Online Course Development: Prezi is my friend?

One of the biggest challenges in an online course is to find ways to vary content delivery. While I use videos, voice-over PowerPoints, articles and even some cartoons and other visuals, I wanted to be able to incorporate some more exciting elements that could even be interactive.

Enter Prezi....

I heard about Prezi some time ago. I registered for a free educator's account, watched the intro video, played around with it a bit and decided it probably wasn't for me. There aren't easy voice-over capabilities and the zebra-thing you used was more like wrestling a gorilla.

I know that others didn't feel the same way... even one of my son's computer geek friends extolled the virtues of Prezi for flashy delivery.

A recent email from Prezi made me take another look. They gave the zebra a makeover. Sure enough, it was much easier to use. In fact, the Brand Attribute video in the lower right corner was created in Prezi in just a few minutes.

I also found out that you can search for reusable Prezis that others have created to get you started. I found a beginning Prezi for introducing StrengthsQuest that I liked. Boom...let's get started (and then Boom... a thunderstorm knocked out our power for a couple of hours)!

I was so pumped up to see how I could use this that I hit the computer again at 10:45 pm last night when the power came back on. I worked a couple of hours and was really pleased with what I was creating. One good thing is that you can allow the viewer to control the action. They can click through at their own pace (a little more web 2.0 there). I also hope it will help keep the students a little more engaged with the information.

I did dream about Prezi wheels and zebras all night long though...

Back to the Drawing Board?

I was putting the finishing touches on my website today. I had added, deleted, changed colors, fonts, colors and blocks of texts. I had written and rewritten. I finally sat back and thought, "okay, so this is pretty much done." I was excited to upload it and get on back to the other work that was pressing.

I called my teenage son in to take a look. I sat back with pride (mama can learn a few new tricks) while he scrutinized the pages. After a few minutes, he only had one comment, "Very Web 1.0, Mom."

Ahhhhhhhhhhhh........ All that work and he was pretty much right on the mark. It was very much an "older website" design.

So here I go again....

I spent the afternoon reading up on some fresh styles, top trends and new elements. And I realized that some of them just wouldn't work for me. After all, I am not a big business, eCommerce site or mass market commodity. The purpose of the website is just...well...me about me.

But I did make it better, fresher and a little easier on the eyes. And if I can get by on a little less sleep, I'll have it uploaded this week! That is...barring anymore teenage commentary!

Pause for Station Identification: Personal Website Revision

I spent all weekend working on implementing some of the personal branding concepts I have learned in the Reach Personal Branding Certification program. I will talk about this process further a little later in the summer once I've completed it.

For now, I knew there were several things I had to do. I needed to make sure my blog was up to speed. I had planned to write on my online course development process, so after some reflection, I went back and made sure my steps were all up-to-date.

I also knew I needed to redo my website. I purchased my name domain (samleonardbeck) a year or more ago when I first became aware of the importance of branding concepts. I had created a quick website with the simplistic web designer provided by my host. I wasn't crazy about the end result, but it was sufficient, or so I thought.

I can't believe how much I have learned since then about branding! When I originally did my website, I chose the colors simply because I liked them and thought they stood out. After going through the branding work, I realize that red was indeed the best color for me. I continued to use the black, gray and white because those are basically the colors I tend to wear. I included a little yellow in my new website because that is also a good branding color for me.

I purchased a website development software and spent the weekend learning how to use it. Fortunately, it was pretty intuitive and fairly easy to learn. I'm finalizing my website this week and hope to upload it in a few days. As a Maximizer, I know I won't be totally happy with it, but I can continue to revise it as I go along.

Now, back to online course development!

Online Course Development: First Deadline for Me!

I hit a hard deadline I had previously established for the online course. I had told students I would have some additional course information to them around June 24. This required that I individualize StrengthsQuest instructions with access codes and then email this out to each student.

This was boring, repetitious work and so I procrastinated…

On Saturday the 25th, I forced myself to sit down for about an hour after dinner and knocked it out. I emailed each student and I also included a revised syllabus. I told the students I had a waiting list for the class and asked them to let me know if they had decided against it. I heard back immediately from two students who have had a change of plans. The remainder of the students will get their information next week. Wow, I've really started!

Online Course Development: Business Writing Skills Workshop

I like the Business Writing Skills workshop because I feel it provides concrete information on utilizing business writing techniques. We all know our students believe they are great writers. Indeed, they may excel in AP English, literature-based essays and creative writing. We also know that business writing is different. This requires them to write concisely, get to the point and use appropriate words.

Students tended to be resistant when I told them they would need to employ a different writing style. After all, they are top students in a very competitive university. They didn’t really believe their writing wasn’t up to par.

Pam Brumbaugh from Elon University gave me a wonderful way to put this to students. She said, “Think about it this way… I'm teaching you to become bilingual”. In other words, business writing is a different way of writing - just like a different language. When you learn another language, you don't forget how to speak the first one. You have just added an additional one. You also know which settings you would use one language versus the other. It's the same way in writing. You won't forget how to write a poem or a thank-you note to your grandmother. Instead, you will learn techniques that you must consciously use in business settings.

The business writing skills workshop teaches a plan-draft-revise model. I show students how to do a planning worksheet. We then briefly discuss the drafting phase. The second workshop in this module focuses on revision. Students learn to go back to their work and revise to include effective words (short, concrete, specific, appropriate) to create effective sentences (active tense and generally subject-verb-object) and effective paragraphs (short and based on the topic sentence).

The assignment for this workshop is the beginning work for a business memo. In my regular class, I use examples related to general business, such as a memo recommending implementing social media or purchasing company cell phones for the sales team. These are accounting students in my online class. I enlisted the help of an accounting professor to devise an appropriate subject. He is also going to provide me a “key” to appropriate research, since my accounting knowledge would fill a thimble!

Students will create a planning worksheet and a draft. I review both to ensure they included sufficient research and information. I also review the draft to make sure they are not revising as they go along, a very inefficient writing process. They will revise the memo and resubmit after the Business Communications workshop.

Online Course Development: Oral Communication Skills Workshop

This workshop helps students assess and improve their communication in formal and informal small group and one-on-one settings. I base some of the material on First Impressions by Ann Demarais. This is a fantastic book on how to analyze and change how we appear to others. There are wonderful "assessments" you can use with the material for reflection. Dr. Demarais graciously granted permission for me to use some of this with my students.

Why is this important for students? Here is a typical student/Sam interaction in the halls.... Sam-"So, how was your spring break?" Student-"Great". Sam - "What did you do special?" Student-"Went to Cancun." Sam-"Wow, that sounds really fun!" Student-"Yep" and so on...

Now, granted, I could have worked harder on my open-ended questions, but students typically respond to "adults" in this brief, fact-based approach. They wait to get questions and they supply the required response. They rarely expand, draw the other person out or ask questions in response that could deepen the conversation. This is probably okay in the above casual encounter (although it would have been nice to have been asked about my break as well) but I point out to students that they will soon be in situations where they will be expected to put the other person at ease, guide the conversation and seek to deepen the connection. That may happen in just a month or two when they take a potential client to lunch. "Yikes", I can see in their expression! This workshop helps teach them skills to excel in these situations.

I also spend some time here on nonverbal communications as well. After they watch a brief video on nonverbals, they complete an exercise coaching a "team member" on improving their nonverbals (try searching for "arms crossed" clip art for some good examples).

The student assignment is designed to help them assess their current conversational style and create a plan for improvement.

Online Course Development: Networking Workshop

I'm ready to begin! Branding is the first workshop the students will complete, but I am still working on my Branding Certification and considering the materials I want to use. So I am going to jump ahead to the second workshop - Networking. This seemed like "low hanging fruit" because I already have a great video I previously created, along with good assignments, goals and a clear direction.

Not so fast! The video I already have is basically my one-hour class. That is not going to be effective for online learning. I don't think it is realistic or appropriate. I believe breaking up the workshops and alternating with other materials is going to be better for learning.

Camtasia Studio makes fairly quick work of separating my previous Networking video into two parts. The students will begin by taking a quick survey I created to assess their attitudes towards networking (usually past responses indicate they realize its importance but are unsure exactly how to do it and secretly feel it is "using" people artificially).

Next, my first video helps them understand how Networking is not "using and schmoozing"! I want them to understand how to connect in a way that creates mutually beneficial long-term relationships. They then take a quick assessment to demonstrate understanding of these concepts.

In the second Networking video, they learn how to use these concepts in an internship or job search. I "walk them through" developing a networking script, making a networking phone call and documenting the results. I also show them JibberJobber and a networking contacts spreadsheet they can use to compile and maintain their connections.

Their assignment for this module requires them to create a script, make a call and document the results (information they received, additional contacts offered, etc.)

This is one of my favorite workshops and deliverables! Student feedback is always so positive! They are delighted with how easy it ended up being and how much help and other connections they receive.

This is also one of the workshops I offer for outside groups. Let me know if I can partner with you!

Online Course Development: Format

While it's my nature to dive right in and get started on any new project, I know the importance of creating a structure in advance for classes. This helps the student, but also makes it easier on the developer. I decided on a three part format for each workshop – “Think about It”, “Learn about It” and “Try It Out”.

The “Think about It” section introduces the topic. It may include a short survey, a brief exercise, an article or even a cartoon or visual. The goal is to help the student get ready for the information that will follow.

The “Learn about It” phase begins with the goals for the module. These are followed by videos or other instruction. Brief quizzes, introspections or other feedback follow each video to keep the students engaged and connected to the material. This also helps me ensure they are actually watching the videos and not off checking Facebook!

When the students “Try It Out”, they complete and submit a weekly deliverable or assignment. While I look at all of the material submitted, these assignments receive extra scrutiny and individual feedback.

Online Course Development: Content

The following workshops are required in the Professional Development Course:

Personal Branding and Self-Development Workshop

Students will explore their strengths through StrengthsQuest, understand the concept personal branding and begin to implement branding concepts.

Networking Workshop

Students will learn how to develop, access and maintain personal and professional networks. Students will complete a networking exercise and establish a system to maintain future connections.

Oral Communication Skills Workshop

Students will assess and improve their communication in formal and informal small group and one-on-one settings. Students will analyze and coach nonverbal communications to a colleague. Students will assess their conversational style and create a plan for improvement.

Business Writing Skills Workshop

Students will understand and implement effective writing processes and styles in business communications. Students will complete a revision exercise using effective words, sentences and paragraphs. Students will create a planning sheet and draft for a business memo.

Business and Electronic Communications Workshop

Students will learn to develop effective business communications including letters, memos, reports and emails. Students will revise their previous draft using the business writing and business communications guidelines.

Listening Skills Workshop

Students will gain information on preferred listening styles. Students will assess their listening style and develop a personal action plan to improve their effective listening skills.

Presentation Skills Workshop

Students will understand the steps involved in planning a presentation, as well as the techniques involved in public speaking. Students will develop and present a 3-5 minute presentation about their personal insights on their strengths and brand.

Interview Skills Workshop

Students will attend an on-campus workshop when they arrive in August to develop powerful interview strategies for their internship interviews in September. Students will record a mock interview and make a plan for interview improvement.

Online Course Development: First Steps...

First, I obviously needed to design a syllabus and a course schedule. I decided on 8 workshop/modules. Each module is to be completed during an assigned week, beginning July 11 and concluding September 5. The modules consist of video workshops, short quizzes, surveys, reflections or other ways of responding to the information, and a designated assignment or deliverable that I assess for mastery.

This course is a one credit pass/fail. I require each student complete all workshops and all assignments to receive credit. Since this is a pilot course, I offered students the option of engaging in the class, but without incurring penalty if they were unable to complete it. I hoped to limit the class to around 15 to 20 students. But when we sent out the email inviting students to take this optional class, I received 35 enthusiastic responses!

I decided to enroll the first 21 students that responded on the first two days. I've then placed the remaining 14 students on a waiting list. One student on the waiting list asked if he could still have access to the class even if he could not receive credit. What a good idea! So, I will offer those students a spot in the class if they're willing to commit to all of the course requirements, including the weekly assignments. Alternately, I will allow the students on the waiting list to have access to the class materials for their own self-directed learning. They can obtain all of the information but will not be required to complete the deliverables. (note: each weekly deliverable requires approximately 30 minutes per student for feedback and evaluation, so time commitment on my end is a determining factor in the class enrollment).

Creating the two different cohorts provides a test group I can later survey to see if there is value in making the online course available but without requiring the deliverables or offering feedback.