Something To Try: Prezi

In one of the modules, I tried to get my hands on Prezi, but was too quickly discouraged.  When I see Prezi presentations, I always find them to have more polish that PowerPoint.  So now that I have an account, I’ll be practicing with it. In my initial efforts, I did create some content on it – very rough content.  I see that I can do narration with it, so I am counting on a bit of a learning curve.  While working with it, I will try to figure out ScreenCast.

Presentation software fits perfectly into my unit on visual aids.  It would be more engaging for my students if I could demonstrate more types of presentation software that PowerPoint.

ProProfs & SurveyMonkey

I used ProProfs Quiz Maker to create my quiz on Monroe’s Motivated Sequence.  It can be found here: https://www.proprofs.com/quiz-school/story.php?title=mtc3mjy2ngghzo. 

 There was minimal learning curve to get started as it is pretty intuitive. Like the other tools I’ve tried this term, it will take some time for me to play with all of the options it offers.  I chose ProProfs because I’d never used it and, after becoming frustrated with the textbook publishers’ online tools, I’m ready to look beyond them. I would use this for weekly chapter reading quizzes and also for lecture quizzes. I am concerned about external assessment services in regards to FERPA and other privacy issues. I will need to do further research on these issues before using them.

I also tried SurveyMonkey.com as it seem a good choice to create a midterm survey of the class so I can get feedback that will help me to determine if I need to make any adjustments to course delivery.  There are several options for delivering the survey to students.  For this one, I chose the opportunity to provide students with a web link.  This is the best option if one wants student responses to be anonymous.  My survey can be found at https://www.surveymonkey.com/r/Z6K87F3. 

 All of my questions used the format of a direct question and then a comment box for responses.  But SurveyMonkey offers many options for question design, including Likert scale, multiple-choice, and a host of others.  I would also use this tool for ‘syllabus tests,’ quick lecture content-retention checks, and purposes other than assessment.

Self-Made Content: Scripted Using Audacity and Podbean

Here is my podcast using a script I wrote on MOOCs:  http://monroesmotivatedsequence.podbean.com/e/moocs-1480810412/?token=3361c412351202f548f1af1f4f0994c1

**I’m not sure why the link still  has ‘monroesmotivated sequence’ in its ‘wording.’ When you click on the link, it does present the MOOCs message.

After doing a podcast without a script, I found that using a script as I did in this piece of work made for a more polished presentation.  I once took a course in oral interpretation, so I will create scripts for my podcasts and practice them so that I use all of the components of a good vocal speech delivery. I don’t want to sound like I’m reading.  This is due to my  primary subject area of public speaking.  I will be able to communicate content while demonstrating good delivery techniques if I can learn to do so in this medium.

Here are my references for the podcast:

“Impacts of MOOCs on Higher Education | Inside Higher Ed.” Higher Ed Gamma. N.p., n.d. Web. 03 Dec. 2016.

“What You Need to Know About MOOCs.” The Chronicle of Higher Education. N.p., 08 Aug. 2012. Web. 03 Dec. 2016.

Y, Wang & R. Baker (2015), MERLOT Content or platform: Why do students complete MOOCs?, Journal of Online Learning and Teaching , 11, 1

Self-Produced: Unscripted Audacity & Podbean

All options are new to me. I began this assignment hoping to try screencast.com. It was quite a challenge for me so, though I hate to admit it, I gave up for now.  Then I chose Office Mix and received a “something went wrong” message.  I tried several times and gave up.  Finally, I settled on doing a podcast. I found Audacity and Podbean easy to download, and to use at only the basic level.  It’s going to take me awhile to figure out all of its bells and whistles.  I tried to learn to edit my podcast, and that is clearly going to have a huge learning curve for me.  SO…I’m sharing the original version.

I could never use this podcast for my classes.  Delivery is terrible, which is tragic for a speech teacher. I tried to deliver my message several times, and stumbled through it each time. In retrospect, I should have used a script.  I am used to teaching only with keyword notes or none at all.  This will not work for me when recording myself in audio, and I imagine I would need better notes if I were doing a video. There was something about talking into the computer, in a room by myself, that made it impossible to sound natural.

 My idea was to find old ‘as seen on TV’ advertisements to help students to conceptualize the idea of the motivated sequence organizational pattern in crafting a persuasive speech. I thought it might add a bit more interest than the student video examples that I usually use.  I would still need them, but this lesson might add seasoning.  I found two good ones.

All of this said, I do think that learning to do quality podcasts will be worth the time investment.  It just makes sense in an online speech class. Though the other tools I’ve liked in this class are intriguing and I will use them soon, podcasts will take longer before I am ready.

My Podcast: :http://monroesmotivatedsequence.podbean.com/e/monroemotivated-sequence-commercial-examples/?token=256f33a76865e5ecb31775d6f0469f3d

Ready Made Content: Podcast

It took me a simple Google search, as the second link that came up was the Patrica Fripp podcasts. I already use her videos in my classes.  Knowing she offers podcasts opens new possibilities for sharing her knowledge with my public speaking students. The website: http://www.fripp.com/

 A portion of Fripp’s Bio copied from the site:

 Patricia has won or been awarded these designations by the National Speakers Association: Certified Speaking Professional (CSP), CPAE, Hall of Fame keynote speaker, and the Cavett Award (considered the Oscar of speaking). Named “One of the 10 most electrifying speakers in North America” by Meetings and Conventions magazine, Patricia delivers high-content, entertaining, dramatically memorable presentations. One of the few professional speakers who can transform the presentation skills of others, she is an executive speech coach and sales presentation skills trainer. Kiplinger’s Personal Finance wrote that one of the best investments in your career is Patricia Fripp’s presentation skills training.

Because Fripp’s podcasts broaden and also narrow the textbook concepts (depending on the concept), her podcasts will drive depth into the course material.

 If I were to include these in my course, I might have students do any of the following:

·         Analyze her speaking style and the content

·         Write a reflection on how one of Fripp’s podcast’s taught them something about communication not included in our text.

·         Do a mini-presentation to the class discussing a podcast and that makes course concept connections.

 

 Reference:

“Fripp & Associates, Patricia Fripp.” Patricia Fripp. N.p., n.d. Web. 18 Nov. 2016

Ready Made Content: Learning Object

The repository found  quickly at https://ecommons.cornell.edu/handle/1813/3712 offers a handout on the basics of public speaking.  It contains basics that would be useful in speech, public relations, small group communication, advertising, and interpersonal communications.

I think it would be a wonderful teaching tool.  Towards to end of the term, groups could discuss what needs added to the handout.  I could require students to cater their additions specifically to the course they are taking.  This matches my teaching style because I provide many handouts and examples when making an assignment, and use collaborative assignments often.

I have also have a packet of self-assessments (attached) that I put together from an instructor’s manual, which is – in my opinion – a repository of sorts.  The assessments can be used in all of the above listed classes as we explore how knowledge of ourselves can improve the quality of our communication with others.

assessments.pdf

Synchronous: Google Hangouts

I had no experience with Google Hangout coming into this assignment.  Beth suggested Google Hangouts and I liked the idea since I wanted to learn something new. 

I struggled to get connected at first.  It was a bit of a challenge for me, but once I figured out – how to answer Beth’s call, it was pretty intuitive. After our meeting, I texted my husband and asked him to create a Gmail account.  I was surprised to find I could easily get connected with him with a few simple text instructions.  So he and I talked via Hangouts for a while 🙂  Given my experience, I would say there is minimal learning curve. 

I can see the value of using it for virtual office hours.  I can also see using it to introduce speech assignments in combination with a related Q & A.  Students get so nervous about them.  In my small group communication classes, where groups consist of only four or five students, I could suggest or require it to be used for group assignments.  Right now, they are working only through Facebook or Google Docs.  The face-to-face meetings would make the class a richer experience than it is now. I believe I could use presentation software while presenting material since a good portion of the room I was in during the exercise, showed enough space for it.

Asynchronous Tool: Polling

I thought the poll was easy, and liked that there was only one question.  For me in worked in this context. I might consider texting in regards to a poll like this that does not give our my phone number. However I would not, under any circumstance, personally text with my students. I tried it this semester. It was the worst mistake I have ever made. Students were texting all hours of the day and night, and would even request material reviews if they missed classes. It may work if strict guidelines were out into place. I failed to do that.

If I were to poll, I would use Twitter, which I have already, through this course, decided that I will try in my classes.  I would also use http://pollev.com for questions and responses. I have used SurveyMonkey in the past and worked well with 100% participation (it is also anonymous). We can also poll through most blogs if we have our own and add that widget.

 I think polling is certainly works well as an asynchronous tool for my teaching style. There may be questions students may feel more comfortable responding to anonymously.  In addition, there may be times when I will find it valuable to find out if specific aspects of the course are working for the students, and a poll would be a nonthreatening way to get this information.

Diigo

My Diigo – Research for o nline teaching collection.

My posts can be found here: https://groups.diigo.com/group/mvcr-tech-tools

This is a great way for me to collect my own research, to assign students to use it for their bibliographies, and use it as a class resource collection.  It might also be used for my outside reading assignments.  Due to my emphasis on getting students into research, this tool will be a good fit to help in meeting my classroom goals.

Student Content Creation

“A few years ago I created an activity where students presented different chapters of a book. Some of them made videos. In one video students introduced the chapter and then interviewed other students about the topic. Students were excited, and the goal of the activity was achieved (learning about a topic and share a book chapter). Additionally, they created new contents and provided new data by interviewing other students; indeed they tested what they had learned.  In this case, students took control in the creation of the content.”

by Roberta Anelli – Wednesday, November 23 -ION