, modified
or used in the future.
Word Count: 1496
Figure 8

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