kara blond nicole reynoldsstanford university 2002

bravo!Welcome to Bravo!

• PURPOSE: use multimedia to teach public speaking skills and reduce anxiety

• KEY FEATURES: rehearsal playback, guide, personal notebook, interactive audience, audio examples, self-assessment

kara blond nicole reynoldsstanford university 2002

bravo!Target Audience• ADULTS who are novice public

speakers and lack the skills and venue for adequate practice

Jordan, 33sales exec

Michael, 58attorney

Karen, 41art director

Felicia, 24grad

student

Miriam, 64press

secretary

Mason, 70rotary

president

kara blond nicole reynoldsstanford university 2002

bravo!Learning Problem

• SKILLS: most current teaching methods limit learning because they separateskill-building from rehearsal experience

• CONFIDENCE: in order to improve self-efficacy, anxious speakers must face an audience before they're ready

kara blond nicole reynoldsstanford university 2002

bravo!Competitive Analysis• BOOKS & WEBSITES: text-based information,

non-interactive, no forum for rehearsal• CLASSES & TUTORS: personal interaction,

limited time and support, often expensive• TOASTMASTERS: venue for public practice,

intimidating for newcomers, time constrained

kara blond nicole reynoldsstanford university 2002

bravo!Competitive Analysis• BOOKS & WEBSITES: text-based information,

non-interactive, no forum for rehearsal• CLASSES & TUTORS: personal interaction,

limited time and support, often expensive• TOASTMASTERS: venue for public practice,

intimidating for newcomers, time constrained

kara blond nicole reynoldsstanford university 2002

bravo!Competitive Analysis• BOOKS & WEBSITES: text-based information,

non-interactive, no forum for rehearsal• CLASSES & TUTORS: personal interaction,

limited time and support, often expensive• TOASTMASTERS: venue for public practice,

intimidating for newcomers, time constrained

kara blond nicole reynoldsstanford university 2002

bravo!Competitive Analysis• BOOKS & WEBSITES: text-based information,

non-interactive, no forum for rehearsal• CLASSES & TUTORS: personal interaction,

limited time and support, often expensive• TOASTMASTERS: venue for public practice,

intimidating for newcomers, time constrained

kara blond nicole reynoldsstanford university 2002

bravo!Learning Theory

• BEHAVIORAL: use of repetition and reinforcement helps novices internalize a process for public speaking

• SITUATIVE: authentic rehearsal space improves self-efficacy and encourages learners to identity themselves as a ‘public speaker’

• SELF-ASSESSMENT: notebook, scorecard promote reflection and personal motivation

kara blond nicole reynoldsstanford university 2002

bravo!Design Process

SCENARIO DESIGN• user profiles• scenarios of use• survey• storyboarding• user testing• expert input

DEVELOPMENT• sketches• wireframe design• mock-ups• prototypes• user/learner tests• final iteration

IDEATION• blue-sky ideas• brainstorming• sketching• literature review• needs analysis

kara blond nicole reynoldsstanford university 2002

bravo!Early Prototypes

Init

ial

Sketc

hes

Init

ial

Pro

toty

pe

Inte

rface

Red

esig

n

Testi

ng

D

esig

n

kara blond nicole reynoldsstanford university 2002

bravo!Assessment

USABILITY SUGGESTIONS• separate good and bad examples of techniques• integrate technology more fluidly• match text and voiceovers more closely

EVIDENCE OF LEARNING• all test subjects noted personal improvement in delivery skills• all subjects noted an increase in self-confidence• most agreed Bravo! could decrease tension• experience was unique

kara blond nicole reynoldsstanford university 2002

bravo!Learner Testing PlanDESIGN• between-subjects•

Pre-Record Post-Record

Listen

No Listen,Use Bravo

Listen,Use Bravo

Test GroupsAction Action

HYPOTHESIS• will improve in “B”• will improve in “A”• will improve in both

Skill Set A(skills in Bravo!)PausesPacingVocal VarietyRate

Skills set B(skills not in Bravo!)“Um”sVolumeEnunciation

kara blond nicole reynoldsstanford university 2002

bravo!Testimonials

• MARINDA: “There was a point when I felt like I lost everyone… I really tried to pep up my speech.”

• SARAH: “Recording myself and listening, that’s where a lot of the learning comes in.”

• RACHEL: “It’s helpful to have this sort of method to guide me through – it’s like when you have too much to do and you don’t know where to start.”