Public Speaking & Blackboard Workflow

Blackboard Access, Course Information, and Submissions

When logging in, go to Blackboard and navigate to MyClass for course information and submission guidelines.
The instructor mentions emailing students with course information; use Blackboard for submissions as the authoritative source.
Avoid typing or submitting outside the Blackboard system; follow the official submission instructions provided in MyClass.
A muted call/message was used to communicate with the class (confirm receipt of messages when needed).

For the first speech, use one card and extract 4 points you want to discuss.
- You may express a point with a single word or up to three words.
The instructor historically has students present on a Tuesday, but accommodations were made because some students did not read the course information.
The assignment should stem from the general purpose of the speech (inform, persuade, or entertain).
The purpose statement should be realistic, result-oriented, and specific.
If you choose to include a thesis, it should be concise; otherwise focus on the purpose.

Just as you have a purpose for speaking, audience members have a reason for gathering; consider the audience as a whole.
Audience characteristics include culture and diversity; differences in race, religion, and national origin may influence reception and tone.
External events (e.g., weather, start of a new semester) can influence the occasion and how a speech is framed or received.
The place and context of the speech matter; effective communication includes nonverbal cues and understanding audience needs.
If the speaker relies on nonverbal communication alone, additional training or strategies may be needed to convey meaning clearly.

Emphasized components of delivery: facial expressions, eye contact, volume, rate, pitch, articulation, and enunciation.
The instructor mentions “double C cards” to help stay on target and guide the speech focus.
Practice steps include planning attention, need, and satisfaction elements, as well as transitions and overall structure.
The presentation has an introduction, body, and transitions; the introduction serves several functions (see below).

The speech framework includes attention steps, need steps (to establish the problem), and satisfaction steps (proposal or solution).
The introduction has four functions:
- Capture the audience's attention
- Preview the main points
- Establish a purpose and direction for the talk
- Possibly establish credibility or set expectations for what follows
The presentation should have a beginning, middle, ending, and clear transitions between sections.
The organizer may rely on a group to contribute content; the group will coordinate around the topic and presentation flow.

A group member is responsible for uploading the topic to Blackboard; the instructor will respond via email or Blackboard.
The group member is expected to convey information to the rest of the group; the instructor keeps track to ensure accountability.
It’s a requirement to list all group members with names and student IDs on a publication page; topics may be updated later.
The instructor wants to see every group member’s ID in the publication; student IDs should appear on the page as part of the record.
After finalizing the topic and publication, the group can reuse the same page for subsequent assignments; only the topic title and middle title are changed when presenting.
Save the publication page after the first creation (do not retype every time); reuse the saved page to avoid duplication of names and IDs.
For the final submission, ensure that the group members’ names and IDs are already present; only the topic and presentation title need updating when submitting the next assignment.

After presenting or submitting, you proceed to the next group assignment; ensure all group members’ names and IDs are included.
The process for communication includes in-class messages, Blackboard announcements, and private texts when necessary (not all students have reliable access).
The instructor requests that you privately text to confirm contact details if needed (e.g., when Wi-Fi is unavailable).
Students may experience platform confusion (e.g., GroupMe vs. Blackboard discussions); the instructor notes that some messages don’t come through unless you use the designated channel.
If there is uncertainty about the topic, inform the instructor to settle on a topic; avoid delays that hinder progress.

Thursday events (e.g., a concert) may conflict with class activities; if speeches are scheduled on Thursday, arrangements may push to the following Tuesday.
The class is encouraged to complete speeches without missing other classes when possible; plan around existing commitments.
An on-site setup included access to a room and potentially interviews with people outside the school as part of the assignment.
The instructor notes the value of field experiences (e.g., interviews) as part of the assignment, highlighting real-world relevance and practice with different interviewees.
The course offers two views within Blackboard: a student view and a teacher view; there are multiple layers of communication and notification within the system.
There are challenges with group chats and notifications (e.g., “groupie” vs. “circular”); students should check Blackboard messages and, if necessary, reach out via alternative channels.

Effective communication blends verbal and nonverbal cues and adapts to audience diversity and context.
Shared documents (publications) should be accurate and up-to-date to ensure fair assessment and transparency within the group.
Ethical considerations include ensuring that all group members are represented (names and IDs) and that the topic selection is collaborative and fair.
Practical implications include using Blackboard for official submissions, relying on saved templates to save time, and maintaining clear lines of communication with the instructor and group members.
Technological barriers (no Wi-Fi, platform confusion) require contingency plans (texting, private messages) to keep everyone aligned.

Check Blackboard > MyClass for course information and submission guidelines.
For speech #1, prepare one card with 4 talking points (each point can be 1 word or up to 3 words).
Build a purpose statement that is realistic, specific, and result-oriented; consider inform/persuade/entertain.
Identify and address audience diversity and possible external influences on the occasion.
Practice delivery: monitor facial expressions, eye contact, volume, rate, pitch, articulation, and enunciation.
Use the double-C cards to stay on target during practice.
Draft the introduction with its four functions and ensure smooth transitions.
Create a group publication page with all student names and IDs; reuse the page for future tasks and only update the title and topic as needed.
Upload topics to Blackboard and monitor instructor feedback; be ready to adjust based on guidance.
Confirm communication via private text when necessary due to Wi-Fi issues; clarify contact details (e.g., phone number) with peers.
Be aware of scheduling constraints (e.g., speeches on Thursdays may shift to next Tuesday) and plan accordingly.
Understand Blackboard’s different views (student vs. teacher) and the importance of timely group communication.