7 communication strategies for online teaching and learning gact2015
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2015 presentation for U of Illinois Graduate Academy for College Teaching
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7 communication strategies for online teaching and learning gact2015
- 1. 7 Communication Strategies for Online Teaching and Learning Scott B. Johnson Illinois Online Network University of Illinois
- 4. Most important element of communication to you?
- 5. Preview: 1. Spell out expectations 2. Be careful of tone and form 3. Regular and Consistent, with more as needed 4. Timeliness and fit 5. Consider a ‘comment bank’ 6. Universal Design, make it accessible 7. Nonverbal cues largely do not exist
- 6. SYLLABUS INSTRUCTIONS AND RUBRICS FOR ASSIGNMENTS YOUR OWN BIO OR INTRODUCTION ‘ANNOUNCEMENTS’ PAGE 1. Spell out expectations
- 7. Making Sure The Message Goes Through Written – plain html Audio or Video Closed captions and Transcripts Use ‘Styles’ Universal Design Principles Will return to this point later
- 8. HEADERS, NOT BOLD STYLESHEET COLUMNS, NOT TABLES IMAGES NEED ‘ALT TEXT’ AND SUMMARIES
- 9. WHO ARE YOU? 2. Be careful of tone and form
- 10. Who are you? Tutor? Best friend? Care-taker? Authority?
- 11. Key elements What you say How you say it Where you say it To whom When Why
- 12. Voice (yours) Tone Voice inflections Pitch of your voice Accent Pace of your speech Choice of words Avoid idioms with multicultural audience
- 13. Idioms 1/2 The ‘old saw’ Piece of cake Cost an arm and a leg Break a leg Hit the books Let the cat out of the bag
- 14. Idioms 2/2 Hit the nail on the head When pigs fly You can’t judge a book by its cover Bite off more than you can chew Scratch someone’s back “Our language is funny – a ‘fat chance’ and a ‘slim chance’ are the same thing.” J. Gustav White
- 15. First, Second, or Third Person: First person reflects the writer's voice with pronouns such as "I," "me," "we" and "us." Second person speaks directly to a reader, using pronouns such as "you" and "your." Third person uses a more general voice that reflects neither the writer nor reader specifically, using words like "students" and "participants" and pronouns such as "he," "they" and "it." http://classroom.synonym.com/writing-third-person-apa-style-2056.html
- 16. Weekly Upon receipt of submitted work Within ? hours/days of deadline Written! 3. Regular and Consistent, with more as needed
- 17. Written: "Broadcast" vs. point to point Who can receive it? Who should receive it? Will they receive it? Personalized/Individualized comments Instructor’s comment bank
- 18. Written: Push vs. pull Posting to website (pull - as in “are we pulling them in to the site”) vs. Text messaging or emailing (push – sending messages out to them)
- 19. Written: Internal Inside the course management system Announcements
- 20. Written: Internal Inside the course management system Messaging system
- 21. Written: Internal Inside the course management system Grade book feedback
- 22. Written: Internal Inside the course management system Discussion forum
- 23. Written: External Third-party technologies and services Security Accessibility Durability
- 24. Written: External Wikis and Blogs Security Accessibility Durability Email
- 25. FEEDBACK 4. Timeliness and fit
- 26. How do you feel about giving or receiving written feedback?
- 27. Feedback Feedback is most useful when it is Timely – as soon as possible Positive – whenever possible Private Specific – on things that can be changed http://www.faculty.londondeanery.ac.uk/e-learning/feedback/giving-feedback
- 28. Feedback Constructive Task-related, not personality-related Avoid overload Suggest resources and/or alternatives http://www.faculty.londondeanery.ac.uk/e-learning/feedback/giving-feedback
- 29. Written Feedback @Twitter Chat in web conference To and from learners (student-student)
- 30. Written Feedback: Accountability Policy, practice, and expectations Retrievable? Accessibility? Archived?
- 31. Auditory/Verbal Voice – http://voicethread.com/ Narrated slideshows, PPT, Keynote, Captivate/Articulate, Collaborate, screencasts or captures
- 32. Video Attach video: wmv, mov, mp4 file Link to http://www.Youtube.com, http://www.teachertube.com/, or other media server offered by University Upload videos to CMS and link to them
- 33. Have you/should you use text messaging in context of course communication?
- 34. Are email messages records? 1/3 …some e-mail messages, or information contained within them, are considered records and need to be identifiable as such. Email messages may be considered records if they verify, authenticate or otherwise support other significant documents or transactions.
- 35. Are email messages records? 2/3 Attachments sent with e-mail messages are generally assumed to be duplicate or working drafts of documents and therefore not considered records. This assumption also assumes each person sending attachments has a departmentally identified electronic storage area for their records and the authoritative version of the attachment has been stored in said designated electronic storage area.
- 36. Are email messages records? 3/3 Because e-mail systems are generally not acceptable primary storage systems for University records, e- mail messages considered to be University records must be identified and stored in a system compliant with the requirements established by the State Records Act and the Joint Committee on Administrative Rules. FAQ page – email retention policy https://www.uillinois.edu/cms/One.aspx? portalId=1324&pageId=135177#26
- 37. YOU JUST SPLIT THE INFINITIVE. ARE YOU SURE YOU WANT TO DO THAT? LOOK FOR OTHER OPTIONS ON PAGES 44-48 OF THE WRITING GUIDE OR HERE HTTP://WWW.CHICAGOMANUALOFSTYLE.ORG/QANDA/DATA/FAQ/TO PICS/SPLITINFINITIVES.HTML?OLD= PUNISHMENT IS NOT THE SAME AS NEGATIVE REINFORCEMENT. P IS INTENDED TO DECREASE FREQ. OF A BEHAVIOR, NR IS INTENDED TO INCREASE BEHAVIOR. ALMOST! REMEMBER TO REDUCE THE EXPRESSION TO ITS SIMPLEST FORM. WHY DO WE DO THIS? 5. Consider a ‘comment bank’
- 38. Interactions
- 39. Engagement Chalkboard Whiteboard Slides Transparencies Vlogs Social media PPT , or free Alternatives
- 40. DISABILITIES Visual Auditory Motor Cognitive Seizure DEVICES Desktop screens Tablets Mobiles/Phones 6. Universal Design, make it accessible
- 41. Universal Design – Why? Impractical to personalize to every single person in all messages A single presentation that accommodates the widest range of people possible is the most practical http://webaim.org/
- 42. EMOTICONS (19 SEPT 1982) EMOJI (1998) Nonverbal cues largely do not exist online
- 43. Happiest?
- 44. Glad you asked that question?
- 45. Skeptical?
- 47. Micro expressions – based on Paul Ekman research https://davesdays.wordpress.com/2011/04/15/the-invention-of-lying-and-how-to-deal-with-it-part-2/
- 48. Student Body Language Christopher Carter http://bass-schuler.com/christopher-carter-2/
- 49. Review: 1. Spell out expectations 2. Be careful of tone and form 3. Regular and Consistent, with more as needed 4. Timeliness and fit 5. Consider a ‘comment bank’ 6. Universal Design, make it accessible 7. Nonverbal cues largely do not exist
- 50. Thank you! See Slideshare.net: 7 Communication Strategies Stay informed by signing up for ION newsletter Register at http://www.ION.uillinois.edu UIUC member code is GV355! --Online Feedback – Ae3f1
- 51. Contact Scott B. Johnson 217.333.4393 office 217-722-2093 mobile Ion-mail@illinois.edu http:www.ion.uillinois.edu @ION_UI
Editor's Notes
- A10. Promoting & Managing Online Communication with Students Scott Johnson Regardless of where your classroom sessions are held, it is likely that you will carry on conversations and student interactions in online channels. We will explore various digital channels available, each with pros and cons. We will identify and discuss some best practices for online communication. Discussion forums, Email, wiki and blogs, delicious, diigo, and other social networks text messaging, polling, Facebook and other external network sites, Skype, Facebook, and Facetime Internal vs. External Push vs pull "Broadcast" vs point to point Voice – Voicethread, https://voicethread.com/?#q.b409.i848804 narrated slideshows, attach wav files accountability records tech support Policy, practice, and expectations
- https://voxy.com/blog/index.php/2012/02/top-10-most-common-idioms-in-english/
- Be sure students can see the feedback – useless to provide it if it’s hidden from users
- Principles of giving effective feedback Whether you are giving formal or informal feedback, there are a number of basic principles to keep in mind. Give feedback only when asked to do so or when your offer is accepted. Give feedback as soon after the event as possible. Focus on the positive. Feedback needs to be given privately wherever possible, especially more negative feedback. Feedback needs to be part of the overall communication process and ‘developmental dialogue’. Use skills such as rapport or mirroring, developing respect and trust with the learner. Stay in the ‘here and now’, don’t bring up old concerns or previous mistakes, unless this is to highlight a pattern of behaviours. Focus on behaviours that can be changed, not personality traits. Talk about and describe specific behaviours, giving examples where possible and do not evaluate or assume motives. Use ‘I’ and give your experience of the behaviour (‘When you said…, I thought that you were…’). When giving negative feedback, suggest alternative behaviours. Feedback is for the recipient, not the giver – be sensitive to the impact of your message. Consider the content of the message, the process of giving feedback and the congruence between your verbal and non-verbal messages. Encourage reflection. This will involve posing open questions such as: (a) Did it go as planned? If not why not? (b) If you were doing it again what would you do the same next time and what would you do differently? Why? (c) How did you feel during the session? How would you feel about doing it again? (d) How do you think the patient felt? What makes you think that? (e) What did you learn from this session? Be clear about what you are giving feedback on and link this to the learner’s overall professional development and/or intended programme outcomes. Do not overload – identify two or three key messages that you summarise at the end. Emphasising that responding to the senders’ communication is vital and that feedback is fundamental to effective communication, Parsloe (1995) suggests that: ‘Communication is a two-way process that leads to appropriate action… in the context of developing competence, it is not an exaggeration to describe feedback as “the fuel that drives improved performance”.’