Monthly Archives: April 2012

Public Speaking Online: Can It or Can’t It Be Done?

Business and professional communication is an essential skill, but it no longer takes place solely in person. An important component in preparing students to segue to a professional career is ensuring that they have a plethora of experiences—today, this should include working in a virtual space.  

Many industries offer telecommuting options, require global Web-based presentations, etc. Students who are charged with working in these organizations must understand the etiquette when communicating synchronously and asynchronously.

So developing an online course in public speaking must include a myriad of opportunities to create experiences that enable students to hone communicating in an online context.

As the instructional designer for this type of online course, I spent countless hours researching what strategies other institutions (higher education and professional industries) employ when teaching a public speaking course online (one of the more popular online courses) or communicating in a professional setting.

After sifting through several examples, I created sample projects segmented by synchronous and asynchronous solutions. It was important to distinguish between the types of solutions to ensure that students get experience working with each. See the sample projects listed in the table below.

Synchronous Presentations

Sample Project Description

Examples of Technology Applications

Utilizing a web conferencing solution, create groups of students that deliver presentations in real-time to one another along with the faculty member.

  • Wimba
  • Adobe Connect
  • Blackboard Collaborate

Sample Project Description

Examples of Technology Applications

Utilizing a video recording device, require students to obtain a set number of audience members and someone to film them delivering a speech.

  • Optional: Require students to pan the audience to ensure that the criterion is met
  • Camera phone/video camera
  • Flip camera
  • Video camcorder

 

Asynchronous Presentations

Sample Project Description

Examples of Technology Applications

Utilizing a video-recording device, require students to record themselves delivering a speech.

  • Webcam recording
  • Camera phone/video camera
  • Flip camera
  • Video camcorder

Sample Project Description

Examples of Technology Applications

Utilizing an application that enables audio narration, require students to create and record a narrated PowerPoint presentation. Students submit the PowerPoint.

  • Screencast software
  • Microsoft PowerPoint
  • Voicethread

Each of these examples lends itself to creating different experiences for students to communicate professionally in a virtual space.

As technology becomes more ubiquitous in global work settings, students who are acclimated to presenting in multifaceted formats are better equipped to deliver on-demand and work with a variety of technologies.

Follow Up: Creating Engaging Online Video

Last fall, I wrote about the challenges of creating engaging video for online courses. Disappointed with the end product I was getting by serving in a mostly advisory capacity, I declared that I would take a more hands-on approach. I was hopeful that by requiring early ideation sessions, script review, rehearsal, and on-site art direction I’d be able to get results that would meet faculty goals and that students would actually watch.

I’m still waiting for that happy day to arrive. I hadn’t anticipated that it would be so difficult to get stakeholders to deliver a draft of a script on deadline, let alone to find time for substantive review and iteration. Rehearsals? I haven’t been able to schedule one yet. As far as art direction, I’ve bumped up against the realities of working with media services that have limited abilities and capacities; without the resources to do extensive compositing and editing in post-production, there’s very little you can do with a static one-camera set up.

Still, the status quo is hard to defend. In the absence of sufficient preproduction planning and active involvement during the shoot, too often what’s created is a hard-to-watch presentation consisting of a speaker at a podium superimposed over hard-to-read PowerPoint slides. The effectiveness of this presentation approach in a live classroom is debatable, but it’s rarely successful online.

Even better-conceived productions suffer from lack of adequate planning and constraints. Rushed into production at the last minute, a recent shoot with two engaging professors discussing a topic dear to them failed because it was too long to sustain interest and relied too heavily on post-production that our campus media services were unable to deliver on deadline.

I’m still hopeful that a more hands-on approach will ultimately be successful. Building in lots more time for preproduction should help, and my department is taking steps to bring more production in-house for greater control of outcomes. I’m also hoping to find a way for our faculty to work with DePaul’s television studio and personnel; the ability to create multicamera interview productions would give us a powerful way to deliver engaging, high-quality online video.

Get Lazy and Automate

“But being lazy means you aren’t productive, right?”

Lies!

Being lazy is about getting as much done as you can with as little effort as possible. Think “task streamlining” rather than “task avoidance.”

The tasks that take the most time for me are repetitive text-manipulation tasks and responding to email, so those are the two things I’ve worked on automating the most.

The tools I prefer are Autohotkey (free) for Windows or Text Expander ($35) for Mac. Both allow you to set up keyboard macros which will perform longer text-entry tasks. I will not go into incredible depth for either of them, but I will go into the basics of why they’re useful.

What Email Signatures?

We all have to sign our emails; it’s polite.

And it takes a while, especially when you add up the 10 to 20 seconds you spend per email every day. Today I sent fifty-six emails. Fifty-six emails multiplied by 15 seconds to sign the email (on the conservative end) is 840 seconds which is about 14 minutes per day spent signing emails.

But wait, I use signatures!

Well that’s great but it’s not flexible. My signatures vary depending on who I am emailing. To manage your email efficiently, finding a way to streamline or automate this process could save valuable time and make email communication smoother. I use formal signatures and informal signatures and all sorts in between.

For example, when I type “ssq”, Text Expander types:

If there is anything else I can help with, please let me know.

Regards,
Ian at FITS

This is great! Now I never have to think about how to sign off on an email again. I write what I have to say, type “ssq”, and send it off.

Or I can type “sse”, and Text Expander types:

Regards,
Ian at FITS

“Yeah but that takes no time to type—you must type really slowly.”

Nope!

It took me 4.8 seconds averaged over six attempts at typing it really quickly.

Don’t believe me? You try.

Actual Email Messages

Now think about the longer text you type over and over and over.

Here’s a sample short snippet I type five to fifty times per day:

Greetings,

Your add user request has been completed. Please log in and ensure that the user(s) appear as they should.

It’s a greeting and one line of text all of which takes about 16 seconds to write. So again, lots of time wasted writing the same thing over and over and sometimes I’d misspell things or send the wrong information or whatever further extending the time it takes to write.

The rate most people perform composition typing at is nineteen words per minute (Karat, et. al., 1999). If you compositionally type similar bodies of text regularly you’re wasting time.

Now imagine if that were two paragraphs consisting of three to five sentences typed two times per day. Times four per week (lucky you, working four days a week). Times four weeks per month.

Now let’s take my wonderful body of add-user text above, which is about twenty words. If compositionally you type nineteen words per minute, it will take you one minute to type that sentence, times three sentences per paragraph (low end), so at three minutes per paragraph times two paragraphs, you’re spending six minutes per day composing each email. If you have two students or coworkers a day who ask similar questions, you are spending 12 minutes a day doing unnecessary, repetitive work.

Multiply that by your generous four-day work week, times four weeks per month, and you’re spending 3.5 hours per month writing just that one email over and over. Now if you regularly compose five similar emails, it scales quickly.

Suddenly you are at 15 hours per month wasted.

And knowing you, everything is misspelled, has coffee spilled on it, and the really important bit of information got left out anyway.

Horrifying.

References

Karat, C.M., Halverson, C., Horn, D. and Karat, J. (1999), Patterns of entry and correction in large vocabulary continuous speech recognition systems, CHI 99 Conference Proceedings, 568-575.

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Cloning the Research Librarian and Other Solutions

Problem: Student–to–Research Librarian Instructor ratio is 60:1.

Solution: A collaborative effort between the faculty, research librarian, and instructional designer to design and embed online tutorials in the learning management system, Desire2Learn (D2L)…quickly.

It is mid-October and the January 2nd winter quarter start date is fast approaching. Nursing 400: Theories of Nursing will be offered as a hybrid for the first time. The instructional designer and faculty have been working feverishly to produce narrated PowerPoint lectures, embed video clips, write content and assignment instructions, develop rubrics and engaging discussion prompts, and integrate images and graphics. The course hinges on a multistep research-project assignment and the librarian instructional time is vital for students to have a successful course experience.

How will the students become familiar with the massive amount of library resources available to them vital to their research-project assignment? The research librarian usually conducts face-to-face instructional sessions on information literacy (IL) and useful library resources. However, the number of students in the winter cohort is much larger. He figures he needs two to three clones of himself to conduct all the scheduled face-to-face sessions plus advise students and tend to faculty research requests.

In comes the instructional designer. What about embedding online tutorials right into the course so that you can focus on advising students and handling special requests? Ding-ding-ding! Of course, the research librarians have already thought of this. They created a YouTube channel with tutorials about general library resources; but for this course, tutorials are needed that specifically address the research needs of nurses. The librarian, instructional designer, and faculty decide on four topics crucial to nursing students who are at this stage in their study and research novices. After input from the librarian and faculty, we get to work on the scripts and create the accompanying PowerPoint slides. The British accent of the research librarian coupled with his witty humor creates an entertaining and authoritative sounding product.

Now where to place these tutorials? We decide to create a “widget” in D2L that resides on the course home page so that students see it every time they log in and it’s quickly accessible. The faculty clearly directs students within the introductory course announcements to the tutorials that also include a short video introducing the research librarian and providing his contact information. Mid-course, we nervously solicit feedback from students via an embedded survey within the course.

Select Survey Results

6 question survey; n=20

Question 2: Did you feel successful when researching your topic after viewing the tutorials?

Yes

95%

No

5%

Not sure

0%

Question 3: Given the option, would you have preferred online tutorials, in-person library instruction session, or both?

Online Tutorials

50%

In-person Instruction

5%

Both

45%

Open-ended Question: Would you change anything in the online tutorials? 

No, I thought the tutorial was very self-explanatory and covered all the necessary topics to adequately navigate through the DePaul library resources.

I think that everything was well covered

No, I thought it was enough to get me started, navigating things like this usually requires me to play around in it.

I thought it was very thorough. I like how it was broken up so that if we forgot something, we could go back and rewatch a section without having to rewatch the whole thing.

No, I think it would be beneficial to have the tutorials as an overview for an in-person tutorial.

Conclusion:

In conclusion, it is helpful to look at a more comprehensive study of student content retention and the effectiveness of online tutorials versus face-to-face instruction.

Alison Brettle and Michael Raynor published a paper in Nurse Education Today titled “Developing information literacy skills in pre-registration nurses: An experimental study of teaching methods” (2012) which looked at the question of whether an “online tutorial was as good as face-to-face training for teaching IL [information literacy] skills to students nurses.” (p.2) The study of seventy-seven students added evidence to the previous claim by Carlock and Anderson (2007) that suggests online tutorials and face-to-face instruction of IL and research skills are equally effective methods.

The small student sample from NSG 400 seems to validate these findings.

We will continue to iterate the online tutorials based on student feedback and performance. It is also important to listen to that 5% who do not find the tutorials equally as helpful as face-to-face instruction; where are the gaps? We will look for solutions that capitalize on the scalability of online tutorials while integrating the irreplaceable value of face-to-face instruction. We can’t clone the research librarian, but we will continue to seek other solutions.

References:

Brettle, A., Raynor, M. Developing information literacy skills in pre-registration nurses: An experimental study of teaching methods, Nurse Edc. Today (2012), doi: 10.1016/j.nedt.2011.12.003

What Happens to the Self-Published When We Go Paperless?

I have a particular penchant toward the self-published.

You see, I grew up with printed pages still warm from a Kinko’s copy machine. I was taught with manifestos stapled sideways, printed in perfect punk-rock attitude and do-it-yourself aesthetic. A girl who was awash with the unspoken mission statement of “anyone-can-do-it” chanted by movements like Riot Grrrl and Act-Up, I learned that you didn’t have to hit the New York Times Best Seller List to be considered an author. I learned that, given time, a typewriter, and some dimes for the copy machine, you could print your own stories, your own news, and your own ideas. I learned that my voice and thoughts counted. I learned the magic of self-publishing.

So it’s no wonder that when I went to teach for the first time, I was influenced by pedagogical tactics that pushed for decentralizing knowledge. When setting up our reading list, I worked hard to use anthologies, collect stories from multiple voices, and use small-press books by relatively unknown authors.

Moreover, I wanted the texts we read to exist outside of the echo chamber that can be created in academia. The feedback of one text calling to another, that text calling to a next, all reverberating until the topic at hand is buried beneath layers of rhetoric. I wanted fresh views, even if the topics we were discussing were well known. I wanted my students to hear the poetry in knowledge, the lyricism in all our different epistemologies. So, I brought them zines, written by local authors, and even brought in my thesis, which a friend of mine had formatted into a folded-in-half, 8”-by-11” zine. Basically, I wanted my students to tap into a more creative, yet still academic means of learning.

But now? Now, I’m a little worried. What will happen to the self-published when we all go paperless? It’s hard not to hear the clamor of eBooks and digital readers, let alone not see them in the hands of all the morning commuters. I’ve heard all about how libraries across the country are digitizing their catalogs; I’ve seen how the old paperback novel is now kindling the fires of online eBook sales. It’s hard not to see that every nook of the Internet is saturated by the phenomenon.

But, for a girl like me? A girl who not only self-publishes her work, but is a hopeless consumer of zines and small-press works, well, I worry about the impact on small-press and indie authors when we go fully digital and paperless.

But there is hope. If you search the Internet a little bit, multiple web-based zine libraries are popping up, all with digitized archives ready to be downloaded and consumed. (If you’re interested, check out the list of zine archives from zinebook.com.) For indie authors, Smashwords.com is the place to go, with its wide selection of self-published eBooks. And then, of course, there is Apple’s release of iBook Author, the Mac-based application that allows anyone to create their own multi-touch textbooks. So, suffice it to say, at the moment, there seems to be space still for the self-published, ready and waiting to fill your digital bookshelf.