The #GREAT14DEBATE: Online Discussion Forums - Schoology vs. Twitter
The #GREAT14DEBATE was not something that appeared overnight. After some time and deliberation with Sean and Emily, Katie and I were able to develop the debate format that we presented with. We first began with the idea of presenting two different online discussion forums. After some brainstorming on how we could make this a more engaging and enjoyable presentation, we decided to put Schoology and Twitter up against one another in a debate with a series of rounds. We believed that this would be a more enjoyable presentation for the audience, as it was a new format to presenting, and it enabled them to get in on the debate and try out both of the forums for themselves.
In order for us to make the presentation truly mimic a debate, we created a series of rounds with two seperate powerpoints, one for each side of the debate. This would allow us to go back and forth, presenting on different aspects of the online discussion forum as if it were really a debate. These two powerpoints were shown on two different projectors, on one side of the room. Katie presented Schoology on one board and I presented Twitter on the other. Both presentations were in sync, allowing us to start and end each round at the same time.
Following the session, Katie and I both agreed that it went quite well. We practiced and practiced, and we both felt that this was the best run yet. I realize there are always improvements to be made, and we did discuss those and will again later, however we were proud in what we had achieved.
The most important feedback we received was from Emily and Sean on the day before the conference. We came into our practice session with them, with what we felt was a good presentation. Because of their help, we left knowing that with a few minor adjustments, it could be great! We took all of their suggestions to heart and made the improvements that were necessary to making our session better. The key feedback we received was not with the content, but was with our presentation itself. Sean and Emily explained that if we were to grab and keep their attention, we needed to get in the spirit of the debate and truly act as though we were in it to win it. This took some work for me, as I’m not necessarily the most assertive or confident person when it comes to debates and acting while presenting. Though I knew that if I worked at it and made some small changes, it would make our presentation that much better. After watching the presentation on video, I can say that I wasn’t perfect at it, but based on the enjoyment of the audience in the video, on the surveys, and on Twitter, I knew that my small changes made a world of difference. This excitement during our session made our audience more engaged to pay attention and learn from what we had to say.
We utilized a couple different resources during our presentation. As already mentioned, we used two different powerpoints, on two different screens, that were synced together for a debate style presentation. This was so incredibly important to do in order to have the debate work and for our audience to be involved in the session. We worked it out well so that our audience was only focused on one board at a time. Katie and I took turns presenting, and this meant that our audience was not moving their heads back and forth constantly, but only at transitions. Along with the debate style powerpoints, we also kept a backchannel going with the help of Dan and Barb. This backchannel was through a class, set up by Katie, on Schoology, and on Twitter with #GREAT14DEBATE, set up by me. During the presentation, these backchannels allowed for our audience to try out the tools and interact with one another to ask questions and give their comments. After the session was over, I revisited the tweets that were sent and replied to the lingering questions and comments about the sessions. With only forty minutes, there were questions and comments that we were not able to get to. These backchannels allowed for everyones input to be reached.
Overall, I have to say that I felt as though the presentation went really well! After reviewing the video, reading the surveys, and looking over the backchannels, I saw that most people thought the same. The feedback focused on how engaging the session was, allowing for the audience to use the backchannels and try out the discussion forums for themselves. Feedback also told us that the debate style presentation was creative and kept the attention well. It did this because it was unique to many of the people at the session. Because it was new and we really tried to get into the debate as much as possible, the audience had as much fun with it as we did, while learning a lot at the same time. The surveys and backchannels showed to us that we got people to really think about how they can use these two tools in their classroom in creative ways. Seeing how teachers are bringing what you have presented back to their classrooms is what makes conference presentations worth it!
The only problems, that we noted, dealt with our presentation of the material. Personally, I can work on a couple things. First, my stance in the front of the room could be better, without as much unnecessary movement. This movement can be distracting to those watching me, and can draw their attention away from the material being presented. I have gotten a lot better at this, while practicing for the presentation, though there is still work that can be done. Paying attention to what I’m doing with my body during a presentation is a must. Overtime, this concentration on my body movements will become less necessary as I will train myself to make less unnecessary moves.
One other improvement could be made during the transitions. We wanted to make the presentation like a debate, so that it was humorous and enjoyable for the audience. We made it so, however, I feel as though I could have played into the debate more and made my transitions a bit more theatrical, as if we were really in a debate. This would make for a more enjoyable and captivating session than we had. As with the movement, I did improve greatly on this throughout our practice for the session, but work can still be done to improve transitions like this in the future. I will continue to practice my transitions in presentations and ensure that the audience can see me up there enjoying myself presenting.
In order for us to make the presentation truly mimic a debate, we created a series of rounds with two seperate powerpoints, one for each side of the debate. This would allow us to go back and forth, presenting on different aspects of the online discussion forum as if it were really a debate. These two powerpoints were shown on two different projectors, on one side of the room. Katie presented Schoology on one board and I presented Twitter on the other. Both presentations were in sync, allowing us to start and end each round at the same time.
Following the session, Katie and I both agreed that it went quite well. We practiced and practiced, and we both felt that this was the best run yet. I realize there are always improvements to be made, and we did discuss those and will again later, however we were proud in what we had achieved.
The most important feedback we received was from Emily and Sean on the day before the conference. We came into our practice session with them, with what we felt was a good presentation. Because of their help, we left knowing that with a few minor adjustments, it could be great! We took all of their suggestions to heart and made the improvements that were necessary to making our session better. The key feedback we received was not with the content, but was with our presentation itself. Sean and Emily explained that if we were to grab and keep their attention, we needed to get in the spirit of the debate and truly act as though we were in it to win it. This took some work for me, as I’m not necessarily the most assertive or confident person when it comes to debates and acting while presenting. Though I knew that if I worked at it and made some small changes, it would make our presentation that much better. After watching the presentation on video, I can say that I wasn’t perfect at it, but based on the enjoyment of the audience in the video, on the surveys, and on Twitter, I knew that my small changes made a world of difference. This excitement during our session made our audience more engaged to pay attention and learn from what we had to say.
We utilized a couple different resources during our presentation. As already mentioned, we used two different powerpoints, on two different screens, that were synced together for a debate style presentation. This was so incredibly important to do in order to have the debate work and for our audience to be involved in the session. We worked it out well so that our audience was only focused on one board at a time. Katie and I took turns presenting, and this meant that our audience was not moving their heads back and forth constantly, but only at transitions. Along with the debate style powerpoints, we also kept a backchannel going with the help of Dan and Barb. This backchannel was through a class, set up by Katie, on Schoology, and on Twitter with #GREAT14DEBATE, set up by me. During the presentation, these backchannels allowed for our audience to try out the tools and interact with one another to ask questions and give their comments. After the session was over, I revisited the tweets that were sent and replied to the lingering questions and comments about the sessions. With only forty minutes, there were questions and comments that we were not able to get to. These backchannels allowed for everyones input to be reached.
Overall, I have to say that I felt as though the presentation went really well! After reviewing the video, reading the surveys, and looking over the backchannels, I saw that most people thought the same. The feedback focused on how engaging the session was, allowing for the audience to use the backchannels and try out the discussion forums for themselves. Feedback also told us that the debate style presentation was creative and kept the attention well. It did this because it was unique to many of the people at the session. Because it was new and we really tried to get into the debate as much as possible, the audience had as much fun with it as we did, while learning a lot at the same time. The surveys and backchannels showed to us that we got people to really think about how they can use these two tools in their classroom in creative ways. Seeing how teachers are bringing what you have presented back to their classrooms is what makes conference presentations worth it!
The only problems, that we noted, dealt with our presentation of the material. Personally, I can work on a couple things. First, my stance in the front of the room could be better, without as much unnecessary movement. This movement can be distracting to those watching me, and can draw their attention away from the material being presented. I have gotten a lot better at this, while practicing for the presentation, though there is still work that can be done. Paying attention to what I’m doing with my body during a presentation is a must. Overtime, this concentration on my body movements will become less necessary as I will train myself to make less unnecessary moves.
One other improvement could be made during the transitions. We wanted to make the presentation like a debate, so that it was humorous and enjoyable for the audience. We made it so, however, I feel as though I could have played into the debate more and made my transitions a bit more theatrical, as if we were really in a debate. This would make for a more enjoyable and captivating session than we had. As with the movement, I did improve greatly on this throughout our practice for the session, but work can still be done to improve transitions like this in the future. I will continue to practice my transitions in presentations and ensure that the audience can see me up there enjoying myself presenting.