147 pages pdf - ICT Digital Literacy

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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
Pedagogy & Webagogy -- Ready, Set … TRAIN and FACILITATE! #587: Make Up For The Difference Connect with the virtual learner and compensate for lack of face-to-face contact by: Sending a confirmation when the registration is received and a day before the session; Using pictures (yours and theirs); Greeting the learner when he/she signs-on and welcoming each learner with an easy/involving activity; Sending a brief pre-course assignment and information about the course and yourself; Planning questions and interaction ahead of time; Using posts, emails before and after the class; Having a summary activity; Sending congratulations for completing the class. Jean Barbazette The Training Clinic #588: Make It Personal If at all possible, e-Learning should be as personal as a classroom setting. Consider having a hands-on learning portion taught via e-Learning and then classroom instruction for interaction and the "personal touch." Dori Ottaviano #589: Examples You Can Relate To Blend in scenarios or examples that relate to the company and the way it operates to help the student convert the knowledge to practice. This may have to be an addendum delivered in a live analog or virtual classroom. Paul L. Nenninger PLN Consulting #590: Never Assume Instructor Led courses have the benefit of an instructor making real-time adaptations according to audience needs. Online classes have to fit more into less time and offer less flexibility so try not to make assumptions as to audience's abilities and relevance. As I was once told, ASSUME makes an ASS out of U and ME! Martin Cannard Symantec Corporation #591: More Ways, More Learning Ensure there are lots of ways for your learners to learn. Plan many modes of interaction among your learners - not just the more obvious reading of text and test taking. Mary Anne Campo #592: How To Make It Into The Agendas Of Your Learners During a course, arrange for synchronous events on a regular basis. In addition to the opportunity of being in contact with your learners, this structure will force the participants to add the events to their calendars and so the 'learning' is going to be part of their plans for the week/day. Urs Frei Teachforce Urs Frei GmbH #593: Use Virtual Tools For Troubleshooting When teaching someone how to use a custom computer application via the (Intranet/Internet, consider using a virtual classroom & collaboration platform so you can see if what the user is actually doing is what they are telling you they are doing. Many times learners leave out a vital keystroke or are even on a different screen than the trainer. Dailia Adams International Comfort Products #594: Goal: Learn By Doing 701 e-Learning Tips by The MASIE Center www.masie.com 117
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