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
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
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)
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
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
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’
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
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
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--Online Feedback –
Ae3f1
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
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”.’