Author Archive
Webinars at the SOG: The Numbers
Posted by: Joel Galbraith in Did you Know?, Distance Learning, Tools on October 2nd, 2009
Webinars are a major new way we’ve been frugal while providing real value to our clients where and when they need it. SOG’s use of the webinars as a means of reaching out to clients has increased in recent months.
Here are some unofficial numbers as of October 1, 2009:
- 24 webinars conducted
- 5 webinars still scheduled for this fall
- At least 2,599* webinar attendees
- At least 1,105** webinar archive viewings
These figures include the EFC’s webinar use. These days EFC runs about one webinar a month. You can view their webinar schedule here.
Our webinars have overwhelmingly gone off well, but things don’t always go smoothly. Being (mentally and logistically) prepared for technical problems (lost connections, frozen slides, audio difficulties) is important, and TLS can offer tips to help ensure a smoother recovery. We are fortunate in that clients are very forgiving and consistently rate our webinars very highly
You can view some examples below. Recognize the faces or voices? Want to know more? Contact Joel Galbraith AND go talk to your pioneering, trail-blazing, webinaring colleagues about their experience.
Notes:
*The real count is actually much higher, but numbers are difficult to pin down from server data alone since multiple registered clients often attend together around a single computer…but log in as a single user.
**Statistics for webinar archive views are also challenging to interpret, but we clearly distinguish an *additional* 1,105 archive viewings (688 in the Karl Smith Economy Webinar alone)
These numbers do *NOT* include Online Learning Modules (i.e. Indigent Defense Lectures, LME board training, Involuntary Commitment, Judicial College modules)
Adding a PDF to your blog post
Posted by: Joel Galbraith in How To, Try it! on August 3rd, 2009
Due to popular demand, I’ve created a short “how to” movie on adding PDF (or other documents) to your SOG blog post.
Let us know if there are other topics on which you’d like similar tutorials.
-Joel G.
Multi-use Computer Training Room (1300). Now Open for Business.
Posted by: Joel Galbraith in How To, SOG, Teaching, Try it! on July 30th, 2009
A couple weeks ago, construction was completed on the new multi-use, computer classroom in 1300, funded by the Knapp Foundation. The 20-computer, 30-seat room is now ready and can be scheduled in CollegeNet. The room has already accommodated multiple successful inaugural training sessions. It has been thrilling to see people in the room anxiously engaged in learning new skills where just months ago the space served as a large, concrete storage closet–packed with the building’s odd and ends and surplus furniture–but no longer!
ITD hosted two Outlook training sessions which were well-attended, and useful to those in attendance. If you missed those, links to the edited archives will be available shortly. In addition Dale Roenigk has also conducted a couple Microsoft Excel trainings in the room.
I’m attaching excerpts of James Balfour’s original detailed room description below:
The room is equipped with a fixed podium, computer, VCR/DVD player, document camera, and a connection for a laptop. A wall panel allows easy control of which device is sent to the projector. The room also has dimmable fluorescent lights controlled with a wall panel near the podium. Three round tables are also available at the rear of the room.
The classroom supports software training for 20 students (i.e. Excel, PowerPoint, Outlook, Blogs, Turning Point etc.). As part of your conference, you may also bring in outside instructors to train clients on software and applications relevant to their jobs. The space can also be used as a normal lecture space, but note that the desk arrangement is fixed.
We would like to thank Sean Downing for all of his work coordinating contractors and ensuring the project was completed as quickly and accurately as possible. We would also like to thank Kelly Medlin for her behind-the-scenes work coordinating and tracking expenditures on this Knapp Foundation project.
Online Learning Communities: Time To Get Wet?
Posted by: Joel Galbraith in Govt. 2.0, Local Government, Tools on June 12th, 2009
Within a couple months of my hiring and having gained a better appreciation of what the SOG is all about, it became clear to me that something was missing–online Communities of Practice (CoP). We were the great conveners–regularly bringing communities of practice together face-to-face to learn from us and from one another, and then they all went home…until we did it again. I know this doesn’t capture the ongoing phone and email support we provide our clients, nor the collective toe we’ve stuck in the water, or knee-depth wading we’ve done with our listservs. Some have even waded in quite deep with their wikis and blogs, but in my view, we’ve not yet realized the potential synergies of bridging the experience and expertise of our clients with that of our own in-house experts.
Last year we submitted a grant proposal (unsuccessful) to lay the technical foundation for a NC Land Use Planners Community of Practice–an open forum for government practitioners to learn from each other as well as providing a common platform to engage with School of Government faculty and resources. More than a portal where people come to find resources, a CoP is place where all can contribute resources, and at many different levels. More than a blog, with a single or few authors, a CoP can be “authored” by all subscribers. More than a wiki, A CoP is equally focused on the community and contributers as it is the content they contribute. I think this quote captures much of my thinking on CoP:
“People are the best conduits of information. Studies have shown that workers spend a third of their time looking for information and are five times more likely to turn to a coworker rather than an explicit source of information (book, manual, or database). Time is saved by conferring with members of a CoP. People have tacit knowledge which is not found in a book [or blog, webpage or wiki]. ” (Dalkir 2005).
Such a community space would allow our client groups to: Read the rest of this entry »
Visuals and Dumping the Drone
Posted by: Joel Galbraith in Distance Learning, Instructional Design, Presentations on May 29th, 2009
With the Online Modules pilot group, we’ve been discussing ways to make our presentations less wordy, and more visual. I was impressed with this slideshow on dumping the drone form our presentations, and the way it used so few words—yet it’s still easy to follow even without the audio (narration) or script!
It’s geared toward online corporate presentations, but it’s relevant to the elearning modules that a number of faculty in the school are currently developing. There are also some great nuggets in there for any of our presentations. Take a look.
Understanding SOG Webinars
Posted by: Joel Galbraith in Best Practice, Distance Learning, Tools, Try it! on May 5th, 2009
We’ve written a couple posts now on webinars at SOG (here and here), but today’s event wins the prize. For those unable to attend today’s webinar, you missed out! I hope you will take the time to watch the archive. It is well-worth a lunch time viewing…but not as good as the live event!
The goals of the webinar were to:
- give all attendees a first-hand look at what SOG webinars look–and act–like
- demonstrate a range of activities available in an SOG webinar (hint: you can do more than PowerPoint)
- Help you see ways a webinar might be useful to your courses, conferences and programs.
While viewing the archive, you’ll hear from numerous SOG colleagues: Donna Warner, Jen Lobenhofer, Joel Galbraith, Nancy Kiplinger, Shadi Eskaf, Cindy Lee. You’ll also hear and read responses to a number of questions from your peers.
The webinar covers: using PowerPoints, playing videos, using multiple presenters, using remote presenters, conducting audience polls (ala TurningPoint and clickers), online group discussions, question moderating, shared web browsing, annotation, session breaks, and much more 
Webinar archive link: http://breeze.unc.edu/p25529382/
Thank you to all those that helped with *and* participated in the event. What did YOU think of it? Did you gain any new insights? What challenges/benefits do you foresee? Please share your comments with us below!
-TLS team
Webinars: Currently More Than One Flavor Served
Posted by: Joel Galbraith in Did you Know?, Distance Learning on April 24th, 2009
Elsewhere in this blog, I’ve discussed webinars generally in the context of being one of the distance learning options we support at the SOG, but I’ve not adequately described them in terms of ice-cream flavors. We’ve now created a few of these interactive events with great success and positive feedback from delighted clients. More recently, a new webinar flavor has emerged from the kitchen for trials–with a third intriguing, likely-to-please flavor still in the works. Note that all SOG webinar flavors are inherently interactive, and at a minimum, allow our clients to ask questions during the event.
Vanilla (an enduring favorite)
- Presenter(s) present with slides and audio (video) from an SOG computer to clients around the State seated at their computers.
- Jen Lobenhofer, Donna Warner, Gail Wilkins and Karl Smith might be cornered for their thoughts on this flavor.
Rocky Road (aptly named for it’s increased complexity, but likely to gaining a steady following)
- The distinguishing ingredient of a Rocky Road webinar is that it simultaneously addresses both a live, face-to-face audience and an online remote audience. This webinar flavor is also known as a “Simulcast” event.
- Janet Mason and Jessica O’Sullivan have enjoyed a generous serving of this flavor and should be consulted for recommendations. Meredith Murray and John Rubin have submitted an order and are already feeling the rocky road part–but looking forward to the tasty payoff.
Goo Goo cluster (it’s all about the goo and clusters–but it’s still in the kitchen labs)
- Goo Goo cluster is a webinar flavor that clusters clients together around single computers (connected to projectors) at select sites around the state to enjoy the online event with each other rather than individually at their own computers. The networking (goo) running throughout this flavor, helps clients stay regionally connected, and also allows for group learning activities.
- Eileen Youens is our chief flavorologist on this one, but don’t bug her yet, this one’s not yet on the menu.
Join us May 5th for a lunchtime, brownbag, *virtual* webinar smorgasborg — an online webinar experience that will tickle your taste buds and have you lining up for more. TLS and other SOG colleagues will cover the why, who, when, where, whats of webinars, and showcase a variety of activities that can be included in webinars. (details to follow in the coming week)
-Joel G.
So, you wanna do something with media, huh?
Posted by: Joel Galbraith in Best Practice, Instructional Design on April 18th, 2009
So, you wanna do something with media, huh? The following 9 questions are worth asking yourself before you undertake any media project for your course-whether you do it yourself, or work with a TLS team member
- What is the need, problem or gap for which use of the new media might enhance learning?
- Would the application of new media help assess prior knowledge and build on existing skills?
- Would the application of new media enhance clients’ organization of information-given that organization helps determine remembering?
- Would the application of new media actively engage clients in purposeful practice that promotes deeper learning or automaticity (where desired). This, so that your clients focus on underlying principles, models and processes, not superficial features of problems?
- Would the application of new media help provide frequent, timely and constructive feedback or guidance?
- Would the application of new media adjust to individual client differences with increasingly diverse backgrounds and abilities?
- Would the application of new media increase cost or help create efficiencies in your course?
- How would the application of new media promote a learning-centered instructional approach?
- How would the application of new media address motivational or attitudinal aspects of learning?
Does this mean you shouldn’t come see us just to touch up your PowerPoint presentation? No, gussying up your PowerPoint likely addresses question 9, in that a more professional looking presentation affects how clients view your work and the the SOG overall.
I really could use 10 questions to round out the list. I deleted one of my list, but don’t yet have a good replacement. Any suggestions? Please post your comments/suggestions.
Adapted by Joel Galbraith from the original: Joel M. Smith & Susan Ambrose (June 2004). The “Newest Media” and a principled approach to for integrating technology into instruction. Syllabus Magazine
Poster Theme: Teaching is More than Telling
Posted by: Joel Galbraith in Best Practice, Did you Know?, Distance Learning, Instructional Design, Teaching on April 13th, 2009
Our new poster theme emphasizes the truth that teaching is more than telling or presenting. Alone, telling and showing do not automatically result in learning. Learning is most likely to occur when 1) the information presented meets a learner’s needs, 2) when learners adapt the knowledge to their context, and 3) when learners get to practice and demonstrate their new skills or knowledge.
A good teacher always tries to see things from the learners’ point of view… Read the rest of this entry »
Identifying Audience Needs
Posted by: Joel Galbraith in Instructional Design, Presentations, Teaching on April 7th, 2009
(requires SOG Intranet authentication)
Dona Lewandowski recently created a powerful introduction to her course that really anchors and gives a human face to the technical information she was attempting to communicate to her Magistrates. Dona considered her clients, identified a “missing link” in her course, and came up with this solution. Her solution is simply brilliant, easy to make and will be remembered! (SOG intranet password required)
As teachers we are 1/2 of the learning equation, the client too must be an active participant for learning to happen. But it is incumbent on us to put our self in our client’s shoes, learn their needs, and do what we can to eliminate obstacles to learning. If you were in their shoes listening to you, would your information and activities be useful? Would it be busywork, or engaging and relevant? If you were them, is there something else you wish you’d be getting from your course?
Let’s assume for a moment that as a high-performing organization–intent on helping public officials and citizens understand and improve state and local government–that what we teach is critical information for their jobs. Have you made clear why the information you are sharing is critical and helpful to them? Before we make that assumption, is there a way we can check that assumption? Consider the following:
- Use (or revise and use) your course evaluation as a tool to really solicit feedback on the effectiveness of your course in meeting learner needs
- Create a client survey to gather info on your specific client training needs?
- Use TurningPoint at the end of class to gather (and save) anonymous client responses. Let the rank order preselected topics of interest and value to them. Who knows? maybe choosing to display the results might show clients how difficult it is for your presentation to meet all their diverse needs.
The TLS team can help you design a survey, design some TurningPoint poll slides and provide additional tips on ways to consider your learners’ needs.
-Joel G.
