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2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
2014 08-06--online facilitation2--assessment[v1]
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2014 08-06--online facilitation2--assessment[v1]

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This second of four webinars on "Mastering Online Facilitation," originally designed and delivered for SEFLIN, focuses on the need to engage in assessment before proceeding with the design and …

This second of four webinars on "Mastering Online Facilitation," originally designed and delivered for SEFLIN, focuses on the need to engage in assessment before proceeding with the design and development of webinars and online meetings. It is designed to model the practices discussed with the learners; leaves plenty of time for interactions with and among the learners; and concludes with resources and suggested activities to help participants apply what they are learning.

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  • As we’re going to see today, there are a variety of ways to determine the needs to be addressed by online meetings and webinars—and few of them involve any real level of wizardry or fortune-telling.
    We’ll use a few instructional-design models, mix those models with what we already know about engaging others through productive meetings and effective webinars, and, if all goes well, walk away with a better idea of how we meet the needs of those we serve through online meetings and webinars.
  • Preparing for our session on assessing and addressing needs this week actually was lots of fun—which is what the assessment process should actually be for all of us.
    There were the YouTube videos, like this one by Ben Reichman, that showed what happens when our meetings or webinars are boring—you know, the ones where participants are counting the dots in ceiling tiles. Or asking themselves questions like “How many toothpicks are there—in the world?” And wondering how fast you could go if you welded nonstick baking sheets into a bobsled and slid down Mount Everest.
    There were also numerous pages of tips—some formal, some extremely irreverent, like Eli Rubel’s piece on Lifehacker—that one is called “How to Not Suck at Meetings,” and it includes lovely reminders along the lines of “Have an agenda, seriously,” and “Be passionate, but don’t care,” which is his way of saying “Be objective” so others who are participating in the meeting aren’t afraid to offer differing thoughts that might lead to tremendous results. (That same need for some level of objectivity obviously carries over into our online interactions if we expect people to fully participate in what we are developing and offering. We need to create safe spaces online just as we create safe spaces face to face to foster interaction.)
    Sources:
    “How NOT to Run a Meeting”:
    https://www.youtube.com/watch?v=dyB-HBEvzOE
    “How Not to Suck at Meetings,” by Eli Rubel, January 17, 2013
    Lifehacker: http://lifehacker.com/5976593/how-to-not-suck-at-meetings
  • Before we completely jump into the topic we’re exploring today (or succumb to the urge to start counting dots in the ceiling tiles), let’s briefly review what we covered last week, in the first of these four webinars.
    In setting a context for how we can facilitate engaging meetings and webinars, we talked about keeping our focus on people, and remembering that technology is the tool, not the key driver in the process. We reviewed a variety of delivery tools, ranging from the Cisco telepresence technology (seen in the upper right-hand corner of this screen) to relatively simple tools like Google+ Hangouts and Skype. We briefly discussed a bit of the research showing that the best of online learning offerings produce results equal to or better than the best of onsite learning opportunities, as documented in the Changing Course report shown here in the bottom right-hand corner of the screen. We heard a bit about some of the books offering plenty of tips and templates for creating effective online interactions, and ended with reminders that practice is one of the key elements of becoming comfortable with our online learners and other colleagues.
  • Before we build upon our previous discussions and move into determining whether to proceed with plans for an online meeting or a webinar, let’s plug any remaining gaps:
    If you have questions about what we discussed or what you just saw in that brief review, please type them into the chat window now…
    A reminder from last week: I’ll pause here to give you a few seconds to think and respond—and make the point again that online silence can not only be nice, but can also be part of effective meetings and webinars.
  • A great starting point for our conversation today is Facilitate.com’s “10 Tips for Good Meeting Design.”
    They serve us well for onsite meetings. They carry over wonderfully to online settings—which helps us recall another key point we discussed last week:
    We’re not starting from scratch here.
    Much of what we do onsite carries over into our online interactions.
    And much of what we develop online can positively affect what we do face to face—as long as we remember that we’re not simply transferring content from onsite to online and vice-versa—there are differences we want to consider.
    But let’s hit the Facilitate.com list first.
    You can see, in this screenshot, a few of the suggestions:
    That we want to engage in good planning
    That we want to focus on substance, objectives, and outcomes
    And that it’s helpful to have an idea of what success will look like in the context of what you are doing in your own online meetings and webinars.
  • The other tips worth remembering include :
    Identifying who really needs to be at the sessions you’re designing and establishing responsibilities for the meeting owner as well as the meeting participants
    Providing pre-meeting activities (or resources or instructions) so that you don’t waste anyone’s time with activities or information that could have been considered before everyone arrived for the meeting or webinar.
    Thinking about post-meeting or post-webinar collaboration or other levels of follow-up to be sure that what we accomplish leads to real action rather becoming yet another ephemeral experience that has no possibility of producing some sort of action or change.
  • Drawing again upon what we talked about last week:
    Let’s not overlook the possibility of using slides, as seen in PowerPoint’s Slide Sorter view, as a kind of online agenda—something we discovered together through a question one of you asked about whether this is even possible.
    So, if you’re not already counting the dots in the ceiling tiles and you haven’t started wondering how many toothpicks there really are in the world, let’s practice what we’re already learning to do:
    Let’s start applying what we’re exploring.
  • Let’s jump from that admittedly simple and somewhat familiar list of reminders to something we don’t often consider: The philosophy behind an agenda.
    As we think about assessing needs and addressing them, let’s ask ourselves what philosophical underpinnings are we drawing upon when we create agendas for our online meetings and when we create an outline for a webinar.
  • The real challenge is to tackle the assignment on this slide. Let’s see what we’re already doing and what we might learn from each other by staying with that assignment on the screen for a few minutes.
    As always, I’ll read comments back to everyone as they appear in the chat window, and I’ll build off of those comments to add a few suggestions and keep things moving.
    [After the discussion, something to consider: An agenda is like a script—it moves you toward a conclusion that makes sense for the situation/narrative you are developing—particularly is each element builds upon what came before.]
  • Now let’s go a bit deeper by reviewing the first of a couple of instructional design models that I believe can help us with online meetings as well as with webinars.
    The ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—is a wonderful point of departure for us. If we follow each step, we’re in a circular pattern that delivers us back to our starting point—which is accurately and effectively assessing the learning (or other) need we want to address—and it helps us continually improve what we do. And if we start with Debby Wegener’s book, we have the added advantage of seeing the ADDIE model used specifically for library learning endeavors.
    Let’s be clear here: We don’t always have to formally engage in the complete cycle of analysis, design, development, implementation, and evaluation. If we’re responding to a staff member’s or library user’s question about an in-the-moment learning need, we don’t consciously go through this five-step process to design an appropriate learning response. It’s the same with great reference interviews whether they are conducted face to face or online, as so many of you have probably seen: Sometimes they’re thorough, sometimes they’re brief. We just deliver what is needed, and then get out of the learner’s way. And when we bring this back to meetings, we quickly see that if we are gathering colleagues online to discuss a budget or consider ideas for great programs for library users over the next six to 12 months, it doesn’t take lots of effort to see that using the ADDIE model should lead us to a budget we can use or a set of programs that meet library users’ needs.
  • Let’s start with that capital “A” (for “analysis”) in the ADDIE model—and let’s be explicit about what this step means.
    Assessment is our upfront effort to determine what need we hope to address—as opposed to the final step (evaluation), which is our end-of-the-process attempt to determine how successful we were in facilitating action or some sort of transformation. It’s probably clear to you that both phases are intricately interwoven: As we’re conducting our assessments, we’re also developing questions and activities that can be used later to see how successful we and are learners were.
    Analysis doesn’t always have to be as intense as the behavior exhibited by this Penn State associate professor of biology as he examines a New Zealand mud snail—but we also shouldn’t overlook the need to adequately analyze learning needs before we begin trying to design our learning sessions. Seems obvious…but think about all those times when someone has come to you and asked you to design something for staff colleagues when, in fact, training wasn’t really the answer to the problem you were supposed to address. And in the context we are exploring today, don’t forget that a basic part of the analysis is to determine whether an online session as opposed to a face-to-face or blended session is really the best way to achieve whatever goals and objectives you are attempting to address.
    Up-front analysis can help you determine what the appropriate response is before you design one of those learning sessions that either attracts a much smaller audience than you want to serve or gathers people in an inappropriate venue-in this case, going online when face to face might have made more sense.
    Two other issues to consider for online presentations:
    Do you have the property technology to facilitate webinars and online meetings?
    Are you, your co-facilitators, and your colleagues and learners comfortable online?
  • Moving on the to first “D” in ADDIE—for “design”—let’s focus on the need to design an appropriate response to our colleagues’ meeting needs and our learners’ professional development (or other) needs. This doesn’t require overly-complex solutions. If we have hundreds of colleagues who need to learn the same thing and they don’t all work at the same time, that’s a good sign that an online asynchronous learning opportunity is well worth developing—as long as our learners have the equipment and the skills to take advantage of those offerings.
    If we need to gather a variety of colleagues together for a meeting that addresses a common challenge and those colleagues are spread all over a large geographic area, then an online meeting—preferably one that can be recorded for viewing by those unable to attend the live session—can be a wonderful way to expedite the decision-making process—but only if your technology is reliable and easy for everyone to use. If those unfamiliar with online meeting or webinar platforms arrive without preparation, you’ll lose a lot of time just bringing them up to speed (and providing them with reasons to count the dots in the ceiling tiles or think about welding baking sheets together while careening down Mount Everest) instead of moving directly into a discussion that leads to positive, actionable results. And we probably don’t want to schedule an online meeting if all the participants are within the same multi-story facility and could easily gather face to face.
  • Our second “D”—for “development”—carries us from the dreamy-visionary stage to hands-on creation of the meeting or learning opportunity. For meetings, or course, we want to create that well-developed agenda we talked about a few minutes ago—the agenda that facilitates discussion and the decision-making process (something that serves as a well-developed script from which we can deviate as needed). For our webinars, we want to produce something as beautiful and easy-to-grasp as we would produce if we were photographers in a traditional darkroom. Just as there is often beauty in simplicity, there is something very satisfying about a learning opportunity that is well-developed with the learner in mind onsite or online—and the beauty of well-developed online learning opportunities is that we can make them learner-centric—we can design something that learners can blast through as quickly as it is comfortable for them to do so while leaving it in their hands to review and repeat those sections that may not be easy for them to absorb on an initial viewing.
  • When we reach that wonderful moment of implementation—which is facilitating the online meeting or webinar that we have designed and developed—we’re back to a key point: we don’t always need to be at the center of the process. Libraries are already providing fabulous learning spaces, including learning commons, the Chicago Public Library YouMedia center, and maker spaces. These are as much celebrations of collaboration and community as they are celebrations of learning. We keep things centered on the learners and their needs in these onsite spaces, and we don’t want to lose sight of the fact that we can maintain that same focus and produce those collaborations online if we keep our colleagues and learners in mind consistently when we are with them—regardless of whether it’s onsite, online or blended.
  • Ah, if it were only this easy.
    That “E”—for “evaluation”—at the end of ADDIE is an often overlooked phase that helps prepare us for additional success. There’s quite a bit written about how to conduct proper evaluations. Those of us involved in training-teaching-learning in a variety of venues turn to the highly-respected work of Donald Kirkpatrick, who wrote Evaluating Training Programs . Kirkpatrick suggested that asking learners whether they liked or disliked their class or workshop is just the beginning, and that we also need to be measuring how much they learned, how they applied what they learned to their workplaces, and what ultimate positive impact that learning had on those they served.
    We can also look to our wonderful library colleague Rhea Joyce Rubin, whose Demonstrating Results reminds us that we need to keep looking to results that mean something to our learners and the communities they ultimately serve. Counting the number of training and learning opportunities we offered may provide us with great stats, but asking what our learners did with what they gained through their time with us moves us to the heart of successful training: transformation and its positive impact.
    Something well-worth remembering in terms of conducting evaluations online: If we can conduct evaluations that encourage learners to use what they learn rather than simply responding to yes-no or multiple-choice questions, we are creating meaningful documentation for the impact our work has. For example, asking you to describe one thing you did that was inspired by our first webinar together (last week) offers far richer data than simply asking whether you learned something last week or whether you thought the webinar last week was good or helpful or useful. That’s the level of thinking we can be pursuing if we want to challenge ourselves and our colleagues in positive, quantifiable ways.
  • As always, here is an opportunity for us to learn from each other and to jot down notes that we can use in our own workplaces after we leave this session today.
  • A second model that I consistently recommend when working with trainer-teacher-learners onsite or online is by Char Booth, a wonderful colleague currently working at Claremont Colleges in Southern California.
    Her book Reflective Teaching, Effective Learning: Instructional Literacy for Library Educators offers her own four-step version of ADDIE with what she calls the USER model; it speaks specifically to learning opportunities in library settings. What is useful for us during our time together today is that Char’s book deals with effective learning regardless of whether we’re onsite or online and it very much maintains the sort of learner-centric focus that I believe is at the heart of effective online as well as onsite learning.
  • That acronym—spelled out for us here at the top of this slide—keeps our focus on the heart of what we’re doing: the user—or in plain language, our learner.
    Char’s Understand phase matches the ADDIE analysis phase, with an emphasis on identifying the learning problem to be addressed and through analyzing the scenario to be addressed—which, of course, is why I’m re-using images from our ADDIE slides to help you draw parallels between the two models. If we follow the model by understanding how an online setting might best serve as the venue for our meeting or learning opportunity, we’re creating the foundations for a positive, exciting experience for everyone involved.
  • Her Structure phase matches ADDIE’s design phase and carries us into the beginning of development as we create learning targets and “determine ways to involve learners.” That, clearly, helps us keep our focus on how to effectively use our online platform to meet the needs our meeting or webinar are meant to address.
  • The Engage phase of the USER model combines the ADDIE develop and implementation phases as we design agendas or learning materials and facilitate the webinars we are using as the vehicle to action.
  • Her Reflect phase leads us through the process of assessing the impact of the learning opportunity and revising what we’ve done so we produce even better results, if possible, the next time we provide what we have offered. It also carries us back to a theme we discussed last week—the idea that reflection time is as essential online as onsite, and that the sort of pauses and silences we have used during both webinars remind us that silence be golden in terms of what it produces even in an online setting—the sort of setting where silence is so rare because of our feeling that something has to be happening at all times.
    Let’s stop long enough to give you time to ask questions about Char’s USER model and ask for any clarifications you want at this point before we look at one other resource for assessing and addressing meeting and learning needs.
  • We would be missing a big piece of the contemporary instructional design pie if we didn’t briefly explore a couple of “Rapid E-Learning” resources.
    Thomas Kuhlmann’s Insider’s Guide to Becoming a Rapid E-Learning Pro is a great resource for those who feel that ADDIE and USER are too formal and time-consuming. Kuhlman reviews concepts including e-learning vs. e-information; designing effective quizzes that contribute to the learning process; providing just enough information to inspire learners while inspiring them to “locate additional resources when they need them,” and creating effective performance-based courses—the sort of things we might identify while engaged in the assessment efforts that are at the heart of our session today.
    [The book is available free of charge at:
    http://www.articulate.com/rapid-elearning/free-ebook/]
  • Another resource, from the Association for Talent Development, is Michael Allen’s Leaving ADDIE for SAM.
    It probably won’t surprise you, based on what I suggested in our session last week, that I’m not big on either-or choices when and-and options are available, so I’m not at all convinced that we need to “leave” ADDIE as much as we might benefit from considering both models (along with the USER model) so we have more options in our online learning toolkit.
    SAM is an acronym for “Successive Approximation Model.” It is meant to foster more creativity and stakeholder involvement than ADDIE by working on various steps simultaneously rather than one by one, in an ordered sequence. The result, according to those who favor leaving ADDIE for SAM, is a more energetic and effective learning experience. Again, I don’t see any reason why we shouldn’t be adapting ADDIE in ways that allow us to step back a bit and connect its various elements—such as thinking about post-session evaluations even while we’re still assessing and beginning to address learning needs.
    And this is where we come to what I think is a foundational element of all that we’re exploring:
    It’s not the models that are going to produce great learning or great meetings. It’s our commitment to including our colleagues and our learners in the process, listening carefully to what they say and offer, drawing upon our own experiences as much as what they bring to the table, and continually returning to a basic question:
    Is this online meeting or this webinar producing what it is meant to produce?
    I’ve had tremendous success incorporating elements of each model I’ve perused, and I’ve also had those learning failures that are part of the process of becoming a better trainer-teacher-learner. I hope that what you’re absorbing today leads you to tremendous results regardless of which model meets the needs you, your colleagues, and your learners are addressing.
    [Sample chapter:
    http://files.astd.org/Publication-Attachments/111218/sample%20chapter.pdf]
  • Let’s circle back for one final set of options. We’ll start with some reminders:
    In creating successful meetings and learning, we want to foster engagement, collaboration, and inclusion at every level.
    Setting an agenda? Ask others what they want to see included—and then don’t forget to include those items if they move you toward the goals all of you share.
    Creating a course? Ask members of your target audience what will draw them into the webinar and what days/times are most convenient for them. If you already have online polling or scheduling tools in place, please don’t hesitate to use them. If you need free online tools, Doodle.com and others are wonderful—and easy to use.
    Doodle is one free online resource for contacting colleagues to schedule meetings.
  • For more online scheduling options, please check out Richard Byrne’s article “Free Technology for Teachers,” posted online on January 5, 2014 at http://www.freetech4teachers.com/2014/01/seven-free-online-tools-for-scheduling.html#.U-AE9uNdX9o.
  • Want to be sure you’re not missing opportunities to accurately assess meeting and learning needs in your organization?
    Move beyond your usual onsite and online environment; visit different workspaces within your building or your library system so you can meet colleagues you might not normally meet.
    Extend your explorations to whatever intranet discussion sites your colleagues and learners are using, or the blogs and websites your colleagues and learners are producing and maintaining.
    Find the equivalent of your physical or virtual water cooler—the onsite and online places where people are gathering and talking about what’s important to them—and then strike a fine balance between listening and participating in those discussions.
    The overall theme here is to use all the information-management and information-gathering skills you have so finely honed already, and seek creative ways to incorporate those skills into your assessment and design process. It can be fun. It can be rewarding. And it increases the possibilities that your meetings and your webinars are going to be the kind that people look forward to attending.
  • Time for a final discussion designed to help you apply what you have learned today:
    Please type your responses to this question into the chat window, and feel free to jot down your ideas and any others you like from the chat window so you can continue creating a plan of action that you can use as soon as this session is over.
  • We started off with the idea that assessing and addressing the need for a meeting or a webinar is far more challenging than simply gazing into a crystal ball; it’s a wonderfully-dynamic process that begins connecting us to our colleagues and our learners long before we are facilitating online meetings and webinars.
  • We had a visual reminder that the process of being an effective online presenter shares foundations with the process of being an effective onsite presenter: finding ways to close the distances that can separate us from those we are trying to serve. We also reviewed some tips from Facilitation.com to help us remember that we begin the engagement process by having meaningful roles for and interactions with those we serve.
  • We saw how a few instructional-design models might help us wend our way through the assessment process, and how rapid-development theories can speed up the process by encouraging us tackle multiple stages of the design and delivery process simultaneously rather than strictly sequentially.
  • And we brought the interrelated discussions to a conclusion with the idea that if we go where our colleagues and learners are to complete our assessments and develop our online meetings and webinars, we’re engaging in what is most intriguing about online work: It gives us access and vantage points we might not otherwise have.
    When we come back together next week for the third of our four sessions together, we’ll look for intensively at how to organize, script, and prepare for meetings and webinars that keep our colleagues and learners engaged and that help us hone our online presentation skills.
  • A few resources worth exploring…
  • Online scheduling tools…
  • Instructional-design models
  • Evaluation Models
  • A bit of background:
    As we did briefly last week, let’s use PowerPoint’s “Slide Sorter” view to see how today’s webinar was designed to demonstrate what it is trying to convey…
    You can see that:
    There was a deliberate effort to interweave imagery with text
    Bullet points were not part of the program—even the visual review at the end used repeated imagery to help you remember what was offered
    Use of color in the headlines provided some subtle guidance: Green headlines were used for discussions, red for presentation of new information, and blue for introductory or summary material
    Plenty of white space was incorporated into the slides to make them as easy to absorb as possible
    Discussions were built into the presentation at regular intervals to help keep everyone engaged
    And the Slide Sorter view itself provides yet another review tool for us as we consider the topic we have been discussing: There is a visual roadmap of the journey we are completing together today
  • Transcript

    • 1. Facilitated by Paul Signorelli Writer/Trainer/Consultant Paul Signorelli & Associates paul@paulsignorelli.com Twitter: @paulsignorelli August 6, 2014 Mastering Online Facilitation: Assessing and Addressing the Need forMeetings and Webinars
    • 2. Week1 Review
    • 3. Questions fromWeek1?
    • 4. 10 Tips forGood Meeting Design
    • 5. 10 Tips forGood Meeting Design
    • 6. Reminder: Slide Sorteras Online Agenda
    • 7. Discussion #1: What Should An Agenda/Outline Do?
    • 8. Discussion #1: What Should An Agenda/Outline Do? Thinking philosophically, please describe, in one ortwo sentences, how a meeting agenda orwebinaroutline can help you and yourcolleagues (orlearners) create actionable, transformative online experiences.
    • 9. ADDIE: An Introduction
    • 10. ADDIE: Analysis
    • 11. ADdie: Design
    • 12. AdDie: Develop
    • 13. AddIe: Implementation
    • 14. AddiE: Evaluation
    • 15. Discussion #2: Using ADDIE to OurAdvantage Please briefly describe one concrete step you can take within the next weekto identify a meeting orlearning need that you use to develop an effective online meeting orwebinar. (Thinkabout what tools and practices you can use to collect information.)
    • 16. Adult Learning: CharBooth
    • 17. USER: Understand, Structure, Engage, Reflect
    • 18. USER: Understand, Structure, Engage, Reflect
    • 19. USER: Understand, Structure, Engage, Reflect
    • 20. USER: Understand, Structure, Engage, Reflect
    • 21. Thomas Kuhlmann: Rapid Development http://www.articulate.com/rapid-elearning/free-ebook/
    • 22. Michael Allen: Rapid Development http://files.astd.org/Publication-Attachments/111218/sample%20chapter.pdf
    • 23. Assessment Opportunities: Polling http://doodle.com
    • 24. Assessment Opportunities: Polling http://doodle.com http://tinyurl.com/kmd5ywd
    • 25. Assessment Opportunities: Exploring
    • 26. Discussion #3: Applying What We’ve Learned What is one thing you will do in the next weekto connect yourlibrary’s meeting orlearning needs with activities and tools we have discussed today?
    • 27. In Summary
    • 28. In Summary
    • 29. In Summary
    • 30. In Summary
    • 31. Resources (1) “10 Tips for Good Meeting Design” Faciilitate.com, accessed August 1, 2014 http://www.facilitate.com/support/facilitator-toolkit/ meeting-design-tips.html “How to NOT Suck at Meetings,” by Eli Rubel Lifehacker, January 17, 2013 http://lifehacker.com/5976593/how-to-not-suck-at-meetings
    • 32. Resources (2) “Seven Free Online Tools for Scheduling Appointments,” by Richard Byrne Free Technology for Teachers, January 5, 2014 http://www.freetech4teachers. com/2014/01/seven-free- online-tools-for- scheduling.html#.U- AE9uNdX9o
    • 33. Resources (3) Formore on web conferencing and online presentation skills: http://paulsignorelli.com/PDFs/Bibliography--Webconferencing_Resources.pdf
    • 34. Resources (4) Formore on web conferencing and online presentation skills: http://paulsignorelli.com/PDFs/Bibliography--Webconferencing_Resources.pdf
    • 35. Going Underthe Hood
    • 36. Questions & Comments
    • 37. ForMore Information Paul Signorelli & Associates 1032 Irving St., #514 San Francisco, CA 94122 415.681.5224 paul@paulsignorelli.com http://paulsignorelli.com Twitter: @paulsignorelli http://buildingcreativebridges.wordpress.com
    • 38. Credits & Acknowledgments (Images taken from flickr.com unless otherwise noted): Gazing Into the Future: From Sean McGrath’s photostreamat http://tinyurl.com/nyv8vhr Teacher and Students in Classroom: From www.audio-luci-store.it’s photostreamat http://tinyurl.com/mqtlnyg Analysis: From PennStateNews’s photostreamat http://tinyurl.com/kpxd33o Rube Goldberg Design Contest From PennStateNews’s photostream at http://tinyurl.com/l5ycqz5 Development: From Fraud Arts’ photostream at http://tinyurl.com/o9on2u8 YouMedia Center: From The Shifted Librarians' photostream at http://tinyurl.com/o6q9un2 Evaluation: From BilloPhotoo’s photostreamat http://tinyurl.com/p4p8e39 The Explorer: From Knockton’s photostream at http://tinyurl.com/nr5cg2l Question Marks: From Valerie Everett’s photostreamat http://www.flickr.com/photos/valeriebb/3006348550/sizes/m/in/photostream/

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