Posts Tagged ‘seminar’
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.
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.
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.
Every seminar I design and deliver has a few key messages. Here is one of them: If your only tool is a hammer, then every problem looks like a nail.
It might seem unusual to remind people of this since the seminar is an introduction to personal learning networks.
It might make sense if you realise that I am encouraging people to have more than one tool in their belt.
In the example above, the nail was actually a screw. A screw is threaded and needs to be rotated; it resists being forced straight down. The proper tool to use should have been a screwdriver. The hammer bludgeoned the screw and ruined both the screw and the wood.
I am telling my audience that blunt tools like lectures and training are the common default. However, this does not make them suitable for the professional development of people.
Some might need mentoring, coaching, or remediation. Others might need self-study, the opportunity to observe, or time to reflect. Bludgeon with a blunt tool and everybody loses.
This is my reflection on the second seminar I conducted on flipping, 3 Mistakes, 3 Dimensions, 3 Wisdoms of Flipped Learning, almost two weeks ago.
I tweeted a few snapshots of the event.
I always wish that I could step out of myself and take more photos and videos of the sessions. Reflections like these might be a way stepping out of myself.
I have also toyed with the idea of using Periscope.tv to ‘live’ stream my sessions. However, I do not think this is fair to the organizations that pay for my services. I might try to wriggle it in should I have a free session that I can share more openly.
This second seminar left me with a greater-than-usual buzz. I could feel the energy before, during, and after the event.
It helped that the event was attended by folks who had an interest and some experience in flipping their classrooms or attempting to flip learning. There were a few who were nominated to attend, but that is par for course.
It makes a big difference when people want to be there or have a stake in the topic. I have been part of events where I cannot change the organizer’s plan of making people sit through a session they have little idea of or desire for.
After my session was over, I decided to decompress at a coffee place on campus. I spent about an hour responding to the queries and comments on the online platforms I used. I also used a new strategy of collating responses in an online community space in my bid to encourage on-going conversations.
While I was doing this, two faculty members who attended my talk asked if they could discuss some ideas and concerns with me. We covered quite a bit of ground and they were appreciative of the insights I provided.
But I was more thankful that they bothered to take time off their schedules to pursue what was important to them. It indicated that the topic mattered.
So this is what I have been reflecting on for a while: It is not enough to focus on content. It must be shared or experienced in context. Manage these two elements well and you might create a connection with your audience.
I ask participants of my seminars and workshops to complete quick exit tickets before they leave in order to find out what they are taking away from the sessions.
If I do not ask participants what they learnt, they might not ask themselves that question and therefore walk away empty from the session.
I like providing open platforms and asking simple open-ended questions instead of using overly protected spaces and rating scales.
The open platforms make learning visible and shared. This allows each person to see what others have learnt and puts some positive pressure on them to illustrate their own takeaways clearly and concisely.
Open-ended questions like “What did you learn?” instead of “What did you learn about A? How about B? Now how about C?” remove constraints from replies. If patterns start to emerge from open responses, I know that I have hit some nails on the head.
For example, here were four representative exit tickets from the seminar I conducted yesterday on flipped learning. (Click on each screencapture in the tweet to see it in entirety.)
I include only four partly because that the maximum number of images I can attach to a tweet and partly because that is all I need.
My main objective was to help teachers realize there was a difference between a flipped classroom and flipped learning. Most of the audience members who completed their exit tickets did. A bonus finding was the openness of a few to want to try something new.
How about outliers or the unexpected? I share some thoughts on those tomorrow.
This month I am conducting two seminars on flipped learning. One is with a major edtech vendor and the other is for an institute of higher learning.
Here are some insights into my preparation for the first one.
The seminar runs today, but the official paperwork was only confirmed a week before. I do not normally take such tight deadlines, but having done a quick run on a different topic with another group before, I decided to challenge myself.
I am familiar with the content, but I do not believe in blindly copying and pasting. I fine tune every slide deck and activity to the expectations and context of each new event. So my modus operandi is to meet with the organizers in person and then poll the participants with Google Forms. Collectively their inputs help me determine what to focus on.
My go-to tools are Google Slides (presentation), TodaysMeet (backchannel), QR apps (for quick access to resources), and Padlet (exit ticket: reflection and feedback).
But since I had just a week to collate and create content as well as prepare the platforms, I opted to use a slide template by SlidesCarnival. I had previously used one of the free templates for a presentation on social media-based PLNs. (Full disclosure: SlidesCarnival does not sponsor me.)
I chose the Oberon template because it is simple and clean. Its backgrounds are bold colours and serve as visual shifts for different segments and concepts. For example, here is one of my main WHAT slides.
It differs in background colour of my self introduction, content-oriented, and thank-you slides.
The use of colour as a visual cue to trigger cognitive processes is something I understood as a teacher and it was reinforced when I did a Masters in instructional design over 15 years ago. This was something I used to teach informally to student teachers in Singapore and formally to college students in the US who took my course on web design. It is something I apply to this day.
I find that a little thought goes a long way in making a presentation effective. Audience members might not be able to articulate why they “got it” more easily, but I do and that is very satisfying.
Today I deliver my talk at Bett 2015 on righting the wrongs of flipping. Not all the wrongs because there are way too many.
I focus on just three and these are the themes I shared on Twitter before I left Singapore.
The tweets were a shorter version of what I need to say in less than 15 minutes after a more than 15-hour flight.
- There is no point in flipping if teachers do not change their mindsets and practices.
- It is not fair or logical to push kids into a curricular race they are not prepared for or do not need to run AND insist that they sacrifice their own time to keep running in.
- Requiring learners to consume videos outside of class might just be changing the nature of homework instead of asking if homework is necessary and well-designed in the first place.
If I was allocated more time, we could explore how some teachers make the mistake of equating flipping only with video-based instruction, not focusing on better classroom interactions, or not actually changing anything by not requiring learners to create and teach.