Phil Race’s Theory (2005)
A powerful and more up to date theory of learning is that postulated. Phil Race, (2002-2005). Race is rather demission of Kolb and sees learning not as a cycle but as a series of concentric rings, rather like ripples on a pond. There are four processes and rather than progressing through a cycle, they interact with one another like ripples in a pond. If there is a starting point it is "wanting" to learn. (Race, 2005)

Diagram 1: Ripples on a pond
Race sees the process as beginning with the Need to learn and the associates desire (Want) of the individual student or practitioner to learn; followed by active engagement of the individual in real practice- Doing. Race is a firm believer in 'Knowledge is experience and everything else is just information” and postulates that, having engaged in practice, the student needs to make sense of the experience and get their head around it. (Albert Einstein’s quotes, 1879 – 1955). Race refers to this as Digestion and suggests that this is closely followed by the need for Feedback to be given by a third party to be learning situation.
'Ripples on a pond' model of the main factors underpinning successful learning was developed by asking countless people (students, colleagues, professionals, trainers, all sorts of people) straightforward questions about how they learned things - all sorts of things. Probably the most universal of the factors in their responses was that feedback was essential. Most often, this feedback comes from other people - fellow learners, tutors, trainers, instructors, expert witnesses, and so on. Quite often, however, it is sufficient to gain feedback from existing (or specially designed) information, which responds to tasks that have been attempted in the bid to learn. Imagine feedback bouncing back in to the 'ripple' of learning. This keeps the ripple going, increases the intensity of the rippling, and deepens learning. If there were to be no feedback the ripple would tend to fade away and die out. The learning would vanish. Feedback is normally something which happens as a result of some learning-oriented action. Feedback may be provided after the event, or during the event, or both. However, feedback can be provided even in the absence of any learning action, and may even cause a learning event to take place thereafter. In other words, strong ripples bouncing in towards the center can in due course bring the whole ripple system into being, and ideally cause learning-by-doing and even create some motivation. (Race, 2005)

Face-to-face feedback to whole classes. This includes giving oral feedback to a whole class after having marked after their presentation, before or after returning their actual work to them. Alternatively, face-to-face feedback to the whole group about the task immediately after collecting their work from them or after a presentation so that they get at least some feedback on the task as soon as possible, while the task is still fresh in their minds. Disadvantages | * Feedback is less individual, personal and intimate to students. | * Only concentrate on principal feedback matters, and can't cover less-common feedback issues. | * Students' records or memories of the feedback may be inaccurate and sketchy, and they may not remember the detail when later they look back over their assessed work. | * Students may be so busy thinking about one particular aspect of the feedback, which they know will apply to their particular work, that they miss other elements as you talk. |

Table 1: Disadvantages of face-to-face feedback to whole class
Giving presentations to an audience requires skills substantially different from those needed for writing answers to exam questions. It can be argued that the communications skills involved in giving good presentations are much more relevant to professional competences needed in the world of work. It is particularly useful to develop presentations skills It is therefore increasingly common to make assessed presentations part of overall assessment diet.
Wanting to learn
The class will be divided into working groups of 5 to 6 people for the purpose to produce a effective presentation. An effective presentation makes the best use of the relationship between the presenter and the audience. We are getting enthused, being inspired and starting to give out creative idea for the coming presentation. We were experiencing success, getting things right and finding out that problems are shared. (Phil Race, 2005) In this forming stage, most team members were positive and polite. Some were anxious, as they had not fully understood what work the team will do. Others are simply excited about the task ahead. (Bruce Tuckman's, 1977). As leader, she played a dominant role at this stage, because team members' roles and responsibilities were not clear. According to behavioral theory, she was learning to become leaders through teaching and observation. (Michele Erina Doyle & Mark K. Smith, 1999)
Needing to learn
A presentation to a seminar group might require a balanced argument. We wished the audience to have understood about the Adam’s Equity theory. To attract the audience/s interest and fulfil their needs(able to answer the question), we did a lot of research about this motivational theory to ensure that we have targeted the material at the right level for the audience's needs. We created a formal atmosphere, focus on appearing professional. We were having a power point slide presentation which had 15 minutes maximum running time. We required sticking to a common format. We found that the intended learning outcome actually means in practice. We got things wrong in the process of prepare presentation but we found out why (Race, 2005). In this stage, we were using one of the communication theory which is libertarian theory. We were more enough to find and judge good ideas from bad. We were rational and the rational thoughts lead us to find out what are good and bad. ( Lao Tzu, early 16th century)

Learning by doing
In this group presentation, I know from experience the meaning of "two heads are better than one" John Heywood (1500). Of course with more minds set on a specific goal, we have access more ideas. Looking at things from the perspective of others can increase the likelihood of quality innovation. Besides, a group presentation created an environment of support and propels people toward implementation. A good team makes the most of individual talents. Where one member may be weak, another might be strong and working together they provide the perfect resource for an organization.
For every advantages of group presentation, there is a flip side "too many chefs spoil the soup". Basically, there are just too many people, too many ideas, and too many "experts" to come to an agreement and achieve a good result. It is simply why we have a constantly be reminded that there is no "I " in a team. Some of the group member cannot leave their egos behind, conflict and resentment arises. People become unwilling to open their minds to other perspective and are intent on either forcing their point of view or not cooperating with others.
The more conflicts, the less innovation, the farther the team gets from implementation and meeting goals.
While a team has the potential to boost up the individual members, if it is not functioning properly it can make some members feel inferior and unimportant. They contribute less and are discouraged from accessing their strong qualities. How much each perspon is contributing or not contributing becomes the focus of the individuals- some feeling they are carrying the team, others resenting those who are taking charge.
Relationships and communication worsens. The team is unsuccessful and the individuals walk away worse off than they started.
Besides, it is difficult to schedule meetings that accommodate a group of people. When meetings get canceled or postponed because of scheduling conflicts, the quality and timeliness of the presentation suffer. Overcome problems by setting recurring meeting times at the beginning of the project, thus group members can plan their schedules accordingly.