Have you tried Google Slides? I don’t use it on a regular basis, but I just learned about a new feature called Q & A. Q&A is designed to let audience members ask questions during a presentation (anonymously, if they prefer).
What’s so novel about that you ask? Students use their smartphone or other smart device to submit questions to the instructor at any point. OK, but what else can Q & A do? As questions are submitted via a shared URL, students “like” questions that they what to know the answer to. The instructor sees, in real-time, which questions are most important to the audience.
What are some ways to use the Q & A feature in Google Slides?
Can be used for in-person and online sessions
Fosters inclusion for remote participants
Students can ask questions when they come to mind
Gauge knowledge; Who knows what in the “room”?
Use instead of traditional chat box as a way to moderate chat
More and more U.S. adults are turning to the Internet for health information. A recent graph published in MMWR by the CDC shows that during 2012-2014, 33-49% of adults reported looking up health information on the Internet during the previous 12 months. The percentage was highest among adult residents of large fringe metropolitan counties and lowest among adult residents of rural counties. Where did people go to find this information? According to the Pew Research Center, “73% of all those ages 16 and over say libraries contribute to people finding the health information they need.” There is little question that librarians of all types will continue to play a role in helping to connect users to the health information they desire.
Your Regional Medical Library is a great source of ideas and training on how to help your users locate the authoritative information they need through National Library of Medicine resources and databases. And, the National Library of Medicine Training Center provides in-person and online training to keep your knowledge and skills up-to-date. Check out the calendar of upcoming training events you might be able to take advantage of in the new year. A number of self-paced tutorials and recordings from selected training sessions, including PubMed and TOXNET, and also available.
I recently attended an all-day workshop presented by Pinnacle Performance Company. They work with high-profile presenters (and me) to perfect their presentation techniques. Here are three tips for handling audience questions:
1) Make certain you’re ready to answer. Avoid verbal viruses (ex. um), especially when beginning an answer. If you need time to think or get your thoughts in order, repeating the question can buy valuable time.
2) Don’t tackle questions for which you don’t have an answer. There’s nothing wrong with admitting you don’t know something, as long as you pledge to research the answer and provide a timetable for providing it.
3) Use your audience, a.k.a. crowd sourcing. Soliciting other opinions and feedback is a great way to facilitate discussion and take the heat off you for a bit. This is obviously not something you can do for every question, and you have to know when to take the focus back, but it can really pay off.
As the National Library of Medicine Training Center, we think a lot about things like: how can we make this presentation better; are we really reaching our audience; are we teaching or training; and other similar topics. In fact, every time we get ready to teach another session of a class we’ve taught multiple times before, we make revisions and tweaks to (hopefully) keep making it better.
This week, I came across a blog post by two writers who have been guest experts for Twitter chats sponsored by the Association for Supervision and Curriculum Development entitled, “The Cycle of Reflective Teaching.” This first sentence jumped out at me: “The more reflective you are, the more effective you are.” If this is true, and self-reflection is a skill that can and should be developed, how do we do that? While authors Pete Hall and Alisa Simeral target primarily those who teach in K-12 settings, there might be something here for all of us who do any type of training or teaching.
Here’s a summary of their key points:
1.) Stop. “We’re doing without really thinking about what we’re doing.”
2.) Practice. “Thinking about your work, as an act unto itself, will not singlehandedly make you a more reflective and effective educator.” Hall and Simeral outline the four steps of the Reflective Cycle.
3. ) Collaborate. “This work is far too complex, and far too important, to go it alone.”
If this topic piques your interest, read more in the full blog post or check out their book titled, Teach, Reflect, Learn: Building Your Capacity for Success in the Classroom.”
For me, I think I’ll keep thinking about my next class when I take my walk today.
NTC staff follow a number of blogs, online forums, listservs, and Twitter feeds related to learning and instruction. Jane Hart is a well-regarded international speaker and writer on modern approaches to workplace learning. Jane is the also the Founder of the Centre for Learning & Performance Technologies (C4LPT), one of the world’s most visited learning sites on the Web, where she also compiles the very popular annual Top 100 Tools for Learning list from the votes of learning professionals worldwide. Her blog, Learning in the Social Workplace, was recently rated top of the 50 most socially shared Learning and Development blogs.
Recently, the blog published the Top 100 Tools for Learning for 2015. For the seventh year running Twitter is the Number 1 tool on the list, although this year it is very closely followed by YouTube, and, once again, the list is dominated by free online tools and services. Jane observes, “I can also see some interesting new trends in the tools that are being used for both personal learning and for creating learning content and experiences for others.”
Some “Big Movers” on the 2015 list – moved up sixteen or more places – including Skype, OneNote, SharePoint, and Kahoot. To read the full blog post, including the complete presentation of the 2015 list, visit:Top 100 Tools for Learning 2015.
Developed resources reported in this site are supported by the National Library of Medicine (NLM), National Institutes of Health (NIH) under cooperative agreement number UG4LM012344 with the University of Utah Spencer S. Eccles Health Sciences Library. The content is solely the responsibility of the authors and does not necessarily represent the official views of NIH.