Reading skills for the selfie generation | Webinar summary

This OUP webinar was facilitated by Thomas Healy. He suggests that the reading skills required by the selfie generation are different than what we traditionally identify as important attributes.  He envisions this dichotomy in this way:

20th century learners  >>>> Selfie generation

Text >>>> Picture, sound, video

Single task >>>> Multi-tasking

Independent &  individual >>>> Interactive, networked

The physical world >>>> The digital world

teacher-training
It’s not just millenials who are selfie-obsessed. Here are some of my enthusiastic participants from a recent teacher training program. I quite dislike selfies and am grateful this one has come out a bit blurry.

Healy asserts that this presents a double challenge for our teaching because Ss are required to read both traditional print and digital text. Some of the other challenges he identified include skimming, scanning and all the other traditional skills in a digital environment, dealing with proximity issues (scrolling to find information as opposed to having it within frames in print), dealing with ‘rabbit hole’ issues (getting distracted by hyperlinks and wandering away from the text), and dealing with cognitive load.

He proposes interactive PDFs as a solution. Have you ever filled a PDF form before?  PDF forms are a type of interactive PDF. An interactive PDF allows users to do more than just read information; there might be hyperlinks, embedded audio or video clips, and text boxes to type information. When I was with Deloitte, there was a top down imperative to reduce the number of handouts used for courses and since all the employees had laptops, we created interactive PDFs. The rationale was to save paper rather than address the needs and affordances of millenials. Although there was WiFi everywhere, my colleagues and I were a little skeptical of creating activities that would have the Ss wander away from the PDF … they certainly didn’t need encouragement to multitask.

Digital reading activities 

Here are some of the ideas Healy shared for creating an engaging interactive PDF:

  • Hyperlink pictures within the text to existing YouTube videos and ask Ss to watch the video and answer questions.
  • Hyperlink to a private Facebook group and ask Ss to do a discussion activity there, for example, share some ideas about a topic. Ss are then required to report back in the interactive PDF by answering a question such as “Which of your classmates’ ideas do you agree with? Write them in the box below.”
  • Include text boxes within the PDF. Ss don’t have to write in their notebooks or in MS Word. Their responses are captured in a single PDF document which they could save and share with you.
  • Use screen capture tools like Camtasia to annotate text. Record yourself visually demonstrating to Ss the process of reading a text. Use different colours to highlight the different pieces of information a reader would typically look for and find. Upload the  instructional video to Youtube and create a link in the interactive handout. Ss watch the instruction video before they attempt the same process for the text in the PDF. I thought this was a particularly interesting idea – ties in with the popularity of ‘how to’ and encourages learner autonomy
  • Highlight structural or lexical elements in the text which could help Ss identify information such as using conjunctive adverbs or conjunctions – in contrast – to recognize contrast. This could be done through an instructional video using a screen capture tool or more simply, using an annotated image of the text.
  • Annotate to demonstrate scanning; for example, show Ss how they can quickly look for proper nouns, dates, and italics.
  • Give Ss a number of sources (URLs) on Facebook as a sort of webquest activity and ask them identify the source that would be appropriate for academic research. Ss must also explain why.
  • Share signposts such as words like ‘however’, ‘yet’, ‘on the other hand’, ‘whereas’ and punctuation marks like ‘?’ and ask Ss to use the search tool within the PDF to find information these signposts might be connected to. I thought this was a very relevant technique which genuinely considers the affordances of the digital medium.

Digital tools

Healy recommends Adobe Acrobat Pro for creating interactive PDFs and Camtasia Camtasia for making instructional videos. They’re both paid software but you can try out them for the first month for free.

Here are some free tools for creating interactive PDFs:

Copyright issues

As I was watching the webinar recording, I kept thinking about copyright issues which Healy addressed just before he concluded. Obviously, a lot of his suggestions for working with digital texts and media can only be executed if you own the copyright or if the text is in the public domain or you’ve got permission from the copyright holder.

Embedding video 

While Healy suggested adding YouTube links, I would recommend embedding the video within the PDF in order to limit reliance on external links. This shouldn’t be a problem if it’s an instructional video that you created – it’s quite easy to embed the video using Adobe Pro. The file size bloat a bit but then there are so many ways to share files these days so I don’t see that being a problem.

Have you used these or similar ideas for enhancing digital reading skills? Do you create interactive PDFs? What’s been the learner experience?

 

Upcoming webinars for educators | September – December 2016

Have you attended any interesting webinars lately? I’ve been missing all the good stuff and turning up for the crap ones. Here’s some webinars to keep you (hopefully) engaged till the end of the year. An * marks webinars that require registration.

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Language 

TEFL Equity 

Teacher development 

Pedagogy & niche topics 

Technology

Online conferences 

Corporate topics

This is crap | An intercultural competence activity

This activity is based on an article by Erin Meyer titled How to say “this is crap” in different cultures. Meyer recycles some material from an old Internet meme about British-Dutch cultural differences. Nevertheless, it demonstrates differences in how people convey feedback linguistically quite well.

intercultural feedback

Image attribution: Meeting by Howard Jefferson | Flickr | CC BY-NC 2.0

Objective 

Raise awareness of the cultural gap caused by direct vs. indirect approaches to giving feedback  and allow learners an opportunity to discuss ways of mitigating risks arising from these differences

Materials

Make copies of and cut up the table titled ‘Anglo-Dutch Translation Guide’ in this article. You don’t need to use the entire table as participants might take too long to unjumble it. Select four rows that your learners might find interesting.

Procedure

  • Board the phrase “this is absolute crap” and ask participants if they would ever use this phrase while giving feedback to a colleague about some work they’ve done. Ask them to discuss the reasons for their response with a partner.
  • As you take whole class feedback, you’ll find some participants articulating a softer response such as “this is sort of what I was looking for”. Board these.
  • Derive that some cultures are more explicit or direct in communicating feedback.
    • Upgraders: These direct cultures tend to use upgraders such as absolutely, strongly, or totally before negative feedback to strengthen it such as “This is absolutely inappropriate”. In these cultures, “this is absolute crap” may be perceived as acceptable.
  • Point out that other cultures are more implicit or indirect as perhaps with the utterances shared by the participants for softening the message.
    • Downgraders: These indirect cultures tend to use downgraders such as kind of, sort of, a little, a bit, maybe and slightly to soften the blow. They might also use a type of downgrader called an understatement such as “We are not quite there yet”.
  • Ask participants to categorize some national cultures based on whether they are relatively direct or indirect (bear in mind that indirect cultures like India often perceive themselves as more or less direct).
  • Board participants’ suggestions and circle the UK & the Netherlands.
  • Signpost the cutouts and state that the cutouts belong under three headers: What the British say, What the British mean, and What the Dutch understand. Ask participants to work in groups to put them in the right categories.
  • Get participants to identify the gap between what is being said/meant and what is understood and the problems this might create.

Action planning

  • Ask participants to think about the kind of culture they come from – indirect/direct – and consider their own personal orientation to giving feedback. Do they use upgraders or downgraders?
  • Have them imagine a situation where they are working with someone who has a different preference to feedback than them, what could they do to ensure that they are not misunderstood or don’t end up damaging the business relationship.

Reference: Meyer, E., How To Say “This Is Crap” In Different Cultures in the Harvard Business Review, Feb 2014.

Upcoming MOOCs for educators | Jun to Aug 2016

I haven’t done a single MOOC since the start of the year but I can dream right?! Here are some upcoming courses that might be up your alley. All free.

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Teaching

Blended learning 

Language 

Other

Have you done any MOOCs this year? Which ones do you recommend? 

Repeat again | An evidence-based matrix activity

A matrix activity or game is an instructional strategy for getting learners to categorize, come up with solutions, or discuss points presented within a grid. This particular activity is based on research presented in the ‘Defend your research’ section of the Harvard Business Review.

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Image attribution: Phone by HanZhan | Flickr | CC BY-NC 2.0


Objective 

Redundancies (such as the one in this activity’s name) are seen as a sign of a poor communicator but a study in this area reveals that there may be a strategic purpose behind repeating yourself. The activity challenges learners to question popular perceptions about redundant communication and reflect on how they assign tasks to their team members.

Pre-work 

It might be a good idea for the T to read this HBR article – Defend Your Research: Effective Managers Say the Same Thing Twice (or More)

Materials 

You’ll need copies of the activity handout for each participant.

Procedure

  • Lead in to the activity by asking participants to discuss in pairs how they go about assigning a task to a team member. You may want to give them an example such as “You need your team member to create a report for you” – how will you go about assigning this task?

Part A

  • Distribute the activity handout and ask participants to read the two caselets individually and fill the communication matrix. You may need to signpost the example and demonstrate that they need to do two things. First, put ticks and crosses based on which modes of communication they’d use in that situation. Second, rank their ticks based on what they’d do first, second, third, etc. Point out that they don’t need to necessarily have more than one tick.

Part B

  • Ask participants compare their matrices in pairs and discuss the rationale behind the modes they’ve selected.

Part C

  • Ask participants to now read the summary of the research provided in the handout. They should compare their own ideas to the findings of the study.

Part D 

  • Get participants to discuss some reflection questions on whether they agree with the study and why managers might be increasingly using redundant communication.

Action planning

You may want to conclude the exercise by getting participants to do some action planning. In light of this research, are there any changes they would want to make to their approach to assigning work?

Reference: Neely, T. & Leonardi, P.M., Defend your Research: Effective Managers Say the Same Thing Twice (or More) in the Harvard Business Review, May 2011.

Automated group generators

Last year, I blogged about creative grouping techniques. It was a post that was specifically meant for a group of teacher trainers I’d worked with. Incidentally, I don’t use these techniques very often because I usually have an LCD projector so I prefer using a random or automated group generator, which I find a lot more efficient.

random group

How does it work? 

Select a random group generator that fits your classroom (WiFi or no WiFI) and budget ($$$ or are you kiddin me). Feed in your participant or student names, hit enter or group or whatever and voila.

Paid offline 

  • Smart Notebook: This is the one I use. Dated UI but it’s got a random group generator as well as a random word generator which can be repurposed to select a person. I learnt to use it from this Youtube video.

Paid online 

  • Triptico: This is a fab app with much more than just a random group generator but connectivity is often an issue for me so I can’t invest in something that constantly requires an Internet connect.

Free offline 

  • Random group generator in Excel: Here’s one version and here’s another.  A bit dull but they do the job.  You’ll need to do some learner training though because the grouping happens in a single list with numbers, participants are perpetually confused.

Free online 

Do you know or use any automated group generators which I haven’t included? Add ’em in comments.

Upcoming webinars for educators | June – August 2016

webinars

This post’s a long time coming but here are some upcoming webinars.

Lesson ideas & activities 

Learning management 

Technology 

Pedagogy 

Business & corporate topics

Other