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Posts Tagged ‘keynote

In describing how I might design for interaction during what are normally passive talks, I mentioned how I used Google Forms for a quiz, AnswerGarden to crowdsource ideas, and Google Slides’ Q&A tool for a keynote I delivered yesterday.

This is my reflection on how things panned out.

I used Google Forms to get participants to use their mobile devices to take a five-question quiz. They had to Google for information to answer the questions.

Google Forms quiz.

Of the roughly 200 people there, 107 managed to take the quiz in the time I gave. The quiz scores ran the gamut, but that was not important.

What was important was how a low-bandwidth activity could get everyone involved (imagine if each person shared their device with someone else) and that it served as an introduction to the recurring themes of my talk on 21C: Mindsets, expectations, and behaviours.

I think that activity went well as did the AnswerGarden activity.

I used AnswerGarden to get participants to suggest what they thought were important 21C competencies. This is a screenshot of what they suggested.

AnswerGarden word cloud.

The word cloud that emerged highlighted the popular concepts. For example, 33 people suggested communication, 33 creativity, 28 critical thinking, and 21 collaboration. With that information, I was able to make the point that such 21C competencies were not unique to the 21C; they are timeless and it is more about how we model and make these happen with today’s technology.

I opted not to use my go-to TodaysMeet backchannel or close with a one-minute paper on the same platform. Instead I opted for Google Slides Q&A.

Google Slides Q&A.

This tool allowed participants to ask questions and vote them up. The URL to do this was at the top of every slide. However, I found it to be too unwieldy.

The URL kept changing based on the instance of the presentation I ran. This meant I could not prepare a QR code and short URL in advance. Participants had to type in a URL that, while not terribly long, was not very convenient either. It was no surprise that there were fewer than ten questions.

When I first tried this tool a few months ago, Google Slides kept track of the questions. Now I do not know exactly how many there are and what they are. I do not have this problem with any other tools I have used before.

I mentioned in a pre-keynote reflection that I removed three of four chunks of content. I think this was a wise move as that not only provided focus, I had almost 30 minutes for Q&A which meant that I could provide more specific answers to those who had questions.

I normally reflect on my preparation for consultancy services and do post-mortems like this one. I often have one more follow up in the form of unanswered questions, either from a pre-event poll or a backchannel. But since this was a whirlwind engagement, I do not have those closing tasks. So tomorrow I will reflect a travel experience instead.

I am scheduling this entry to coincide with the end of my talk in the Philippines this morning.

My Google Slides deck is available online.

Keynote cover slide.

First, some background.

I was approached to deliver this talk two weeks ago. By the time the contract document was finalised, I had just six days to prepare the slide deck.

This was a very short runway because I normally work with partners who contact me three to six months, or even a year, in advance. I can recall only one other similar late request. In both these cases, I either knew someone well or had worked with the organiser before.

I wrote earlier that I prefer the “stewing” method of preparation. This gives me time and space to make changes based on more current information I find. I agreed to help even though this was an “instant noodle” request only because I had delivered similar talks before.

Despite the short runway, I decided to challenge myself by using my own visual design approach, refreshing old content, and incorporating new information. This meant very quick and intense work, but very little rehearsal.

As with all talks, I struggled during preparation to decide how much content to include. I decided to remove three of four broad topics, but left the content in the slide deck just in case they came up during the Q&A.

Now, a bit of history. This is the fourth year in a row that I have been invited by a group in the Philippines.

  • 2013: Keynote for Philippine eLearning Society
  • 2014: Plenary for Policy Governance and Capacity Building Conference
  • 2015: Keynote for De La Salle University
  • 2016: GenYo Innovation Summit by DIWA, Philippines (partner of Marshall Cavendish, Singapore)

None of these visits were by my design. They were a result of doing good work, making connections, and maintaining a constant online presence.

Finally, a strategy. I share as openly as I can. If there is a contract, I ask that the resources I prepare be shared under a Creative Commons license. I stipulate this in every proposal document I prepare.
CC information in my slides.
This practice does at least two important things. It keeps my resources searchable and accessible online, and it encourages my partners to rethink their closed practices. It is my small way of promoting open-minded and open-practised changes in educational technology.

As I draft this reflection, I am facing an impasse with an organiser of a talk I am due to give overseas*. The issue is whether or not I should use the organiser’s PowerPoint template (complete with corporate branding) as the background of my slides.

My conversation with the organiser is between them and me. However, I realised this was a learning opportunity, not on how to negotiate in such situations, but how and why I design slides to visually deliver subtle yet powerful messages.

Visual design: Quote.

I often opt for a minimal look instead of heavy text and bullet points. I have learnt that I should tell the story, not the slides; they are there to back me up.

In this set of slides, I took minimalism one step further by relying on black, white, and the shades between.

Visual design: Themes.

The slide above is early in the sequence and shows the themes of my presentation. The slide below is near the end and highlights a closing message.

Visual design: Conclusion

The theme slide follows an online activity and the words scaffold what I lead participants to reflect on. The conclusion slide helps me deliver a closing mantra. The difference between the two is their lateral alignment.

The anglosphere is used to reading left to right. The conclusion slide is expected and easy to read. This is critical at the end of talk if you want the audience to focus on takeaways and temporarily put aside questions, dissonance, and tiredness.

The reflection slide might cause a bit of visual dissonance because the header and text are not where they usually are.

Visual design: Step back, reflective elements.

Here is another slide from the same deck that uses my switch-to-the-right theme. I use this visual technique to highlight dissonance.

When you look in the mirror, you see yourself laterally inverted. It is you, but not quite you. The reflection is an opportunity to examine yourself and focus on what needs improvement.

So my normal left-aligned layouts are messages I share while the right-aligned ones are for dissonance and reflection. My presentations tend to be iterative cycles of presenting forward and stepping back.

This is subtle and I do not explain this design to my audience. But I will invariably get feedback that the slides are visually impactful.

Visual design: Colour punches.

Before my audience can get comfortable with soothing greyscale, I provide the occasional punches of colour. If I go on a storytelling stretch or a series of slides to make a point, I emphasise these presenting forward elements with colour shouts to make sure that the main question, point, or challenge is clear.

Tomorrow I share how I design talks for interaction.

*Update: The issue is resolved and I am using my own visual design instead of a corporate template.

In my Presentations page I share the more recent keynotes and talks I have done. I prefer workshops, but these are not as straightforward to conduct and present as a portfolio of work.

I have had to do talks for about ten years as a former university professor and especially now as a consultant. During this time my process has evolved and refined.

Stew by jeffk, on Flickr
"Stew" (CC BY 2.0) by jeffk

My main process is to stew, especially when I have months-long lead time. Take my recently concluded keynote, Don’t Play Games with Gamification, for SIM Global Education as an example. I met the organisers in late July and I started outlining, collecting thoughts and ideas, and organising in Evernote on 28 Jul 2016. I delivered the keynote on 22 Oct 2016. That is a three-month slow cook.

A quick scroll down my Presentations page might also reveal how the topics are quite different. Professional speakers can repeat or rehash their talks and get very well paid for them. I often come up with fresh content.

I do rehash some content and ideas to suit context and audience, and I also like reusing Google Presentation templates that are visually pleasing.

My modus operandi: Get as much background information as possible through meetings, interviews, and document analysis; visit the venue to get a feel of the room; conduct a pre-event poll; provide a backchannel and other opportunities for the audience to become participants; provide pitstops or time to reflect on takeaways.

Through all this I stir my stew, blend and extract flavours, remove what does not look right, and reduce content as much as possible. The last part of the reduction is taking out spoon-feeding elements and adding elements that require participants to feed themselves. That is something I cannot write down in a recipe.

Last Saturday, I delivered a keynote and participated in a panel on game-based learning and gamification.

I had questions that I could not address in the limited time during my keynote as well as the panel at the end of the conference. These were from the pre-conference poll.

I wish to address these questions, but I will focus only on questions that I understand.

How to tie in GBL with small-wins or short-term rewards?

I have no idea how to do this with GBL because I have not implemented GBL with this design or intent. Nor will I ever. During the keynote I described how games could be integrated to focus on thinking skills, attitudes, values, and intrinsic motivation. These take time to develop and I would rather invest in these.

How would I use this technique if the University has a set of rules I have to follow and present?

The university (or partner university in your case) is unlikely to have rules about pedagogy. If it did, that is not a university that is looking to serve for today and tomorrow.

You know the content, context, and your learners best. The WHAT of a prescribed curriculum might be very full. The HOW is your responsibility and limited by your creativity.

Must it be IT based?

The “it” could be games or gamification. Both could be enabled with current technology or not. I gave examples of both during the keynote, so I have addressed that part of the question.

Here is the other part: ICT is a more current term than IT since the former is often more interactive and multi-way while the latter is more transmissive and about regulations.

What types of subjects are suitable for game based learning?

Any and all of them are suitable, especially if you do not limit yourself to content-based learning and expand the possibilities to include critical and creative thinking, socio-emotional learning, soft skills, attitudes and values, etc.

Can Gamification ideas be implemented not through a game but just mere teaching activity?

Gamification does not employ games; it uses deconstructed elements of games, e.g., points, levelling up, leaderboards.

Your question seems to hint at game-like instruction. There are strategies like putting the problem (assessment) first or early, and focusing on just-in-time learning instead of just-in-case front loading.

I would like to try this approach but I am afraid it might take up a lot of the class time. How do I go about it without sacrificing too much of the contact time?

Can you have a cake and not eat it? 😉

Something has to give and if it comes to that, you might have to use your judgement to see what to push out in order include something else.

How viable would it be to introduce gamification within a primary/secondary school classroom? The aim is to use gaming elements to increase engagement between the students and the teacher.

It is certainly viable, as apparent by the number of vendors and parties outside of schooling and higher education who want to do this.

Unfortunately, these groups sell you on the low-hanging fruit of “increased engagement”. Do not play this game because this is not why any technology-mediated strategy should be used.

Trying to engage is like trying to take control of light switches: You try to flip them on so that your students see the light. But they are just as easy to switch off or learners can move on to something else.

Engagement is something you do to try to help your students; empowerment is something you pass to students so they help everyone. By all means engage, but do not forget to empower. Vendors might tell you how to engage with gamification; I would rather see learners empowered by game-based learning.

how to know which game is appropirate [sic] for teaching when we don’t game?

You do not and cannot know. So play!

My replies to these questions might have a perceived tone. I assure the askers that my replies come from a good place and with good intent: I want us to collectively change and improve our practice.

Participants of the session observed how the panel and I approached the Q&A. The same tone and concern should be applied here.

I reflect after any talks or workshops I deliver or facilitate. My hour-long keynote yesterday, Don’t Play Games with Gamification, was no exception.

If the unsolicited feedback I received online, during the lunchtime conversations, or even as I tried to use a restroom are any indication, the keynote went well.

I also amazed by the efforts of @Reinventionist2 who made his thinking visual at the conference. He was kind enough to show his work to me and to ask for my signature.

All that said, I am my worst critic because I know what I had planned and what I had to leave out.

I shared what I intended to do here. I took the risk of biting off more than I could chew, and despite telling participants we might only have time to cover two of the three main parts, I had to leave out some more.

In trying to create opportunities for participants to interact with one another during the keynote, I took up more time than I should have. I dislike it when others overshoot their time and I am sorry for throwing the schedule off.

My ‘live’ demo of apps using AirServer went off without a hitch thanks to the efforts of people working in the background to unblock ports. I had my mifi device there just in case, too.

Of the three shared online spaces we used, we under-utilised one, Padlet. I had to push participants for time and I resorted to asking people to share their thoughts verbally instead of reflecting online.

I am glad that I decided to stick with TodaysMeet since it was and still is a proper backchannel. Google Presentation’s Q&A is still not quite there yet. A few took to tweeting with the hashtag #simgeconf. Very few. So I am glad that I had my own backchannel and Q&A area.

I was also able to work in answers to questions raised by folks in the pre-conference Google Forms poll. I hope I managed to answer the pertinent questions and I “hijacked” part of the panel session at the end of the day to bring up a sensitive but critical question that someone asked in the poll.

Speaking of the panel, I thoroughly enjoyed the panel session because all of us, moderator included, were candid and humorous. It was gratifying to see the audience laughing and taking notes well into a Saturday afternoon.

Post-draft note: I just received an updated version of the visual map of all four speakers’ talks. Many thanks to @Reinventionist2, aka Thum Cheng Cheong, for his brilliant work! [Full-sized version]

It has been a hot month of April in more ways than one. 

I rarely rely on air-conditioning, but I have had to use it several times this month to get a decent night’s sleep. 

I have also enjoyed the most varied work ever since striking out on my own as an education consultant since August 2014. 

In early April, I evaluated the ability of future faculty to facilitate modern learning. Last week I sat with colleagues in what might be called a Board of Examiners meeting. We were bored of examining because the series of learning experiences is unlike anything I have ever been involved in. 

In the middle of April, I delivered a keynote and participated in a panel for the Social Services Institute, the professional development arm of the National Council of Social Services, Singapore. It was wonderful to see a major player wanting to shrug off the shackles of traditional education. 

Not long after that I flew to a conference overseas to facilitate conversations on the flipped classroom vs flipped learning. The strange thing is connecting with Singaporeans there that I could more easily meet at home. 

After returning from my trip, I met with a passionate edu-preneur and professor after we connected via my blog.

Another connection was a result of my keynote. It will take place via one of two Google Hangouts that will bring April to a close. I hope that it will bring more opportunities in the months to come.  

The other Hangout is a result of my flipped learning talk last January at Bett 2015. I am tempted to call it remote mentoring and hope to repeat a strategy I tried at the more recent conference. 

The exceptionally warm weather here is not the norm at this time of year. The variety of work I have had is not the norm either. While I hope the muggy days and nights go away, I do what I can to keep the sizzling work in play.

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