2- 3D COM UFES, CUT & UV. PDF Version: 2-3D_Com-UFES_CUT_UV.pdf

Project 

Immersive VR Intercultural Telecollaboration Project between Brazil, Cyprus and Spain. PDF version:  

Participants 

• 3-5 dyads (at least 3 complete cases) between Brazilian and Spanish students
• 3-5 dyads (at least 3 complete cases) between Cypriot and Spanish students
• 3-6 students from Universidade do Espírito Santo (UFES), Brazil.
• 3-6 students from Cyprus University of Technology (CUT), Cyprus.
• 3-6 students from Universitat de València (UV), Spain and from Universitat Jaume I de Castelló (UJI), Spain.

Dates (estimated)

• Pilot experiences: From July 12th to July 31st and/or from September 1st-10th 2021

Types of tasks

• 2 tasks (45-60 minutes per task)

Scenario: You have been admitted to the university in Brazil/Cyprus/Spain for the fall semester in 2021. The university has assigned you with a local student as your international buddy who will assist you in preparation for the transition to the new environment. You will arrange two meetings with your international buddy.

• Meeting #1 (initial training and information exchange task): Step 1: receiving some guidance regarding how to use the Oculus Quest VR headsets and a short introduction to the Spatial VR environment. Step 2: Introducing yourselves and getting to know each other.
• Meeting #2: Taking turns playing these two roles:
  • Role 1, International student: you are a student participating in a study abroad programme and you are preparing for your transition to the new university in the foreign country. You have been assigned an international buddy who is going to mentor you and provide you with some useful information in order to help you adjust to the academic and social life in the new country. Ask your international buddy as many questions as possible so as to better adapt to the new country and its culture (e.g., what is the academic culture at UFES in Brazil/CUT in Cyprus/UV and UJI in Spain, what are the fun things to do in Vitória/Limassol/Valencia and Castellón, what places should you visit, student life on campus, social events, student organizations/activities/clubs, how to find accommodation, transportation and how to move around the city, interesting cultural events or festivals, traditions and customs, where to eat, where to buy your groceries, weather, current COVID19 situation, etc.).
  • Role 2, International buddy from the local university: You are a local student who has volunteered to become an international buddy. Your role is to welcome an international student participating in a study abroad programme and to become their mentor and counselor. In other words, you need to help them prepare for their transition to the new university in the foreign country by providing them with some useful information regarding cultural aspects as well as academic and social life in the new country. The international student will ask your questions about your university, your country, its culture, etc. Answer all their questions and provide any additional information they might find useful.

VR Equipment and Immersive VR Platform

Oculus Quest 2 is used as the VR equipment, including a headset and two controllers, in this study. Oculus Quest 2 is selected for this study as the VR headset because of its compatibility with most of AR/VR/MR/XR applications on the market. Oculus Quest 2 is an upgraded headset that was recently released, in November, 2020. The redesigned Oculus Touch controllers allow users to transport movements directly into VR with intuitive controls (see Figure 1). It is also an all-in-one headset with built-in speakers that deliver cinematic 3D positional audio. Oculus Quest 2 also has a built-in recording function that allows users to record their interaction in the games or VR-related explorations. The availability of a built-in recording feature also makes Quest 2 an ideal tool for data collection in this study. 

The tasks in this immersive telecollaboration project will take place in Spatial VR. Spatial VR is a fully immersive VR platform: https://spatial.io/ 

Calendar of tasks for Virtual Exchange. PDF Version: 3-YES3D_UV-ULimerick21.pdf

Deadline	Task
Week 2 UL. Sept. 17W. 1: 17-23 UV	Task 1. Intro videos. Watching your peer videos and posting 4 questions for them. Pre-questionnaire
(Week 4 UL)Sept 30.	Task 2. Design interview questions. Interview an NGO/businessperson/ entrepreneur.
(Week 5 UL) Oct. 7	Task 3.1st synchronous meeting. Share information gathered during the interviews, identify an opportunity, market research. Reflections about 1st synchronous meeting (personal blog)
(Week 6 UL) Oct. 14	Task 3.2nd synchronous meeting. First draft Business plan. Peer review. Reflections (personal blog)
(Week 7 UL) Oct. 21	Final draft Business plan, with classmates comments.(personal blog)
(Week 8 UL)Oct. 29	Task 3. Working on your Digital Story.
Nov. 19 UL,Nov. 26 UV	Share Digital Story. Oral presentations & 3rd synchronous meeting.
(Week 12 UL)Week Nov. 22  UV Nov. 26 to Dec. 17	Task 4. UV: Business Pitch in the International Business Social Entrepreneurship Fair & Final reflection. ULi: Final reflection, including a description of a place your international peers can visit in your country. Post-questionnaire. See additional UV tasks in Aula Virtual.

Task 2. Becoming an entrepreneur. (End of week 3)

1. In your UL working group, interview an NGO or Entrepreneur from your local community. Write 4 or 5 questions in order to gather information related to: how did they come up with the idea for their business? How to identify a problem in society? What is needed in different sectors of society?, etc. 
2. Summarise the information and translate it into Spanish. Upload this information into your working group in Schoology.
3. Read your peer’s information and try to come up with ideas about what you can do to solve a problem in your country or in your peers’ country.  
4. Present information and ideas in Spanish to your international peers during your first synchronous meeting in week 4. 
5. Brainstorming. Agree in a product or social initiative to improve a challenge or social problem in your regions.  

Task 3. Collaborative Product

It is time to work with your international partners to design a business plan with the aim to improve a social challenge with a product or social initiative. Each team will create a Digital Story video to present their products or social initiatives at the end of the project. 

STEPS 

1. Email your international partners to arrange your first synchronous meeting. Pick a time and a day that suit you all. Agree on a mean of communication for future meetings and tasks. 
2. Sign into “Spatial” https://spatial.io/ . Create an Avatar adding your picture.
3. One person in your international working group will create a space/room in Spatial to hold your first meeting. The creator of the space/room will send a link or an invitation to the other members in the working group.  

4. Meet your international group (week of October 7^th). Brainstorming meeting. You will have to come up with an idea for a new product or social initiative with the aim to improve a social challenge.

5. Write a script covering the following points.

• Describe your product or social initiative.
• Locate your business.
• Identify the market and your target audience.
• Budget for a new product or service.
• Price of the product / service. 
• What makes your product/service unique? 
•  How are you planning to promote and advertise your product/service?
• Marketing campaign. 

6. Each working group will produce a short video of approximately 5-10 minutes following the guidelines below. 

How are you going to make your video?

First, gathered pictures and text. Once you have it ready, record video as you did in your presentations. 

Who will do the talking? You can take turns and say a sentence each, you can choose one or more narrators … but ATTENTION remember:

• Spanish students must present in English while Irish students present in Spanish. Add bilingual subtitles to the video.  Once the video is ready, publish it on the forum of your working group for task 3. 

• Share your videos with your friends and family and even on social networks.What is the public’s reaction? Has your video been effective? Do you think your product or social initiative can make a change in society? 

• Finally, in your portfolio be sure to write your reflections on the video-making process and the reactions to the video.

Task 4. A Business Pitch

Worksheet Lab 8, Week 8: “A Business Pitch about your product/service/app/initiative”

Last week you finished (or nearly finished) working on your digital story on a new product/service/app/initiative created by your local and VE team. By watching your digital story, your potential customers (your target market) will learn about your business idea and, if your digital story is persuasive enough, they will be looking forward to buying your product.

However, in order to be able to launch your product and sell it to your customers, you need to raise funds to produce and distribute it. One of your potential sources of funding is a group of investors you have the opportunity to pitch your business idea to in order to persuade them that your idea presents an opportunity in your local market.

Therefore, this week, in your local groups, you will prepare your oral presentation in the form of a business pitch which you will deliver in a Social Entrepreneurship Business Fair. This pitch should be more technical and persuasive, as potential investors would like to get as much information as possible about your business plan proposal. Each group member should speak for around 2 minutes.

In order to learn about how to attract investors and get your business pitch ready -including the contents of your talk and the audiovisual resources you would like to use-, complete the different exercises and follow the steps below:

Exercise 1: Bootstrapping: Decide whether the following statements are True or False and discuss why:

1. One of the most challenging steps in starting a business is finding the funds or money needed to start and operate the business. True/False 
2. Most entrepreneurs have enough funds to pay for the business themselves, and very few entrepreneurs need to ask other people for financial support. In other words, most entrepreneurs do not need help from investors or people who give money to a business so as to make a profit. True/False
3. The cost projections from a business plan can help entrepreneurs make plans for their financing of their business. In other words, the cost projections help entrepreneurs decide if they’re able to cover or pay for the start up and operating cost or if financial support is needed. True/False
4. Some entrepreneurs are able to finance their business independently without using any financial support from investors by using their personal funds and a lot of hard work instead. This financing strategy is called bootstrapping, a word related to an idiom in English: “To pull yourself up by your bootstraps”, which means to improve yourself without help from anyone else. True/False
5. The start-up and operating costs of a bike delivery service are higher than those of a business selling specialty food products, like cricket flour. In other words, a bicycle delivery service would be harder to bootstrap than a food business, as the food business requires special ingredients, equipment and facilities. True/False

Exercise 2: Debt financing: Choose the correct answer:

1. Many entrepreneurs need to ask________ for financial support. A) Financing. /B) Investors.
2. One of the most challenging steps in starting a business is finding the _________ (or seed money) needed to start and operate the business. A) Funds/ B) Investors. 
3. An entrepreneur might need to borrow money from a bank in order to cover his/her business costs. This is known as debt financing, as the money borrowed needs to be repaid or paid back. In other words, the entrepreneur would go into… A) Difficulties/ B) Debt

Exercise 3: loans: Complete each statement with the correct answer:

1. The financial section of the business plan for Best Bicycle Delivery Service showed that the total start-up costs would be $200. The entrepreneur has $100 in personal funds to spend on start-up costs. How much more seed money does the entrepreneur need? _________________________________________________________________________
2. The entrepreneur decides to ask for a loan from an investor by sharing the business plan and having an effective conversation to persuade the investor that the business has good chances for success in the future. The investor agrees to give the entrepreneur a $100 loan with some requirements, such as paying interest. This loan has a 5% interest rate which has a time limit of one year. How much must the entrepreneur pay back by the end of 12 months? _________________________________________________________________________

Exercise 4: Micro-financing: Watch the following video about micro-credits and decide whether the following statements are True or False: https://www.youtube.com/watch?v=qRh6F-m0kmE&ab_channel=WholePlanetFoundation 

1. Microfinance institutions are organisations that provide financial services, like very big loans, called microloans, to people who can get money from a traditional bank. True/False
2. These microloans, which are often used as seed money to start a business, can be as small as $20 up to a few $100 and often have higher interest rates than traditional bank loans. True/False
3. Microloan interest rates average about 30%, but they can be as high as 100% in some countries. True/False
4. Some micro-finance institutions also provide training for small business owners to provide support and advice as they start their business and repay their loans, since they want the business to succeed so that they can get their money back. True/False
5. Usually, traditional banks prefer to loan smaller amounts of money. True/False

Exercise 5: Equity financing: Find the correct answer in each situation:

1. EqThe Cricket Flour entrepreneur has started this business where start-up costs were high because of the special supplies needed. The entrepreneur bootstrapped or used personal savings for seed money and she also used debt financing by taking out a small loan from parents. This money helped the entrepreneur buy supplies to start selling new products made from Cricket Flour in the family kitchen at home. Now, the entrepreneur is getting lots of product orders. The entrepreneur needs to open a new larger cricket flour bakery and hire an employee. More funds are needed to pay for this. The entrepreneur decides to look for investors who are interested in owning a share of the business. These investors are called… _______________________________________________________________________uity financing (Venture Capital) is another kind of support that involves selling ownership of the business. Equity-Financing involves selling shares or stocks to investors, that is, ownership in the business. The word equity means ownership. 
2. When entrepreneurs meet with possible equity investors, they do the same thing they do when they go to borrow money from a bank: they present the business plan, and have an effective conversation to persuade the investors that this business will be a success. In this case, they are also persuading the investors that this is a good ownership investment. They are asking the investors to make an equity investment by buying a share of the business. Like debt financing, equity investments also have requirements: the entrepreneur sells an investor a 40% share in the company for a $10,000 investment. First, the entrepreneur gets $10,000 to help cover the costs of opening the new bakery and hiring the new employee. Unlike a loan, this money does not need to be repaid. Unlike debt financing, the investor will not get interest for this investment. Instead, the investor is now an owner, along with the entrepreneur. The investor will get 40% of the businesses future profits. The entrepreneur will get 60%. Also, as a part owner the investor gets some control of the business. For example, the investor will have a say in decisions that affect the business. These decisions might be about how to grow the business or, even, whether to sell the business. If the business sells for $100,000, how much money does the investor get? And the entrepreneur? The investor gets ____________ and the entrepreneur gets ___________________
3. Exercise 6: Venture capitalists and angel investors: Fill in the gaps with the correct answer:

• Finding people to provide equity financing for a business can be difficult. Equity financing can sometimes come from family and friends. But often, entrepreneurs need to ask for support from venture capitalists or angel investors.  _______________ [A) Venture capitalists B) Angel investors] are wealthy people or financial institutions that invest in new businesses that they think will be successful and grow quickly. In addition, they often provide support to help the business grow as fast as possible. They do this because they see an opportunity to make a lot of money from this equity investment. They can make this money from a share in the profits or through the sale of the business.  _______________ [A) Venture capitalists B) Angel investors] are also a possible support as equity investors. They are usually very wealthy people who have started their own businesses successfully and later make equity investments in new businesses as a hobby.  The difference between venture capitalists and angel investors is that _________________________ [A) Venture capitalists B) Angel investors] may be less interested in profit and more interested in sharing their knowledge with other entrepreneurs to help them succeed.

Exercise 7: Social media networking and crowdfunding: Choose the correct answer:

1. Social Media Networking, or using social media websites to communicate with other people and make friends, is a useful strategy for entrepreneurs who are looking for support for a business, as through social media sites, entrepreneurs can network with many people at the same time and therefore improve their chances for finding support and funding. The definition of ‘networking’ is:

•  A) meeting and talking with a lot of people who might be useful to know, especially for business reasons.
•  B) The act of sending someone to another person or place for help or advice.

2. Crowdfunding is an option for financing that also uses social media. Worldwide, there are hundreds of websites called Crowdfunding Platforms. Crowdfunding involves:

• A) Getting a crowd, a large number of people to each give small amounts of money for a special purpose, often a new business. 
• B) meeting and talking with a lot of people who might be useful to know, especially for business reasons.

3. A typical Crowdfunding campaign often includes the following activities: 

• A) using a website to introduce the new product or business, and explain financing goals by describing the new product and explaining how much money the entrepreneur is trying to raise, the financing goal and how he or she will use the money; offering rewards, gifts or other benefits to campaign backers; and collecting funds from these backers who give money to the campaign on the website, usually using their credit cards. 
• B) Setting a time limit for the campaign, as well as a total fundraising limit for the campaign; and including an “all or nothing” rule, which means the entrepreneur can only receive the funds that the crowd has invested if the fundraising goals are met within the time limit and, if not, the funds are not collected from the crowd and the entrepreneur does not get any money. 
• C) Both of the above are correct.
• D) None of the above are correct.

4. The difference between donation-based crowdfunding platforms and loan-based platforms is that:

• A) the donors for donation-based crowdfunding expect their loan to be repaid with interests.
• B) the donors for donation-based crowdfunding do not expect their loan to be repaid with interests.

Exercise 8: Tips for delivering business pitches: Decide whether the following statements are True or False and discuss why:

1. The moment of your presentation to catch your audience’s attention is the introduction (within the first couple of minutes).  True/False
2. The three main parts of your presentation should all signpost what you’re doing with adequate language. True/False
3. You should not practice too much, as this will make you sound unnatural. True/False
4. Animation greatly adds to a PowerPoint or Prezi – the more you include, the more dynamic and engaging the presentation will be. True/False
5. No matter how your audience reacts to your talk, keep going and don’t let them see any change in your demeanour. True/False
6. It is recommendable to read from your notes or visual aids from time to time. True/False
7. Your speech should be written word for word and delivered in the same way it has been written. True/False
8. Varying your pitch, volume, and rate, and using pauses can enhance the effectiveness of your talk. True/False
9. Non-verbal aspects and grooming are not as important as the words you use to express yourself and the content of your talk. True/False
10. You should never say you do not know the answer to a question, as doing so would make you look foolish in front of your audience. True/False
11. Possible questions should be rehearsed as an integral part of your presentation. True/False
12. It is important to interpret the agenda behind the questions you are posed and to always answer calmly and respectfully. True/False

Creating a business pitch to attract investors

Entrepreneurs often prepare different pitches of different lengths, so that they can be ready for any situation. They might plan a very short pitch, known as an elevator pitch, which can be as short as 30 seconds, and a longer pitch, maybe as long as 20 minutes. A pitch is a speech that outlines an idea for a product or business which is often written for a general audience that could include possible investors, as well as possible customers, employees, or even suppliers. This pitch could also be used in a video shared on a crowdfunding website. 

For the VE project, you will create a business pitch of your own to be delivered to investors in a Social Entrepreneurship Business Fair. 

Step 1: Watch some examples of pitches and notice their structure and the different strategies the entrepreneur uses to capture the investors’ attention:

• 1: Father and Son Duo Pitch Their ‘Touch Up cup’ (Shark Tank): https://www.youtube.com/watch?v=B0mfuIbkxFU&ab_channel=SonyPicturesTelevision 
• 2: Dart Drones (Shark Tank): https://www.youtube.com/watch?v=jAYXZD_T3iw
• 3: Anyway tube (Dragons’ Den): https://www.youtube.com/watch?v=spjM3LX4400&ab_channel=TheDen
• 4: Prowaste (Dragons’ Den): https://www.youtube.com/watch?v=US1LYZIXLNM
• 5: EmazingLights (Shark Tank): https://www.youtube.com/watch?v=VpdDM9AwDXI 
• 6: The winning pitch at MIT Global Startup Workshop: https://www.youtube.com/watch?v=UBNJh2rOOlI 

Step 2: Use the “Pitch template” you’ll find in Aula Virtual to structure your pitch in four parts: A hook, a product description, an opportunity statement, and a confident closing: 

• Part 1, a hook:
  • A hook is something that attracts someone’s attention, like a hook with a worm that attracts a fish. Often, the hook is about a situation that created the business opportunity. The hook should be brief: “In my local market, there is so much traffic that it sometimes takes people an hour to drive just a few kilometers. Many local companies can’t make deliveries because there is too much traffic.” In persuasive speaking, a hook might be an interesting fact, a question, or a story.  There are two parts to an effective hook. Part one introduces a surprising or interesting situation in the local market. Part two shows how the situation led to a problem or need, creating a business opportunity. In part one, the speaker has three options for introducing the situation. The speaker could share an interesting fact, a question, or a story. The speaker could also choose to share an interesting or surprising statistic, which is a number that represents a fact about a group of people or a situation: “In my local market, the average driver spends 93 hours sitting in traffic each year.”
  • The second option for creating an interesting hook is to ask a “yes or no” question, beginning with “have you ever?”: “have you ever tried to deliver an important package in a traffic jam? This is a common experience in my local market. “
    • Notice how the question asks about an experience that a potential customer might have. It doesn’t matter whether the listener’s answer is “yes” or “no” but it helps the listener imagine having the same experience: E.g.: “Have you ever wanted? Have you ever wished? And have you ever needed?”
    • This structure can be used to create a hook with a question. 
    • Sometimes, a hook can include both a question and an interesting fact. Usually, these hooks begin with “did you know that?” E.g.: “Did you know that it can take people an hour just to drive a few kilometers in my local market?”
  • As the third option, a speaker could also tell a very short story to introduce a situation in the target market. In a pitch about a new business, the story is usually about something frustrating that happened to someone because they didn’t have a good or service that they needed: “Last week, I needed to deliver an important package. The traffic was so bad that it took me an hour to drive just a few kilometers. And by the time I finally arrived at the post office, it was closed. This is a common experience in my local market.” Notice that this story is told in the First Person: the speaker uses the pronouns “I” and “me” to tell the story in a more personal way. Stories like this are most effective when they tell about an experience that the target customer or investor might also have. 
    • 1: describe something that I wanted or needed to do: “Last week I needed to deliver an important package” 2: Describe something that made it difficult for me to do it: “The traffic was so bad that it took me an hour just to drive a few kilometers, and by the time I finally arrived at the post office, it was closed!” 3: explain that the experience often happens in the target market: “This is a common experience in my local market.”
    • Show how the situation led to a problem or need, creating a business opportunity. This can be done with one simple sentence about the target customers: Target customers can’t do something or target customers need something: “many business people can’t make deliveries because there is too much traffic”; “many people need a faster delivery option because driving in traffic takes too long.”
• Part 2, product description:
  • the speaker describes the product, explains how it is used, and highlights the benefits. Start with a simple one-sentence product description: “Best Bicycle Delivery Service is a delivery service that helps busy people quickly deliver goods in the local market and help the environment at the same time”. Then add: “It’s very easy to use”, followed by an explanation of how to use the product that includes a simple verb phrases: “The customer calls a number, schedules a pick-up, and gives the package to a cyclist who makes the delivery”. Continue with another explanation about something special the business offers: “Best Bicycle Delivery Service delivers important packages five days a week, even in heavy traffic.” And close with a strong comparative statement: “It’s much faster than a delivery track and better for the environment.”
• Part 3, Opportunity Statement: the speaker makes a statement to show that the new product or business presents an opportunity in the market. Often, the entrepreneur does this by sharing survey results from the “Market research” section of their business plan. This shows that the entrepreneur has done research, and that the new product has a good chance of success: “Our surveys show that 90% of respondents buy and sell products by phone or online in the local community and 80% of respondents are interested in using the Best Bicycle Delivery Service”. 

• Part 4, Confident Closing: For many people, the most memorable part of a pitch is the closing. Therefore, it’s important to finish with three sentences that remind the listener of the Company/Product Name, express confidence in the idea and invite further discussion: “Best Bicycle Delivery is a great business opportunity. Here’s my business card. Please feel free to contact me if you would like to know more”. 

Step 3: Create the audiovisual resources you will use when delivering your pitch (a PPT or Prezi, etc.) and upload them to Aula Virtual by the deadline.

Step 4: Rehearse your pitch, paying attention to the following types of verbal and nonverbal communication strategies:

Voice: Entrepreneurs can use their voice to stress important words in their pitch. 

• Remember that stress makes words sound louder, longer, and higher pitch. 

• Specifically, it’s a good idea to stress the intensifiers: “much”, “very”, “even”. 

Body language and eye contact: In our culture, people expect entrepreneurs to be trustworthy, which means that they will believe the message and feel comfortable investing with the business. People also expect entrepreneurs to appear confident, which means that the entrepreneur looks certain that the business will succeed: 

• Firstly, they use their hands and arms to make gestures while they speak. They do not put their hands in their pockets, as people may think that hands in pockets means someone is too relaxed or informal, or that someone is hiding something. Secondly, entrepreneurs try to smile a little, as research shows that a small smile means someone is trustworthy. Thirdly, entrepreneurs look directly into people’s eyes. If an entrepreneur is talking to more than one person, he or she tries to look at each person equally. If an entrepreneur is making a video, he or she looks straight into the camera. This way, the audience will feel that the entrepreneur is looking at them. 

• These behaviours communicate trustworthiness and confidence in our business culture. 
• Is it the same in your culture? Is it okay to make direct eye contact and smile at people you don’t know well? Or is there another way to show that you are friendly and trustworthy? 

IMPORTANT DATES:

• Preparing Business pitch and visuals: Weeks 8 and 9 (in class)
• Deadline to submit your visual resources (PPT, Prezi) via Aula Virtual: End of Week 9
• Deadline to share your digital story on your communities: End of Week 9
• Delivering your Business Pitches (Oral presentations) in the Business Fair: Week 10 (in class)

Digital Story Assessment Rubric

Title of Digital Story: Names of Group Members:
	Excellent(9-10)	Good(7-8)	Satisfactory(5-6)	Insufficient(0-4)	TOTAL
Topic	Engaging contentClear purpose of the storyFocus of content is maintained	Interesting contentFocus of content is maintained	Sometimes uninterestingSome parts are irrelevant	MonotonousNo purpose in the story
Structure & Pacing	Helps follow the storylineGood progression of storyRight lengthProvides title and credits	Some parts are not relevantSome disorganisationSome parts are too long/short	Sometimes difficult to followToo many/few detailsToo many/few images	Too long/too shortSpeaks too fast/slowFragmented structure
Soundtrack	Music supports well the storyMatches mood and paceRight volume	Music distracts from the storyDoes not always match the story	Music fairly matches the storyToo loud or too low	There is no soundtrack
Images	Visually attractiveVaried and clearCoherent with story	Match the storyNot too varied	Not always match the textNot enough time to see themNot too clear	Most are not clearDon’t match the text
Voice	Good rhythmGood intonationGood volume	Some problems in rhythm, intonation, volume	Sometimes can’t be heardSometimes too fast	Speaks too quicklyCan’t be heard (too low)Flat intonation
Technology	Good quality of imagesImages are copyright freeGood soundGood transitions	Most images are good qualityGood transitions	Some images need editingSound is not good enough	Bad recording, noiseImages need editingImages are copy-righted
Language Control	Control of structures sufficient enough to be well understood by an audience accustomed to language produced by language learnersRich, varied vocabularyGood style	Control of structures could be improvedFairly well understood by an audience accustomed to language produced by language learnersSmall inaccuracies in vocabulary	Lack of control of structures and useBad choice of vocabulary	Very difficult to understand the story
Language Pronunciation	Shows efforts in producing good pronunciationGood intonationEasy to follow	A few words are mispronounced but the audience understand anywaysGood sentence stress and rhythm	Several words are mispronounced making difficult for the audience to fully understand	Very difficult to understand
Total: _______ / 10 points

PITCHES Rubric
Group NAME / Student’s NAME:
CATEGORY	Outstanding9-10	Competent7-8	Average5-6	Poor1-4	Score
Organisation	• Presents information in logical, interesting sequence which audience can follow.Follows a suitable structure, including a suitable introduction and conclusions.	• Presents information in logical sequence which audience can follow.	• Audience has difficulty following presentation because student jumps around.Main parts are incomplete or missing (e.g. no suitable introduction and/or conclusions).	• Audience cannot understand presentation because there is no sequence of information.
Content & Visuals	• Makes a well-constructed and coherent presentation of material.• The visual resources are highly varied and appropriate.	• Makes a satisfactory and appropriate presentation of material.• The visual resources are mostly varied and appropriate.	• Is uncomfortable with information and makes a somewhat appropriate  presentation of material.• The visual resources are somewhat varied and appropriate.	• Does not make a coherent presentation of material.• The visual resources are not varied and inappropriate.
Enthusiasm/AudienceAwareness	• Demonstrates strongenthusiasm about topicduring entire presentation.• Speaks with fluctuation in volume and inflection tomaintain audience interest and emphasize key points.	• Significantly increases audience understanding and knowledge of topic.• Convinces an audience to recognize the validity andimportance of the subject.	• Shows some enthusiastic feelings about topic.• Raises audience understanding and awareness of some points.	• Shows no interest in topic presented.• Fails to increase audience understanding ofknowledge of topic.
Eye Contact	Student maintains eye contact with audience, seldom returning to notes.	Student maintains eye contact most of the time but frequently returns to notes.	Student occasionally uses eye contact, but still reads most of report.	Student reads all of report with no eye contact.
Linking words & Transitions among speakers	• Suitable transitions and variety of linking words used.	• Few transitions and limited number of linking words used.	• No transitions.• Jumping around.• Lacks.• Preparation.	• Very hard to follow.
Vocabulary	• Demonstrates full mastery over a wide range of vocabulary (more than minimum required).	• Demonstrates basic usage of adequate number of vocabulary expressions.	• Demonstrates rudimentary mastery of required vocabulary (frequent errors).	• Does not have grasp of information.
Grammar	• No grammatical errors.	• More than two grammatical errors.	• Four or more grammatical errors.	• Numerous grammatical errors.
Pronunciation, Volume  & Delivery	• Uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear and follow the presentation.• Rate, volume,pronunciation,articulation great.	• Pronounces most words correctly.• Voice is clear.• Most audience members can hear presentation.• Slightly fast/slow.• Minordisfluencies (e.g., ‘uh,’‘like’).	• Voice is low.• Incorrectly pronounces terms.• Audience members have difficulty hearing presentation.• Hard to hear.• IncorrectPronunciation.• Pace Problems.	• Mumbles, incorrectly pronounces terms.• Speaks too quietly for students in the back of class to hear.• Vocal delivery interferes with entire speech.
TimeConstraints	Exactly within limits.	Slightly over or under limits.	Over/Under limits by 1 min.	Over/Under limits by 2+ minutes.