147 pages pdf - ICT Digital Literacy

Pedagogy & Webagogy -- Ready, Set … TRAIN and FACILITATE!
#582: Eleven Tips For The Price Of One
Log on/call in early. This allows time to relax before the presentation and to handle any unanticipated
"surprises."; Prior to beginning, take a deep breath, relax, and be as conversational as possible in your
delivery; Be very familiar with the content. Practice several times so you know how much time it takes to
present it. This will help you relax and not be overly worried about the time; Factor in the time allotted for
audience interactions. Most presentations have a Q&A session and some have other audience interactions
like polling. Remember to include time for these in your total presentation timing; Consider having "pad
questions." These help to "get the ball rolling" in case your audience is shy or slow to begin participating in the
Q&A session; Avoid "dead air." If audience feedback is being taken via polls, consider elaborating on the
reason for asking the questions and/or the value of their responses to avoid this; Have a clock or watch
handy. Occasionally check it to pace your timing; Try to eliminate interruptions. Put a "Do Not Disturb" sign
on your closed office door and turn off your cell phone and/or pager; Try to minimize ambient noise.
Coughing, throat-clearing, and paper shuffling can often be reduced simply by awareness; Be polite. If copresenting
with others, do not click on slide titles while someone else is presenting. All presenters have equal
control of slide publishes during an event; Keep it in perspective. If you make a mistake or lose your place, it's
not the end of the world. Don't make more out of it than necessary by over-apologizing or sounding defeated.
The less attention you draw to a mistake, the quicker your audience will forget it.
Bryan Crum
Communicast, Inc.
#583: Help Students And Yourself By Listing Expectations
Let students know the timeframe they can expect a response from you. Before I instituted the ("within 48
hours") time frame, I would receive several daily emails asking me if I had received an email or assignment
yet. Since I've identified this time frame and abide by it, those "did you get it " emails have stopped. And
the guideline: "Should you have questions, please post them in the appropriate discussion thread" has also
saved me a lot of spent answering the same questions. Now, I only accept emails regarding personal
issues (grades, requests for extensions, etc.). I find that not only do I save time and energy, but many
times the students will help each other within that discussion area.
Diana Voss
Stony Brook University
#584: Teach Out Of The Box
Engage the mind of every participant every 3-5 minutes. Think beyond the tools and technology
to other options such as participants spending 10 minutes writing in their materials during a
web-cast. Use the tools in different ways, such as asking a multiple choice question with no
single correct answer, and having participants explain their choices.
Ken Seemann
Nextel Communications
#585: Set Both The Learner Expectations And Yours Up Front
Complete a run-through, especially if it is your first time teaching - you will get a better idea of the flow as well as
the time needed and have practice using the technical equipment. Test the day before and then an hour before
the session so that you are prepared. Have a "Plan B" for any technical problems you may have.
Katie Amato
Progressive
#586: Keeping The Learner's Attention
How can you do this and be successful? Consider using action learning where learning is directly related to
personal values, goals or success, identifying the strengths of the learner and helping them work through
learning, and/or using "whatever" it takes to keep people engaged: multimedia, games, goals ... or even fun.
Mike Jay
Leadwise
701 e-Learning Tips by The MASIE Center www.masie.com 116