Webinar proposal lessons_learned

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Webinar proposal lessons_learned

  1. 1. Webinar Proposal Form Due October 4, 2008 1. Title of your webinar This is more than just the name of the Web 2.0 tool for which you are developing the webinar. The title needs to (a) inform potential participants about the specifics of this webinar and (b) be motivational (i.e., generate a little enthusiasm or curiosity about the webinar). “Fun with Flickr! An Overview of Photo Sharing and Uses in the Classroom...” 2. Names and responsibilities of each team member Brief description of each person’s responsibilities during the formative evaluation of the webinar. For example, who will be the primary facilitator when you present your webinar? Who will be responsible for handling and managing questions from the audience? If you do a poll or another type of interactive activity, who will manage that? Who will be responsible for helping participants with hardware and/or software problems? During the live presentation, we have decided to delegate the following duties in our webinar see insertion the of table below (it corresponds with the presentation outline in section IV): Time Presentation Content Lynne Ann Mindy 2 min Welcome- Introduction to Connect and rules of the tools (live) Presenter Audio/ PPT files Tech support/QA 1 min Introduction to Flickr team (live) Presenter/ Poll #1 (What type of educator/trainer are you?) Audio/ PPT files Tech support/QA 2 min Flickr music montage (live slideshow in Flickr) Presenter Audio Tech support/QA 3 min Brief/high level overview of learning objectives (Lynne narrates pre- recorded) Tech support/QA/ Poll #2 (Do you have a Flickr account?) Audio/ PPT files Tech support/QA 6 min Basic account and user info (Lynne narrates pre- Tech support/QA Audio/ PPT files Tech support/QA
  2. 2. recorded) 6 min Live Flickr Demo- How to upload photos Tech support/QA Audio/ PPT files Presenter 7 min Additional Flickr Features (Mindy narrates pre- recorded) Tech support/QA Audio/ PPT files Tech support 4 min Live Flickr Demo – Mapping photos ?? Tech support/QA Audio/ PPT files Presenter 6 min Instructional Flickr Features (Ann narrates pre- recorded) Tech support/QA Audio/ PPT files Tech support 4 min Live Group Brainstorm Activity Tech support/QA Presenter Tech support 3 min Do Activity – trading card demo (pre- recorded?) for follow-up Tech support/QA Audio/ PPT files Presenter 8 min Q&A session Moderates/Secondary Responder Secondary Responder Primary Responder 3 min Final summation (Ann narrates pre- recorded?) Tech support/QA Audio/ PPT files Tech support 3. Date and time of webinar You need to identify the date and time you will facilitate the formative evaluation of your webinar. We will have a discussion during Unit 5 to set up a schedule for all the webinars in this course. Saturday, November 15th, 2008, 4pm (MST) 4. Instructional objectives List the instructional objectives you plan to achieve in your webinar. Your objectives should be measurable, i.e., an active verb, and they should be specific. Please review the Writing Learning Objectives document in DocSharing for more information. We will convert our objectives into questions for the particpants in our introduction/overview (section III): o How do I create and use a Flickr account (or add to an exiting one)? o How do I generate ideas for using Flickr as a learning tool? o What are some unique applications of Flickr? (The following objectives are to guide the instructors) As a result of our Webinar:
  3. 3.  Attendees will identify at least one of the social networking aspects of Flickr and explain how it could be applied in a learning environment (comments, Flickr e- mail, mapping, etc.)  Given a job aid the student will create a trading card and upload it to the class Flickr account (“FunWithFlickr”), tag it and title it.  Attendees will create their own Flickr account and upload at least one image to their Flickr page. Students who already have a Flickr account with images will connect with the Group J Flickr page as “friends”..  Attendees will propose three different uses for Flickr as a learning tool. 5. Script or PowerPoint slides of presentation If you are using PowerPoint, please send that file with your Webinar Proposal Form. Remember, this is only a 30 to 45 minute session so you probably should not have more than 1 slide per minute. Further, because these presentations are on web 2.0 tools, you might want to spend some time demonstrating the tool. We will be using a master script for the entire presentation which will help us as facilitators to coordinate and choreograph:  Lesson presentation sections on “Flickr” usage; site tour  Interaction with participants  Actions within the Connect meeting module (classroom management) We have provided a presentation outline below of brief PowerPoint slide topics that will be used before/after the site tour (Flickr demo on shared desktop): I. Introduction to Connect meeting. (How to use the tools we are going to need them to use throughout the presentation; support set-up, norms of the presentation). Included in table II. Introduction of presenters. (Establish roles for the presentation) Poll # 1: What type of educator/trainer are you? III. Introduction to Flickr.  General statement about our objectives - why Flickr, what we hope to achieve in this presentation. (Preceeding this we will be presenting a “teaser”- a slideshow montage in Flickr showcasing some of the great instructional ideas and examples we will be discussing later in the presentation. Montage will be set to upbeat music). Poll #2 (Do you have a Flickr account?)
  4. 4. IV. Basic account and user information. (Much of this will be provided within step- by-step screen shot instruction located in a hand out)  The difference between a free account and a paid account  Requirements (Yahoo Account)  Setting up your Profile  Setting up your Contacts  How to upload photos  How to organize photos (collections, sets and tags)  Groupings (like a “page”)  Groups of sets (like an “album”)  Tagging, editing, time stamping  Searching in Flickr V. Additional Flickr Features. (see section III above)  How to protect your photos (creative commons and who can view them)  Socializing in Flickr (friends, family, contacts, Flickr e-mail)  Mapping your photos in Flickr  “Picnik”  Flickr Toys  Tag Clouds  Putting rotating Flickr photos on your website or blog We have discussed this at length and we feel the lead up to what we are doing for our presentation is appropriate. These additional features will continue to get the participants thinking about potential uses, and we will then follow-up with more specific instructional practices below. VI. Instructional Examples (for K-12, and Adult Learners)  Social networking trends in all types of learning  Examples of Flickr as a learning tool  “Fair Use” guidelines and audience safety (appropriate content, privacy issues, safeguards to protect younger students, private/protected v. public/shared content) VII. Suggested Activities & Lessons (K-12 thru Adult Learners)  Live chat/brainstorm activity  Handout provided with ideas and samples (links and/or screen shots) (moved conclusion/summary below) VIII. (Options for follow-up) Explanation of "Do" Activities. (Individual, self-paced practice links to be completed independently after the presentation)  Do activity #1: Upload trading card to class Flickr sight. (Handout with step- by-step instructions and screen shots will be attached)
  5. 5. Do activity #2: Create individual Flickr accounts; make classmate contacts and create a trading card with their photograph. Attendees will have an incentive to do this because it is a “getting-to-know you better” activity for students in 5660, and because they have been regularly participating in fun assignments. Perhaps Jackie & Patrick would be willing to add this to the “Fun” module in the course shell. (Presenters will have also previously uploaded their own trading cards as examples). (Handout with step-by-step instructions and screen shots will be attached.) See closure below IX. Conclusion. (Wrapping it up in summary; Q&A period, with questions compiled in chat box during presentation) Instructional close: lasting impressions of Flickr; bring back three questions (objectives given to class in form of questions) full circle in final statements. Classroom management closure:  Link to our PowerPoint presentation and notes  Handout with links to other good Flickr PowerPoints, tutorials, and third party extensions for Flickr  Post Survey (unless we will need to post this survey as part of a future unit in the course shell) 6. CIVs Describe how you will implement each of our CIVs. See the CIV document located in eCollege>Course Home. 1. Learner-centered instructional values:  Make the content of our presentation relevant to attendees (practical applications for K-12, adult learners)  Spark enthusiasm within the class so that students will be excited about the benefits of using Flickr in their eLearning instruction (samples of use, suggested ideas)  Exhibit how Flickr use will resonate in a personal way with its users, in classroom and in personal lives (encourage creativity through brainstorm (yes thru chat) and in do-activity (independent)  Access to variety of resources (application ideas, links, handouts)  Stimulating activity to keep the learner engaged.(brainstorm)  Provide time for exploration and practice (trading cards activity) 2. Social instructional values:  Provide examples that emphasize collaboration and sharing of ideas (application ideas, links, handouts, future social networking possibilities)  Activities that encourage group effort, as well as recognition of individual achievement. (trading cards activity)  New content is easy to understand (create pervasive tone; clarity)  Community building (By uploading their trading cards students will be sharing information that will assist in building personal relationships within the group)  Collaborative tools (poll, Q&A)
  6. 6. See the timeline and the presentation outline  Comfortable learning environment and fluid classroom management (welcome greeting, introduction of presenters, invite ways to participate) Yes (see timeline and outline)  Elements of fun (music, photos, “do” activities, friendly atmosphere) 3. Contextual instructional values:  Provide relevant examples and practical applications (K-12 and adult learner usage)  Clearly define benefits of using this 2.0 tool in classroom (K-12 and adult learner usage) Yes (see brainstorm activity in timeline and outline)  Authentic, relevant (everyone takes or keeps photos- we can all relate)  Challenge participants to apply knowledge (follow-up practice session)  Build confidence in tool usage (follow-up practice session)  Learn outside classroom walls (photos = universal appeal; brainstorm activity.) Wikipedia.com states that: According to the “picture superiority effect”, concepts are much more likely to be remembered experientially if they are presented as pictures rather than as words. According to dual-coding theory by Allan Paivio (1971, 1986), memory exists either (or both) verbally or "imaginally". Concrete concepts presented as pictures are encoded into both systems; however, abstract concepts are recorded only verbally. (Our photo montage to music presents ideas of Flickr usage, and should satisfy these theories) 4. Active instructional values:  Exploratory- bridge connection between the "absorb" material we've presented, and the "do" activities participants will complete (follow-up practice activities)  Encourage individual and group use of Flickr (follow-up practice activities)  Engaging (sample applications, cross-age and cross-discipline)  Polls, Q&A, (hands-on, active engagement) 5. Supportive instructional values:  Coherent and cohesive (scripted; purposeful pace)  Supplementary materials for further exploration (application ideas, links, handouts, future social networking possibilities)  Provide help and assistance for attendees who need it; Timely feedback (Tech support; Q&A; polls)  Provide attendees with means to evaluate webinar, and assess the presentation material and our delivery. (Polls; follow-up survey)  Scaffold learning (ideas for practical classroom use, all levels)
  7. 7.  hands-on, follow-up practice, experimentation; participant decides level of engagement (build class Flickr site- follow-up activity)  Fun and entertaining (follow-up activity should peak interest) 7. Interaction Describe how you will involve the participants. What types of interactivity will you include? For example, are you going to use polling or the white board or ??? How will you handle questions from the audience?  Q&A (open pod, monitored; collected during section transitions and addressed at culmination)  Polls (quick; immediate feedback; segment transitions)  Discussion forum “brainstorm” (use of chat pod to prompt attendees to brainstorm ways they see themselves using Flickr)  “Do” activities (follow-up practice) included 8. Formative evaluation plan ***(See comments at end of question section, below all of the evaluation question ideas...) During this course, IT5660, you will conduct a formative evaluation of your webinar. The participants in your webinar will be primarily other students in this course, Jackie and Patrick, and perhaps one or two UCD faculty and/or staff. During the next course, IT5670, you will revise your webinar, based on your formative evaluation, and then present it again, this time for UCD faculty and staff. This section of your Webinar Proposal Form needs to describe what data you are going to collect to determine how to improve your webinar. You also need to describe why you are collecting that data, i.e., how will that data help you understand what worked and what needs to change. For more information on formative evaluation, please see the M. Tessmer reference in eCollege>DocSharing. There is also a Connect recording of an interview Dave Young did with Dr. Tessmer about formative evaluation. This recording is about an hour in length. See http://connect.cuonline.edu/p70336452/. If you have trouble hearing the audio on the recording, check out these podcasts of the session: http://ilt.cudenver.edu/sum_08_5670/projpages/tessmer_podcasts.ht ml During Unit 7, we will have a discussion, open to the whole class, for discussing formative evaluations, and the suggestions provided by Dr. Tessmer. Your Webinar Session Critique, which is due 2 weeks after you deliver your webinar (but no later than Dec. 10), will include the results of your formative evaluation. For example, if one of your formative evaluation questions is, “On scale of 1 to 5, how useful was this webinar?” then your Webinar Session
  8. 8. Critique needs to include the mean (average) score on that question and a few of the comments, if any, that students provided about usefulness. This formative evaluation section needs to include the following sub-sections: a. Questions you want the formative evaluation to answer. The following bullet points are *only* examples. Perhaps you want to know if participants . . .  found the content interesting, or useful or confusing  thought you covered the correct amount of content  liked the flow or organization of the webinar  thought their questions were answered well  felt involved or engaged in the webinar  had problems with hardware and/or the Connect software  found the activities (if included) useful, helpful, or difficult  thought the webinar was fun, enjoyable, or painful  thought the time of the webinar was convenient b. The connection between each of the questions you want to answer (listed in a. above) and our CIVs. For example, perhaps asking participants if they found the content interesting is a learner-centered value. c. How you will collect the data to answer your questions. For example, will you use the polling feature of Connect? Will you email the participants a survey after the session and ask them to complete it and return it to you? *Formative evaluation ideas are listed (with CIV numbers annotated in parentheses, I-V) During webinar data (data compiled after webinar from transcripts, recording, etc.)  reaction data -polls, Q&A (V);  application ideas brainstorm- group input (I, II, III, IV)  classroom management signals- tech problems, hands raised (I, V)  interest level – participant # in attendance, engagement (I, III, III) Post-webinar data:  survey/reflection (delivered in course shell subsequent unit, or via email??) (I, V) Some potential survey/reflection questions may be: Some potential survey/reflection questions may be: CIV I CIV 2 CIV 3 CIV 4 CIV 5 found the content interesting, or useful or confusing X X thought you covered the correct amount of content X X liked the flow or organization of the webinar X thought their questions were answered well X X felt involved or engaged in the webinar X X X
  9. 9. had problems with hardware and/or the Connect software X found the activities (if included) useful, helpful, or difficult X X thought the webinar was fun, enjoyable, or painful X X X thought the time of the webinar was convenient X 9. Concerns Areas of concern or questions about your webinar presentation.  The Connect features not working properly during the presentation. With all of the components essential to the delivery and timing of this presentation (live browser sharing, doc sharing, audio/image files, etc.) we are at greater risk of technical break-down  Whether participants will actually take the time to engage in the follow-up “do” activity.
  10. 10. Webinar Lessons Learned  1. Title of your webinar: Fun With Flickr: An Overview of Photosharing and Uses in the Classroom 2. Date and start time for when you delivered your webinar: Saturday, November 15, 4p.m. 3. Names of teammates: Lynne Eyberg, Mindy Kittay and Ann Younce 4. Number of participants in your webinar: 5 students, 1 instructor, 3 presenters 5. Number of formative evaluation surveys completed by the participants. For example, perhaps ten people participated in your webinar but only 9 completed your survey. 6 6. List each formative evaluation question and then summarize the data for each question. See example table below. Formative evaluation question (Points assigned for Likert in parentheses) Mean for Likert or multiple choice questions) (See note 1) Range for Likert questions. Themes for open- ended questions (See note 1) Comments by the team (optional) 1. Did you find the content of the Webinar a. interesting (1), b. useful (2) or c. confusing (3)? (*participants choose more than one answer) Mean response was 1.5 a. interesting (4 responses) b. useful (5 responses) d. other “excellent” 2. Do you think the amount of content covered by the Webinar was: a.Too Much (1), b. Too Little (2), or c. Just Right (3)? Mean response was 2 a. too much (3 responses) c.just right (3 responses) 3. Did the organization or flow of the Webinar make sense to you? a. Yes (1) or b. No (2) Mean response was 1 a. Yes (6 responses) 4. If you had any questions during the Webinar, do you feel that they were answered Mean response was 2 a. Yes (3 responses) and c. Did not have any questions (3
  11. 11. well? a. Yes (1) b. No (2) or c. Did not have any questions (3) responses) 5. Did you feel involved or engaged with the Webinar? a. Yes (1) b. No (2) Mean response was 1.66 a. Yes (2 responses) b. No (4 responses) 6. If you had any problems with Connect please describe them here. No problems (4 responses), Could not chat (1 response), 1 skipped question 7. Did you find the activities during the Webinar to be:a. Useful (1) b. Helpful (2) c. Difficult (3) d. Other (please specify) Mean response was 1.33 a. Useful (4 responses) b. helpful (2 responses) d. other (1 response) Other: “Activities were polls and brainstorming. Wish there had been activity to try Flickr” 8. Was the Webinar: a. Fun (1) b. Enjoyable (2) c. Painful (3) d. Boring (4) e. Other (please specify) Mean response was 1.83 a. Fun (1 response) b. Enjoyable (5 responses) We need to come up with more “fun” in our specific changes. 9. Was the time of the Webinar convenient for you? a. Yes (1) b. No (2) Mean response was 1 a. Yes (6 responses) 10. Please provide any additional comments here. We would like to hear your thoughts on how we could have made this Webinar better. Mean responses: 2 Participants wanted to do a Flickr activity, and 2 Participants felt the slideshow went too fast Note 1: For Likert-type rating questions (e.g., on a scale of 1 to 5. . . ), provide a mean (average) and the range. For example, the mean may be 3.5 and the range may be 2 to 5, meaning that no one selected the #1 on your rating scale. For multiple choice questions, assign a value to each alternative, e.g., a=1, b=2, c=3, d=4 etc. Provide the mean for each multiple choice question. For open-ended questions, list the themes and how many participants expressed that theme. For example, if three participants say something like “I was confused about the xyz” then one theme might be “3 participants were confused about xyz.”
  12. 12. 7. Optional: What additional formative evaluation data did you acquire by reviewing the recording of your webinar? Summarize this information and be as specific as possible. 1. Remember to hit “record” at least 2 minutes before the commencement of the webinar. 2. You cannot rely on the timing of the advancement of slides to coincide with the correlating audio track, especially when you are utilizing pre-recorded audio segments in your webinar. 3. The inclusion of polls seems to throw off the timing of the presentation playback. The coinciding audio piece to the polls was choppy and the majority of it was cut out. 4. A screen-sharing pod takes much more time to appear in the playback of recording than during live webinar. 5. During live audio segments of presentation, the synchronization of audio and visual elements were better timed than pre-recorded audio segments. 6. The design of our webinar was visually strong, consistent and aesthetically pleasing. 7. Our slides achieved a good balance of textual and graphic content. We provided our audience with a great deal of information without resulting in too many text-heavy slides. 8. We will discuss the role that our “master presentation script” plays in our webinar, and additionally identify potential conflicts with presenter’s roles for pod maneuvering, prerecorded segments, and other logistical problems. 8. List (numbered list) the specific changes, if any, you plan to make to your webinar before delivering it again next semester. Be as specific as possible so as to simplify your revision work next semester. Note: It is okay if you, as a team, want to work on these revisions this semester but it will be an assignment next semester. 1. Lengthen the slideshow montage so that the audience can have more time to interpret the Flickr overview. 2. Rely more on live audio segments than pre-recorded pieces to improve playback quality. 3. Try to incorporate more poll content into webinar. 4. Find additional interactive solutions for audience members to participate in Flickr activity during webinar so that they feel more involved in presentation. Perhaps we should give them the handout for setting up an account and a
  13. 13. handout for making a Trading Card as homework to do BEFORE the webinar. Then during the webinar we model uploading your trading card to the Group and then we have them do it during the presentation. Additionally, we need to determine who will be attending our presentation in the spring (ILT faculty, students) and if this is a feasible requirement to ask of them before the webinar. Whatever we decide to do, we should be very clear about the instructions for the activity and whether or not participants need to complete anything prior to the webinar. 5. Incorporate breakout rooms for audience members to brainstorm with learners of similar backgrounds and interests. 6. Reduce the quantity of slides dedicated to teaching audience how to use the application, and place majority of emphasis on instructional examples. Perhaps we could also include a link to an “idea gallery” of sorts, where participants can view at their leisure, to reduce the number of instructional examples. 7. Revise the presentation content so that there is less redundancy in slide content. 8. Include attribution for photos used. 9. Thoroughly re-evaluate slide content and design per CARP and Typography guidelines. 10. Look at including a revised use of the “Q&A” pod and other Connect communication features. 11. Begin our webinar with clear directions for participants on how to use the Connect tools and functionality. 9. Each person on the team needs to answer these four reflection questions: a. What surprised you the most about the feedback you received from the webinar participants? Ann: I was surprised that participants wanted to see how the “sample instructional lessons” were created. Many of those samples I had created based on my ideas for using Flickr, and they were not actual Flickr samples. I was also surprised how many tried to do follow-up HW before the webinar, instead of after. Mindy: I was also surprised that they participants did not feel engaged as we thought they would. It was also surprising that some of the participants felt that the webinar covered too much information. Looking back I now think that we
  14. 14. could have actually had two separate webinars that would have covered everything we touched upon and it would have been better. I would have made the first one more basic (signing on, uploading, tagging) and it could have been ½ and hour. The second webinar could have been about uses in education and it could have been ½ to ¾ of an hour with lots of brainstorming. Lynne: I was surprised that the majority of the participants did not feel engaged during webinar. I think that we considered the poll activities to be more engaging than they actually were. When half of the participants said they felt there was too much information, I didn’t expect that reaction. But I would rather have them say we gave them too much information than not enough. b. What are the features or strategies of this webinar you thought worked well and are accordingly, “key” elements of any webinar you design in the future? Ann: I think one of our strongest preparation/presentation strategies was the use of the “master presentation script” which helped us to monitor the narration, Connect screen views, and “behind the scenes”. Also, that we had distinct roles of audio/slide management, host, Q&A response, live sharing – and we were also willing to switch roles at a moment’s notice. Mindy: Having the variety of presenters was a “key” element in my opinion. The script was essential – I will always prepare a script from now on even if I am the only one doing the webinar. I think the music, even though not really educational, was a “key” element and I am going to try and incorporate music into my future webinars. I also think the live demos of some of the procedures is maybe not essential but is “key”. Lynne: I think there were a number of strategies and elements that worked well. In particular, I think each of us was well represented in the webinar. Additionally, I think we presented excellent content and information, but I think we have too much of it. When developing a webinar in the future, I will be more cognizant of how much information is being imparted during a short amount of time. Also, we need to find additional ways of incorporating “fun” content that makes the experience more enjoyable from a participant’s point of view. c. As a facilitator, what pleased you the most about this experience? Ann: We were an organized, well-timed, well-choreographed team. I think we made a very creative use of Connect (layering pods, photo introduction pod, etc.). Mindy: The most pleasing aspect of this experience was the evolution of our project. What made it unique was the combination of each of our areas of experience and knowledge. Each of us brought something different to the project if any one of us had been missing from the team the project as a whole would not have been as varied and encompassing as it was. This would not be
  15. 15. unusual in a business setting because you hire employees for what they bring to the team – but just by chance it ended up that the three of us had such different areas of knowledge and expertice and then by putting those together we were able to create something that I think was pretty darn good. Lynne: That we got a lot out of Connect’s functionality! We pushed the pods to the limit! I’m also very proud of the look of our webinar (thanks to Mindy!), and that our presentation was loaded with useful information. Also, that the technical problems we encountered behind the scenes were not evident to the attendees or during the replay. Most of all, I’m very proud of what we created. d. Other comments, concerns, reflections, reactions, questions. Ann: For me, Connect was very difficult at times. There were issues of being “kicked out” (even during the presentation) and I’m still not comfortable with its reliability. Also, we made use of many Web 2.0 tools in the preparation of this webinar. Besides Flickr and Connect, we used a wiki, screen capture tools (“Snag It” and “Jing”), “You Send It”…. perhaps we can incorporate even more, like adding a “Flickr Moodle” where participants could go to find all the job aids, follow-up with the HW, see the “gallery” of classroom instructional ideas and “mini lessons” on how to make them. I really liked being a part of a collaborative team – especially this team! It was my first experience working in a remote collaboration, and I’m so thrilled that we will keep the team together for future iterations! Mindy: We were a great team. I have worked with teams before during e- learning experiences and I have never had one as enjoyable and productive as this one was. We should start a business together! I think that our Wiki was a good tool for helping us to organize and collect our data for the webinar. It will help us when we go back to revise our presentation and we are going to clean it up and have it for our future use. Lynne: I am so proud of our team! We work so well together, and our skills and talents complement one another’s beautifully! I feel very fortunate to have gone through this experience with Ann and Mindy! Thank you, instructors, for putting us together! I wish that more participants had attended, but I think that our turn-out was common among all of the webinars.

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