Face-to-Face Connection in a Public Speaking Course. More? Or Less?: Comparing a Fully Online Basic Speech Course to a Partly-Online - PowerPoint PPT Presentation

1 / 76
About This Presentation
Title:

Face-to-Face Connection in a Public Speaking Course. More? Or Less?: Comparing a Fully Online Basic Speech Course to a Partly-Online

Description:

One audio speech, called in to a college voice mail system ... How you wish to be contacted. How often students are expected to check discussion forum or e-mail. ... – PowerPoint PPT presentation

Number of Views:1417
Avg rating:3.0/5.0
Slides: 77
Provided by: thebreme
Category:

less

Transcript and Presenter's Notes

Title: Face-to-Face Connection in a Public Speaking Course. More? Or Less?: Comparing a Fully Online Basic Speech Course to a Partly-Online


1
Face-to-Face Connection in a Public Speaking
Course. More? Or Less?Comparing a Fully Online
Basic Speech Course to a Partly-Online Hybrid
Format
Ellen Bremen, Professor Highline Community
College Speech Department
2
In the Beginning Online Public Speaking
  • Necessary to support college strategic management
    plan.
  • Lack of course hinders other online programs.
  • Lack of course stunts students in outlying areas.
  • One of the top 10 digital community colleges, as
    nominated by the American Association of
    Community Colleges

3
  • How Online Public Speaking Works
  • Course work delivered via WebCT with written and
    audio lectures, real-time PowerPoint slides, and
    instructor-created audio sample speeches
  • Mandatory online orientation
  • One audio speech, called in to a college voice
    mail system
  • Four videotaped speeches (informative,
    demonstrative, persuasive, special occasion) on
    videotape
  • 17 online quizzes higher order discussion
    questions
  • One PowerPoint presentation
  • Three graded comprehensive outlines
  • Audience location requirement
  • Specified due dates (Wednesdays) with 10 points
    late penalty within current speech genre 50
    penalty afterwards with mandatory phone
    conversation

4
Step 1 Preliminary Work
  • Orientation
  • Syllabus
  • Course Timeline

5
Managing the Orientation Process
Develop an online orientation to create an
authentically distant course.
Students MUST make contact before starting,
either by contacting you or vice versa.
6
(No Transcript)
7
(No Transcript)
8
(No Transcript)
9
  • Transforming the
  • Syllabus
  • Nothing can be taken for granted!
  • All instructions must be explicitly described!

10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
  • Determine Special Requirements
  • Type of videotapes you will accept.
  • Whether or not student must have an outside
    e-mail account.
  • Audience requirement.
  • Location requirement.
  • Lighting/volume requirement.
  • Deadlines/Late penalty Specified due dates with
    10 points late penalty within current speech
    genre 50 penalty afterwards with mandatory
    phone conversation.
  • How students should submit work (in person, mail,
    e-mail).

14
  • Determine Special Requirements
  • Camera angle and positioning (on speaker entire
    time visual aid)
  • Queued tapes.
  • Stopping and starting tapes.
  • No Q A.
  • No tag-team speeches.
  • How you wish to be contacted.
  • How often students are expected to check
    discussion forum or e-mail.
  • Current contact information for the student.

15
  • Transforming the
  • Syllabus
  • Provide instructions for everything! Reiterate
    often.

16
(No Transcript)
17
Statement on Syllabus Our communication in this
course is most important I am committed to
returning your phone call or e-mail within 24
hours on a weekday If I receive an e-mail from
you over the weekend, I will usually also respond
sometime on Saturday or Sunday, unless I am out
of town. If you do not hear from me, then this
means that I have not received your e-mail or
voice mail message. Please contact me again.
Similarly, if you have only tried to e-mail me,
and I have not e-mailed you back, then this means
we are having a technological problem, and I
anticipate that you will attempt to reach me via
telephone. I welcome hearing from you as often as
you need meIm here to serve youbut I cant
communicate with you if I dont know that youre
trying to get in touch with me.
18
(No Transcript)
19
(No Transcript)
20
  • Creating a Course Timeline
  • Keep the timeline manageable for yourself in
    conjunction with other courses.

21
(No Transcript)
22
(No Transcript)
23
Step 2 Transform Course Content
  • Content should mimic existing traditional course.
  • Remember Anything you would say to your students
    in class has to be transformed to text and audio.

24
  • Determine Speech Assignments.
  • Provide ALL requirements, evaluation forms,
    rubrics, even sample evaluations, if possible.

25
(No Transcript)
26
(No Transcript)
27
(No Transcript)
28
(No Transcript)
29
(No Transcript)
30
(No Transcript)
31
  • Design Course Content
  • Use diverse pedagogical strategies so distant
    students can connect with curriculum i.e., text
    files, PowerPoint, audio, activities, quizzes,
    essay questions, outside websites, etc.

32
(No Transcript)
33
(No Transcript)
34
(No Transcript)
35
(No Transcript)
36
(No Transcript)
37
(No Transcript)
38
(No Transcript)
39
(No Transcript)
40
(No Transcript)
41
  • Build Community
  • Strategy 1 Student Samples

42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
(No Transcript)
46
  • Build Community
  • Strategy 2 Have students record material
    online and record your own samples.

47
Building Community
48
(No Transcript)
49
  • Build Community
  • Strategy 3 Allow students to meet you.

50
(No Transcript)
51
  • Build Community
  • Strategy 4 Use a community discussion area.

52
(No Transcript)
53
(No Transcript)
54
Wow! Speaking groups are forming!
55
  • Determine Assessment Strategies
  • Speeches
  • Written Work
  • Quiz Tools

56
(No Transcript)
57
(No Transcript)
58
(No Transcript)
59
Staying Alive Online
  • Consider online or on-campus orientationremember
    on-campus forces students to come to campus
  • Must maintain community.
  • Beware of miscommunication. Remember the
    peachtree story!
  • Beware of faulty videotapes.
  • Beware of talking heads.
  • Every requirement explicitly documented nothing
    taken for granted (Remember tag teams!)

60
Staying Alive Online
  • Set Wednesday deadlines.
  • Maintain integrity of the traditional course.
  • If confusion arises during one semester, use it
    as a teaching tool for the next.
  • Develop a FAQ page.
  • Lead students to review the discussion forum or
    bulletin board for frequent updates.
  • Maintain contact with students via telephone, if
    necessary.

61
Outcomes
  • Allows fully online programs, consistent with
    colleges strategic plan.
  • After one year, student evaluation scores
    steadily rose from 6 to 9 out of 10
  • After one year, retention rate increased from 50
    to 75-80
  • More sections of course added through adjunct
    instructors
  • Course won first place in Educational Technology
    from the National Council of Instructional
    Administrators, 2003.
  • Published in Community College Times as a Best
    Practice in online instruction.

62
But then. Relocation to Seattle!
63
Rocking The World No Online Public Speaking!
  • No remarkable number of hybrid/online offerings.
  • New class Basic Oral Communication.
  • New course management system BlackBoard.
  • Only hybrid format supported
  • after nearly a year and an enrollment crisis!

64
  • Considerations
  • Why?
  • How?
  • What?

65
  • How Hybrid Basic Oral Communication Works
  • Definition of hybrid at Highline 40/60 split
    face-to-face/classroom.
  • Course work delivered via BlackBoard with written
    and audio lectures, real-time PowerPoint slides,
    and instructor-created audio sample speeches
  • Pedagogical change Modular format based on
    Caine and Caines brain-based learning
    principles immersion learning.
  • Class meets five Wednesday evenings for four
    hours three lecture/discussion days, 2.5 speech
    nights. Dates strategically scheduled.
  • Written work incorporated with speeches one
    journal, three speeches (minor/major), two
    outlines, five discussion forum posts, virtual
    workgroup project. Departmental final exam taken
    online.
  • 50 quiz questions sprinkled throughout course
    relating to the final.

66
Distribution of Assignment Dates
Distribution of Class Dates (on handout)
67
(No Transcript)
68
(No Transcript)
69
(No Transcript)
70
(No Transcript)
71
(No Transcript)
72
Outcomes of Hybrid Offering
  • Has run six times full every time.
  • Maintained 85 retention.
  • Hybrid students consistently higher scores,
    information literacy .
  • Hybrid drives changes to traditional course.
  • Success of hybrid makes way for 37 more courses
    and 64 online courses!

73

Speech 100 Assessment for Standard Courses (Spring 2005) and Hybrid Courses (Summer 2005) Speech 100 Assessment for Standard Courses (Spring 2005) and Hybrid Courses (Summer 2005) Speech 100 Assessment for Standard Courses (Spring 2005) and Hybrid Courses (Summer 2005) Speech 100 Assessment for Standard Courses (Spring 2005) and Hybrid Courses (Summer 2005)
Student Learning Outcomes Areas Standard Courses (N 233)   Hybrid Courses (N 43)
Correct   Correct
Communication Theory 83   89
Interpersonal Communication 84 94
Small Group 61     63
Public Speaking 82     84
Multicultural Comm.   70      80
74

Speech 100 Assessment for Standard Courses and Hybrid Courses (Spring 2006) Speech 100 Assessment for Standard Courses and Hybrid Courses (Spring 2006) Speech 100 Assessment for Standard Courses and Hybrid Courses (Spring 2006) Speech 100 Assessment for Standard Courses and Hybrid Courses (Spring 2006)
Student Learning Outcomes Areas Standard Courses (N 238)   Hybrid Courses (N 31)
Correct   Correct
Communication Theory 82   92
Interpersonal Communication 84 92
Small Group 62     70
Public Speaking 77     89
Multicultural Comm.   72      74
75
So which is better? Hybrid? Online?
  • Hybrid
  • Missing classroom time.
  • Student population largely not ready for online
    learning.
  • Taping speeches in class (big benefit!).
  • Best of both worlds.
  • Option for students not making it in traditional
    course.
  • Online
  • Need flexible teaching schedule.
  • Student population well prepared for online
    learning.
  • Students in outlying areas.
  • Students willing to tape outside of class.
  • Comfortable with being faceless instructor.

76
Challenges for Either Format
  • Hybrid
  • Hard to play catch-up less independently
    directed.
  • Lack of classroom time for makeup work.
  • Missed class One is like missing four.
  • All speeches at once.
  • Scheduling.
  • Determining what material should be covered
    where tight classroom time.
  • Online
  • Disconnection with students.
  • Ensuring that the online component is robust to
    provide meaningful instruction.
  • Keeping students on track with taping speeches.
  • Defining online at your institution.
Write a Comment
User Comments (0)
About PowerShow.com