Presentations powered by A.I – Review is an A.I-based tool which generates presentations, documents, and webpages. It’s focus on presentations makes it of potential interest to those involved in teaching and learning.

Quick Look:

In ‘guided mode’, I gave a title ‘history of Newcastle upon Tyne’, and Gamma provided a choice of templates and then generated a suggested presentation structure within a few seconds. It then generated a deck of 8 slides in about 1 minute. The slide deck included relevant images and could be exported as Powerpoint or PDF. Additionally, Gamma allows for the import of custom text, which it adapts and converts into a slide deck or document. The ‘AI editor’ provides options, such as “Suggest a professional theme”, “Give more detail”, “Give me a more exciting way to say this” etc.

The Gamma app in use showing chat interaction with AI and the 3 slides generated.

Gamma currently (October 2023) has a three tier model:

  1. Free limited use – you get a one-off 400 ‘AI Credits’ (credits used each time you generate a document), exported slides and documents are branded
  2. ‘Plus’ – £78/year, 400 ‘AI Credits’ per month
  3. ‘Pro’ – £147/year, unlimted credits and extra features

Gamma is a powerful tool which can quickly generate slide decks and documents which are ‘usable’ with little modification. With all the focus on the tools of the ‘big players’, such as Microsoft/Chat-GPT and Google, it is refreshing to see a tool from a seemingly independent company (though, like many other A.I. apps, it may well be using the back-end services of Chat-GPT ).

Of course, to use A.I. generated materials, it is important to have grounded subject knowledge and critically review and adapt outputs, to avoid mistakes. It is also important to carefully word the prompts which you provide to the A.I.; for example, a presentation generated for me by Gamma, about “Newcastle University”, included accurate information about the 19th century pre-cursors of the University of Newcastle upon Tyne, but then mentioned a merger with UCL in 2002, and included a photo of Newcastle University in Australia.

There are obvious plagiarism and academic integrity issues to consider. In common with most other A.I. apps, there is no acknowledgement of the source materials used in training of the A.I. As such it may be part-based on copyrighted materials and licenced content such as Wikipedia, which has an Attribution-Share-Alike licence. Likewise, the source of images aren’t acknowledged – though the ‘A.I. Editor’ does give the option of ‘all images’ (even if licencing unknown), ‘Free to use’ (which seem ‘loose’, by including sources which don’t generally display image licence information, such as Facebook and Twitter) and ‘Free to use commercially’ – and you can click through to the source of the image. The pricing model for Gamma is similar to that of other A.I. tools, all of which lead the universal problem of inequality of access, giving advantage to students from more well-off backgrounds. But these tools are widely available now, and this is the new reality that H.E. needs to adapt to.

Case Study: Virtual Oral Presentations as a summative assessment

How do oral presentations work for 100% online modules?

Presentations helps students put across an idea while expressing their personalities, which is hard to do in an essay.


Oral presentations are a popular choice of assessment in the Faculty of Medical Sciences, especially in our e-Learning modules. Students are asked to submit a pre-recorded presentation to Canvas and the markers watch the presentations at a time and place that suits them.

Diarmuid Coughlan, module leader for ONC8028 Practical Health Economics for Cancer, has kindly agreed to walk us through how the Virtual Oral Presentation element works on his module.

The Assessment

This year we had 14 students on the module. We asked the students to create a 15 minute presentation using either Zoom, Panopto (Recap) or PowerPoint.

We informed the students right at the start of the module that an oral presentation was part of the assessment and 4 weeks into the module we provided a formative assessment. The formative assessment allowed students to familiarise themselves with their chosen software, gain experience talking to a camera and also get some limited feedback on their presentation skills.

The submissions are double marked by 2 markers. Marking is completed separately by each marker outside of Canvas, then markers meet to discuss which marks/comments would be entered into Canvas and made visible to each student.

The Set Up

We provided 2 submission points in Canvas:

Recording Submission Point:

This area was used for the marking. It was set up as Media Recording for MP4 uploads (max of 500 mb) with a Text Entry option for Panopto users (no size limit).

We allowed students to choose which technology they were most comfortable with and provided video and written instructions for Panopto and Zoom. PowerPoint instructions were added later as an option with links to guidance provided by Microsoft.

View of instructions in Canvas

We also provided some instructions so students could crop their recordings to comply with the 15 minute time limit.

You are limited by time so remember to edit your recording so it is no longer than 15 minutes. Instructions: Windows | Mac | Panopto

Slide Submission Point:

This area had a 0 point value. It was set up as a File upload area for students to submit their slides as .ppt or .pdf, this allowed us to get a turnitin plagiarism score for each presentation as well as a reference copy of the slides, should anything be unclear in the video recordings.

How did it go?

There was a lot of fear from students initially. We encouraged students to give it a go, informing them that we were not trying to trick them. We provided clear guidance on what we expected and provided a rubric with a breakdown of points, clearly showing only a small percentage of the grade would be based on their presentation style and delivery. The content of the presentation was the most important part!

The use of technology was varied:

As markers we also had to overcome our fears of technology.

PowerPoint is easier once you know how to access recordings (you have to download the file, then click start slideshow).

Sometimes the Panopto recordings were hard to find, especially if students had experience of using the technology in Blackboard and did not follow the Canvas instructions correctly.

What are your next steps?

  • We only provided grades with a short feedback comment last year, we plan to provide more extensive feedback going forward
  • We will add more video content into the module as examples of how to create engaging slides and showcase our presentation styles – hopefully leading by example
  • We would also like to provide examples of a good presentation vs a bad presentation

Technology in your pocket

We have had a few enquiries via FMS Enquiries about getting tasks done without specialist equipment we would normally have on hand in our offices.

We have recently added some information to the FMS Community on how to use mobile devices to produce learning materials. A kind of Do It Yourself guide for producing materials from home or on location.

Create video, audio, images, presentations, conduct meetings, and communicate with students and staff. Set students tasks to do on their own devices. Check it out here:

Your device may not have all the features identified, but it may give you some ideas.