14.1 Four ways to present
The format is flexible — your group presents in whichever of these suits you, confirmed with your lecturer beforehand. Whatever you choose, the 15-minute maximum and the public delivery requirement still apply.
| Format | Works well when… | Watch out for |
|---|---|---|
| Face-to-face | Everyone is on campus and you want live audience reaction. | Lab machine may not have your file — bring it on a drive and in the cloud. |
| Live online | Members or audience are in different places. | Connection quality. Have someone ready to take over screen-share if you drop out. |
| Pre-recorded online | You want to control timing exactly and edit out mistakes. | No audience reaction. Make sure the recording is public and the link works. |
| Hybrid | Some present in the room, others join remotely. | Handovers between room and remote — rehearse them specifically. |
● Public delivery is part of the task
The presentation must reach an audience beyond your classroom — Facebook, YouTube or another suitable platform, ideally including people from industry, academia and the local community. Set this up before the day, not during it.
14.2 The last-hour checklist
- Open the dashboard and click the slicer once. Confirm it still works.
- Open your public link in a private window. If it asks for permission, fix it now.
- Check the file is where you think it is — laptop, drive and cloud.
- Confirm who says what, and in what order.
- Have the backup recording ready to play if the live version fails.
- Silence phone notifications before you share your screen.
14.3 Delivering it
The rubric rewards resourcefulness, decision-making, value creation, delivery, creativity and teamwork. Here's how each shows up in fifteen minutes:
| Minute | What you're doing | What's being marked |
|---|---|---|
| 0–3 | Open with the question. Describe the dataset — where it came from, what a row means, how big it is. State your objectives. | Introduction & objectives · resourcefulness |
| 3–9 | Walk through the dashboard. For each chart, say why that chart type — one sentence each. | Analysis · decision-making |
| 9–13 | Show the finished product. Click the slicer live and reveal the hidden insight. Say what it means and what someone should do about it. | Results & findings · value creation |
| 13–15 | Recap the message, thank the audience, invite questions. | Delivery & communication |
Remember Week 8. Tell them what you'll say, say it, remind them what you said. Opening with the conclusion is usually stronger than saving it for the end.
✓ Reads as confident
- Looking at the audience, not the screen.
- Pointing at what you want people to notice.
- Pausing after the key insight.
- Clean handovers: “…and now Aisyah will show the regional breakdown.”
✗ Reads as unprepared
- Reading a script off the screen.
- “As you can see here…” with no pointing.
- Racing to fit everything in.
- Silence while someone works out whose turn it is.
14.4 Handling questions
You'll be asked about your data and your choices. Prepare for these:
| Likely question | What a good answer sounds like |
|---|---|
| “Where did this data come from?” | Name the source and the year. Say how many records. |
| “Why this chart and not a pie?” | Tie it to the message: comparison, trend, distribution or parts of a whole. |
| “What does this actually mean for the reader?” | One sentence of interpretation, one of recommendation. |
| “Does A cause B?” | Be careful. Your charts show association. Say so — it earns more credit than overclaiming. |
| “What are the limitations?” | Sample size, sampling method, missing values. Knowing your weaknesses is a strength. |
| Something you don't know | “That's a good question — we didn't test that, but it would be worth checking.” Never invent a number. |