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Posts Tagged ‘takeaway

Talks are the least effectiveness way to effect change, but they are a necessary evil because people still organise them and the talks can have extensive reach.

But when I conduct talks, seminars, or keynotes, I ensure that I interact with my audience richly in a few ways.

Why do this? Most speakers will use an “e” word like engagement or even entertainment. I do not play these games because I know my participants are smarter than to fall for that.

I use tools to interact so that my audience (listeners) become participants (thinkers, doers). I do not wish to merely engage, I want to participants to take ownership of learning and responsibility of action.

Beth Kanter shared some ideas last week. I am weighing in on my own and I suggest free tools combined with basic principles of educational psychology.

A backchannel is an online space for participants to comment, discuss, and ask questions while I am speaking or after I have asked them to consider an issue.

My favourite backchannel tools are Twitter and TodaysMeet.

Twitter is great when an organiser already has one or more event #hashtags that participants can use. This presumes that a sizeable number of participants already use Twitter or are willing to get on it quickly.

Twitter backchannel.

TodaysMeet is better when participants have not committed to any particular platform. If they can text or SMS, then can use TodaysMeet.

With my own free TodaysMeet account, I can create an online text-based interaction space and define how long it will be open for. I then invite participants to it by sharing the access URL. (Pro tip: Create a custom URL with and a QR code with this generator.)

One of the most recent versions of Google Slides lets you invite questions from the audience. The URL for participants to submit questions appears at the top of your slides and they can vote up the best questions. (Read my review of Google Slides audience tool.)

Audience Tool URL as overlay.

This is not quite a backchannel because it is not designed for chatter. It favours focused queries. This tool might be better for less adventurous participants who are not used to switching quickly between tasks.

Whatever the backchannel tool, its use must be guided by sound educational principles. You might want to provide participants with a space to be heard immediately instead of waiting till the end, or you want to monitor their thoughts, sense their doubts, or get feedback.

The visualisations I am referring to are not images and videos. These are show-and-tell elements which are attempts to engage, but have little to do with interacting with participants.

My most common strategy of participative visualisation is to incorporate data collecting and collating tools like Google Forms and AnswerGarden.

Both these tools require user inputs that can be visualised. For example, I could ask the room which major phone platform they are on: Android, iOS, other in a Google Form.

The data they provide is collated in a Google Sheet and can be visualised in a pie chart or bar graph. The relative proportions are more obvious to see than asking the participants to raise their hands.

There are many tools that do what Google Forms and Sheets do, possibly a bit quicker and slicker. But these normally come at a premium. The GSuite is free.

One way to visualise a group’s grasp of concepts is to use a word cloud. For example, I am fond of asking participants what they consider the most important 21st century competencies.

AnswerGarden word cloud.

I invite them to share words or short phrases in an AnswerGarden in brainstorming mode. The most commonly cited concepts appear large while the less common ones become small.

The purpose of such illustrations is not just to leverage on the fact that we are visual creatures and the visuals make an immediate impact. I want participants to get involved in real time and this helps also me illustrate how the technology enables more current forms of learning and work.

One of the worst things I could do as a speaker is talk about something that the audience has no interest in. As it is, some or most of the people there might be present as an obligation and not by choice. So I try to find out what they might want to learn.

I often use Google Forms to find out beforehand and present the popular suggested topics in the form of a chart.

With smaller seminars, I might use Dotstorming to determine which direction to take midway through the event. I ask participants to suggest areas to explore and they vote on topics each others topics.

Dotstorming is similar to Padlet in that users input ideas on online stickies. However, Dotstorming allows me to let them vote on the best ideas and arrange the notes by popularity.

Dotstorming example.

The idea here is to give the participant a say in what gets covered or uncovered. It is about providing and fulfilling user choice instead of focusing on a potentially irrelevant curriculum or plan.

My perennial favourite for quick-quizzing participants is Flubaroo, an add-on to Google Forms for auto-grading quizzes as well as providing feedback and answers to my learners.

Google Forms has since upped its game to offer quiz-like functions, but it still lags behind the leader, Flubaroo in some ways. This site provides a detailed breakdown of a Forms quiz vs a Flubaroo one.

Quiz is coming!

The point of quizzing is not just to keep participants on their toes. Some might be driven by such a challenge, but all benefit from evaluating themselves in terms of learning. The results can also be an indicator of how much my talk was understood.

I am fond of using Padlet and Google Forms for pitstops and one-minute papers.

Pitstops are pauses in my sessions for participants to collect their thoughts and think of questions. They are an opportunity for them to see if they can link the negotiated outcomes with their current state of learning, and to see where they still need to go.

A takeaway or “dabao” (in local vernacular) is a terminal activity in which I ask participants to tell me their biggest learning outcome from the session.

In both I find that there is an even mix of planned and unplanned learning outcomes. This is a good thing because the internalisation and ownership of learning is important, not just the blind reception of information.

I do not only like to connect with participants before and during a talk, but also after it. I do so a few ways.

I leave my social media information in one of the final slides.

Contact me.

If I use a backchannel, participants can contact me indefinitely on Twitter and up to several days or weeks after on TodaysMeet.

I also use my blog to reflect on the events and to answer questions I might not have been able to address during the session.

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