Here’s the direct URL to the presentation by Ian Trimble:
Archive for the ‘Training Tips’ Category
If you are interested in the trends accelerating technology adoption in academic and research libraries, challenges impeding technology adoption in academic and research libraries, and important developments in technology for academic and research libraries, check out the 2015 Library edition of the Horizon Report.
We’ve all attended good online meetings and bad online meetings. What qualities make for a good online meeting? Here is a short list of suggestions on how to run a successful online session.
- Use a slide to let people know they’re in the right place
- Acknowledge that people have arrived
- Open up a “question of the day”. Nothing difficult; just something to engage and focus people while they’re waiting for the “show” to begin
- Mute all participants. Yes, we want attendees to ask questions and make comments. No, we don’t want to hear papers rustling or conversations with co-workers who stop by to visit
- Explain how to unmute
- Orient participants to the interface and tools
- To quote the Rolling Stones: “We all need someone we can lean on.” Arrange for someone to work with participants who are having trouble with audio, to read questions from the chat box, to start and stop the recording, etc.
And…in case you haven’t seen the video that depicts common online webinar frustrations as portrayed in an in-person meeting, you can watch the 4 minute video below. Very funny and too true.
Take a minute and think of a story that inspired you. Maybe it changed your mind about something, spurred you to action, or just made you think. Don’t you hope your classes do the same for students?
We often hear about the importance of using stories to in classes to engage students and improve understanding, but let’s take a look at a few reasons why stories work.
Stories help us connect emotionally with our students, and when we do that, our students are primed to believe us.
Stories sharpen our curiosity. If you’re reading a good story, you want to continue reading and find out what happens next. The same is true for learners. A student trying to predict the next event is more engaged in learning.
Stories give relevance and context to the lessons, which helps students identify what’s in it for them.
Stories make complex concepts easier to understand by demonstrating what learners should do.
Stories are easier to process. Since you learned to read you’ve been making sense of stories, but you’ve had to learn to process graphs and charts.
To learn more about why stories work, check out this publication from SHIFT elearning.
It’s tough to keep up with new and interesting articles, blog posts and resources, but here are a few things that have caught our attention lately.
- “What Makes an Online Instructional Video Compelling?” by Melanie Herbert at the EDUCAUSE Review
- “Off the 3-D Printer, Practice Parts for the Surgeon,” by Karen Weintraub in the New York Times.
- “Librarian co-authors correlated with higher quality reported search strategies in general internal medicine systematic reviews,” by Melissa Rethlefsen, Ann Farrell, Leah Osterhaus, and Tara Brigham in The Journal of Clinical Epidemiology.
- “Are MOOCs Enabling a New Pedagogy?” from Contact North
- “Latest Game Theory: Mixing Work and Play,” by Rachel Emma Silverman in the The Wall Street Journal.