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Pimp Your Postppt Rru
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- 15. 3. PowerPoint Slideshow, with Narration
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- 18. This puts me in learnersâ and many faculty members shoes! MYTH I rely on different technologies
- 19. My interests and hobbies
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Hinweis der Redaktion
- Welcome and thank you for coming today! (me and doug on video?) We (CTET) are always looking for ways to be useful, and this topic seemed like one that could impact every course Acknowledge Gina! Sandboxing session follows
- To get people participating actively and early, and to find out whoâs in the room.... In chat, type where youâre coming from (city and institution As we go, hands up to talk/get mic Feel free to use the emoticons to signal agreement, confusion, etc
- This is to warm people up for writing on the board
- Get people to put on the board the kinds of questions they ask â short: words/phrases Could transition into: great, keep doing what youâre doing, and hereâs some diff ways to do it
- This is ok (VERY TYPICAL), but maybe missed opportunity, could do more with it No sense of expectations â how long, what, etc
- When weâre talking about âintroductory postsâ, weâre not always talking about icebreakers. But often we are. So when youâre designing your intro or icebreaker activity, think about what âiceâ needs to be broken. For example, the introductory activity that you plan for a cohort group that has already met face-to-face & has taken perhaps a number of courses together is going to be different than the one you plan for a diverse group of total strangers. -- if you are starting off a new course with well-acquainted individuals, you may only need to break the ice that separates YOU. -- If you are bringing together like-minded people, the âiceâ may simply reflect the fact that people have not yet met. -- If you are bringing together people from different groups within your organization for an open discussion, the âiceâ may come from the difference in status between participants. -- If you are bringing together a group of strangers with different backgrounds & cultures, then the âiceâ may come from peopleâs perceptions of each other. - If you are bringing together unwilling or mandated attendees, the âiceâ may come from their lack of buy-in for the topic of your course or workshop. Youâll need to handle these differences sensitively. Only focus on whatâs important to your event. (Remember, you want to break some ice for your event, not uncover the whole iceberg, or bring about world peace!). Focus on similarities rather than differences.
- Reference whatever they put on the board earlier â what they said was important Point here: present the research that backs up why this is important, the âproblemâ this will help solve Although depending on the course design, your degree of presence may shift as the course progresses; however, strong presence at the beginning of the course is really important. An effective post or ice-breaker might be a way on strengthening teaching, social and cognitive presence - Garrison, Anderson and Archerâs (2000) community of inquiry model.
- Point: relate this to instructor presence and community building, which are constructs often correlated with learning
- A good start feeds all these things WHICH ARE RELATED TO positive impact on student learning Also: Provides you with good opportunity to do pre-assessment (We donât always have access to info about learners before a course begins) Hereâs what a lot of the research says on 2 important constructs: instructor presence and the learning community Features of instructor approach and course design ï instructor presence ï good learning and experience for learners OR Community factor ï thriving learning community ï good for learners Futhermore, much research attributes this to instructional design (activity design) and instructor behaviour, so a good start means the course design/activity design and what you do Introductions arenât a cure-all/silver bullet, but they can do a lot to get things going in the right direction (start how you plan to continue)
- Point: simply adding pictures increases the âpersonalityâ of a post. Easy to do.
- Here is another version that could be JUST ppt, or ppt with narration â add an audio element
- Iâm an instructional designer, which means I work with faculty to create online courses. One of my favourite things about this job is finding new ways to use technology to create interesting and fun learning experiences for learners. Music to my ears is when a faculty member says, â you know, I was thinking about another way to approach this assignment, they already write a lot of papersâŠdo you have any ideas?â then the fun innovating begins!
- I work at Royal Roads University, which I love. I have been there for over 5 years now. About a year ago, I moved off the islandâŠ
- And now I live here. So I telecommute full time. This means Iâm now walking in the shoes of our learners, and of many of our faculty and associate faculty. This has changed the way I do things. Itâs forced me to rely on technologies I only had a passing familiarity with before (such as audio and video conferencing). I think it took about 6 months for most people to realize I wasnât on campus anymore, which goes to show you how much we all email these days!
- These are my interests and hobbies â I love mobile technologies, cooking, painting, yoga, coffee - and Iâm a cat person
- And Why? Debrief In the next section, weâre going to show you some tools to accomplish what we saw in the examples, plus some other tools that might provide you with some ideas
- These are fun/easy way to add a picture element
- Fun ways to share stuff about yourself Could do something with the magazine cover â ask them to create headlines for things like interest in the course, private knowledge, concerns about the course, personal interest
- Show an example
- Maybe cut
- Note: âpimpingâ isnât just adding technology. This next section looks at some other ways to pimp your post, through simple ideas/add-ons that arenât tech based. Some are add-ons - things you can easily tack on to your existing intro post instructions Some are icebreakers or more interactive - could be added on, or could be a separate activity or thread. They are more specifically designed to create interactions between learners Research and experience indicates that the main thing is making it personal â trying to communicate a bit of yourself in the online space. It may not be that important HOW, just THAT you do this. So here are some ideas that INVITE this type of sharing. Goal should be safe, fun, culturally sensitive ways to âget personalâ
- Easy add-ons These are things that people are passionate about, but less likely to be controversial (like politics). Want to build the community into a safe place before tearing into controversial topics. Book : The intense personal passion and connection some people have with books makes this a good personal thing to share Movie and Music â like books, some people are movie freaks or music buffs. This provides a nice inroad to connection and finding commonalities Food - this is really popular and easy with any group. I guess because everybody eats, and itâs non threatening
- This one is from etugger Judy Southwell, who did it in her RRU masters program e.g., travel mug because Iâm an environmentalist, pottery mug I made, snowman mug I got for christmas, etc Take a picture in context, shows your workspace
- **Ask them to add to chat room â what kind of test would fit with your course/pre-assessement goals Do you use quizzes like this?
- Learning styles stuff gets people thinking about how they are gong to learn. And it is useful information for you. Implications for learners that are kinesthetic in a heavy reading/writing course is to adopt study strategies that will help them I like this part of the follow-up piece to the Felder & Solomon Learning Styles test: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm It gives students ideas on how to "make up for" a class that isn't particularly designed with their "style" (preference) in mind. Good food for thought for us too, in facilitating/designing courses: How can active learners help themselves? Study in a group in which the members take turns explaining different topics to each other. Work with others to guess what you will be asked on the next test and figure out how you will answer. You will always retain information better if you find ways to do something with it. How can reflective learners help themselves? stop periodically to review what you have read and to think of possible questions or applications. You might find it helpful to write short summaries of readings or class notes in your own words. Doing so may take extra time but will enable you to retain the material How can sensing learners help themselves? Sensors remember and understand information best if they can see how it connects to the real world. If you are in a class where most of the material is abstract and theoretical, you may have difficulty. Ask your instructor for specific examples of concepts and procedures, and find out how the concepts apply in practice. If the teacher does not provide enough specifics, try to find some in your course text or other references or by brainstorming with friends or classmates. How can intuitive learners help themselves? Many college lecture classes are aimed at intuitors. However, if you are an intuitor and you happen to be in a class that deals primarily with memorization and rote substitution in formulas, you may have trouble with boredom. Ask your instructor for interpretations or theories that link the facts, or try to find the connections yourself. You may also be prone to careless mistakes on test because you are impatient with details and don't like repetition (as in checking your completed solutions). Take time to read the entire question before you start answering and be sure to check your results
- Gina: we should have 1 or 2 to share in case of dead air
- *******these are kind of negative examples â consider cut or consolidate Red flag = concern of some kind...intercultural This is an example of a kind of icebreaker you may see out there if you google it (âembarassing momentsâ theme). Use with caution or not at all â Has anyone got a success or horror story with this kind of (embarassing moments) icebreaker?
- Note â can we do this activity using poll Then ask them to pick out intercultural problem areas (e.g., if you had a course with international learners in it, would you use this? ***figure out how to ask this effectively This is kind of dorky in general, but it comes up a lot when googling icebreakers Red flag for cultural â pie eating contest not cultural universal. Thank god. Note datedness: phone or email (now the same thing!) Seems like a wasted opportunity to me, this kind of thing.
- 6 simple rules to remember. The KISS principle Ice analysis: Whoâs your audience & what are you trying to achieve? Not only a timeline, but a time LIMIT that is relative to the length of your overall course or workshop. Donât have a 25 minute icebreaker for a 2 hour training session! (I experienced this once as a participant) You donât have to involve the whole group, especially if itâs massive. Warm up & introduce functional working groups or subcommunities. Use warming-up activities when your group may need to RE-connect; e.g. after a strenuous team activity A backup plan might involve a facilitation strategy (to give it a nudge) or an alternative (if it really tanks). Even icebreakers end up stranded!