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The study hypothesizes that creating a public speaking vision supports this transition from understanding to practice. An exploratory case study redesigns the learning environment for seven students using documented video notes, survey responses, and interviews. Findings highlight the value of authentic video, noticing concepts in action, and collaboration. Recommendations propose vision-creation opportunities for performance-based courses.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/creatively-speaking-an-approach-to-teaching-public-speaking/200508/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/creatively-speaking-an-approach-to-teaching-public-speaking/200508.png","ImageObject",442,249,{"name":88,"@type":89},"\tWilliam","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-27","2026-09-04",true,{"@type":98,"interactionType":99,"userInteractionCount":25},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What problem does the dissertation address in public speaking courses?","Question",{"text":108,"@type":109},"Students can state speech-making concepts in assessments but struggle to transfer that conceptual learning into actual performance. The dissertation focuses on bridging the gap between understanding and practice.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What is the central idea behind “creating a public speaking vision”?",{"text":113,"@type":109},"Creating a vision is hypothesized to help students transition conceptual learning into speech-making performance. It supports more effective implementation of concepts in practice.",{"name":115,"@type":106,"acceptedAnswer":116},"How was the exploratory case study conducted?",{"text":117,"@type":109},"The study involved seven college students in a public speaking course. Data were collected through documented video notes, survey responses, and interviews to examine the relationship between vision-making and concept implementation.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},200508,1788509171,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":25,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":125,"read_time":140},5909887254083,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CREATIVELY SPEAKING: AN APPROACH TO TEACHING PUBLIC SPEAKING  \nBy  \nBARBARA RUSEN  \nA dissertation submitted to the  \nGraduate School of Education  \nRutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Education  \nGraduate Program in Design of Learning Environments  \nwritten under the direction of  \nDr. Angela O’Donnell  \nDissertation Chair  \nDr. Brian Dashew  \nDissertation Committee  \nDr. R. Richard Dool  \nDissertation Committee  \nNew Brunswick, New Jersey  \nOctober 2021  \n© [2021]  \nBarbara Rusen  \nALL RIGHTS RESERVED  \nAbstract  \nCollege students who enroll in a public speaking course are able to define speech making concepts in formal assessments, but become challenged to effectively transition speech making conceptual learning into practice. Research has shown that creating a professional vision affordsa practical guideline, a refinement of practice, and allows for self-constructed growth. It is hypothesized that a public speaking vision is needed to effectively transition conceptual learning into speech making performance. This exploratory case study makes an attempt to redesign a learning environment bridging conceptual learning to practice for seven college students enrolled in a public speaking course. q. Data were collected from three sources—documented video notes, survey responses, and interviews in efforts to understand the relationship between creating a speech making vision and implementing concepts in practice. Participants valued authentic video and being able to notice concepts in action; thus, creating a vision while collaboration provided participants with different perspectives and the opportunity to see what was missed. It is recommended that learning environments of performance based courses, such as public speaking, include learning opportunities for students to create a vision. Outcomes will inform learning and present new thoughts and ideas on transitioning conceptual learning into practice in performance based courses.  \nKeywords: public speaking, creating a vision, collaboration, noticing concepts, authentic video  \nTable of Contents  \nAbstract .......................................................................................................................................... iii  \nTable of Contents ........................................................................................................................... iv  \n[List of Tables ................................................................................................................................. vi](List of Tables ................................................................................................................................. vi)  \n[List of Figures ...............................](List of Figures ...............................)................................................................................................ vii  \nCHAPTER I: Introduction .............................................................................................................. 1  \nCHAPTER II: Literature Review..................................................................................................14  \nNoticing: Creating a Vision....................................................................................................... 14  \nProfessional Noticing ............................................................................................................. 15  \nStudent Noticing in Learning ................................................................................................. 16  \nTechnology ................................................................................................................................. 17  \nVideo ...................................................................................................................................... 19  \nCollaboration .....................................................","cbCaisbUpeSaVDBT","https://ap.wps.com/l/cbCaisbUpeSaVDBT","pdf",1971188,134,"English","# CHAPTER I: Introduction\n# CHAPTER II: Literature Review\n## Noticing: Creating a Vision\n## Professional Noticing\n## Student Noticing in Learning\n## Technology\n## Video\n## Collaboration\n## Collaborative Learning\n## Creativity\n## Theoretical Framework\n## Embodied Conjecture\n## Mediating Processes\n# CHAPTER III: Methodology\n## Research Design\n## Participant Selection, Setting, and Procedures\n## Data Collection Methods\n## Noticing Concepts\n## Collaboration Activity\n## Interviews\n# CHAPTER IV: Results","[{\"question\":\"What problem does the dissertation address in public speaking courses?\",\"answer\":\"Students can state speech-making concepts in assessments but struggle to transfer that conceptual learning into actual performance. The dissertation focuses on bridging the gap between understanding and practice.\"},{\"question\":\"What is the central idea behind “creating a public speaking vision”?\",\"answer\":\"Creating a vision is hypothesized to help students transition conceptual learning into speech-making performance. It supports more effective implementation of concepts in practice.\"},{\"question\":\"How was the exploratory case study conducted?\",\"answer\":\"The study involved seven college students in a public speaking course. Data were collected through documented video notes, survey responses, and interviews to examine the relationship between vision-making and concept implementation.\"}]","Creatively Speaking - An Approach to Teaching Public Speaking | PDF",47]