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
Lynne Ann Mindy
2 min Welcome-
Connect and rules of
the tools (live)
1 min Introduction to Flickr
Poll #1 (What type of
2 min Flickr music
slideshow in Flickr)
Presenter Audio Tech support/QA
3 min Brief/high level
overview of learning
Poll #2 (Do you have
a Flickr account?)
6 min Basic account and
user info (Lynne
Tech support/QA Audio/
6 min Live Flickr Demo-
How to upload
Tech support/QA Audio/
7 min Additional Flickr
(Mindy narrates pre-
Tech support/QA Audio/
4 min Live Flickr Demo –
Mapping photos ??
Tech support/QA Audio/
6 min Instructional Flickr
Tech support/QA Audio/
4 min Live Group
Tech support/QA Presenter Tech support
3 min Do Activity – trading
card demo (pre-
Tech support/QA Audio/
8 min Q&A session Moderates/Secondary
3 min Final summation
(Ann narrates pre-
Tech support/QA Audio/
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:
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?)
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
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.
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)
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)
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,
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
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)
See the timeline and the presentation outline
Comfortable learning environment and fluid classroom management
(welcome greeting, introduction of presenters, invite ways to
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
Clearly define benefits of using this 2.0 tool in classroom (K-12 and adult
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
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
(Our photo montage to music presents ideas of Flickr usage, and should satisfy
4. Active instructional values:
Exploratory- bridge connection between the "absorb" material we've
presented, and the "do" activities participants will complete (follow-up
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)
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)
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
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:
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
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)
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
had problems with hardware and/or the Connect
found the activities (if included) useful, helpful, or
thought the webinar was fun, enjoyable, or painful X X X
thought the time of the webinar was convenient X
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
Whether participants will actually take the time to engage in the follow-up “do”
Webinar Lessons Learned
1. Title of your webinar: Fun With Flickr: An Overview of Photosharing and Uses in the
2. Date and start time for when you delivered your webinar: Saturday, November 15,
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. List each formative evaluation question and then summarize the data for each
question. See example table below.
assigned for Likert in
Mean for Likert
(See note 1)
Range for Likert
Themes for open-
(See note 1)
1. Did you find the
content of the Webinar a.
interesting (1), b. useful
(2) or c. confusing (3)?
more than one answer)
a. interesting (4
b. useful (5
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
a. too much (3
right (3 responses)
3. Did the organization or
flow of the Webinar
make sense to you?
a. Yes (1) or b. No (2)
a. Yes (6
4. If you had any
questions during the
Webinar, do you feel that
they were answered
a. Yes (3
responses) and c.
Did not have any
well? a. Yes (1) b. No (2)
or c. Did not have any
5. Did you feel involved
or engaged with the
Webinar? a. Yes (1) b.
a. Yes (2
responses) b. No (4
6. If you had any
problems with Connect
please describe them
No problems (4
not chat (1
7. Did you find the
activities during the
Webinar to be:a. Useful
(1) b. Helpful (2) c.
Difficult (3) d. Other
a. Useful (4
responses) d. other
were polls and
Wish there had
been activity to
8. Was the Webinar:
a. Fun (1) b. Enjoyable
(2) c. Painful (3) d.
e. Other (please specify)
a. Fun (1 response)
b. Enjoyable (5
We need to
come up with
more “fun” in our
9. Was the time of the
Webinar convenient for
you? a. Yes (1) b. No (2)
a. Yes (6
10. Please provide any
here. We would like to
hear your thoughts on
how we could have
made this Webinar
wanted to do a
Flickr activity, and 2
Participants felt the
slideshow went too
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.”
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
1. Remember to hit “record” at least 2 minutes before the commencement of
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
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
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
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
7. Revise the presentation content so that there is less redundancy in slide
8. Include attribution for photos used.
9. Thoroughly re-evaluate slide content and design per CARP and Typography
10. Look at including a revised use of the “Q&A” pod and other Connect
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
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
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
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,
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
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
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
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.