Using Google Hangouts on Air for a Research Presentation

Using Google Hangouts on Air for a Research Presentation

Although Google Hangouts on Air launched in May 2012, I only recently discovered it when I chanced upon a colleague’s live lecture while scanning my Google+ feed. And what I saw, I liked. Google Hangouts on Air (or HOA for short) broadcasts what happens in a Google Hangout session. In that session, you can choose to have a conversation with people you invite, work on Google docs, or what I thought was the most promising, conduct a presentation via screenshare. The live session is streamed via YouTube and that live stream is automatically saved as a video whenthe broadcast ends.

Google Hangouts on Air

Google Hangouts on Air

Practice Makes Perfect

While the process sounds simple, I had to practise going through the process of setting up a HOA, broadcasting it and checking if the recording of the session matched what I imagined it to be – five times to be exact – before I was convinced I was sure of what to do at the actual presentation. Through the practice sessions, here are some of the pitfalls I encountered:

  • Entering a name for your HOA generates a YouTube link for the live session in standby mode. Hitting the broadcast button makes the video ‘live’. However, if you open the page for the YouTube live session and record at the same time, you will get two sets of audio being recorded. So after checking that the YouTube link has been created, close the browser or tab.
  • There are several options for screenshare – desktop and the various windows that are open. Although it may seem obvious to screenshare the particular application you are using for your presentation, that did not work for me – the slides did not appear to move as I clicked through them in presentation mode. What was more reliable was screensharing the desktop and then activating whichever application I wanted.
  • A mic is necessary for the best sound input. Otherwise the sound quality in the video sounds muffled.

HOA For Real This Time

The use of HOA at my presentation (of my research paper Understanding the Identity of One ELL in Singaporewent fairly smoothly but it was only after the whole process was completed did I realise the finer details of implementation. A few realisations as I watched the playback of my presentation:

  • The screenshare (using desktop) of my powerpoint presentation was exactly what I had on my desktop (presenter mode), but not on the projector screen (full screen mode). Using Microsoft Powerpoint 2013 meant that once the application detects a projector, it goes into presenter mode with the notes of the current slide and a preview of the subsequent slide show at the side of the screen. I didn’t like it but others thought it was cool. Note for future HOA: change the default presenter mode to full screen presentation.
  •  The mic I used was an arm attached to headphones and had a long wire so that I could move around with ease but stay connected to the laptop. While the long wire was helpful for movement, the awkward shape of an arm mic dangling from my neck resulted in inconsistent volume in the recording.
  • I recorded both the presentation and the Q&A which meant a 58 min recording. 58 min is an overwhelming duration for a YouTube video clip. In fact, some friends gave feedback that the video would stall halfway through. Not sure if it’s because the recording is too long or it’s a technical glitch. Either way, I intend to edit the video to include just the presentation portion which would last about 30 min.

More Tech Won’t Hurt

HOA aside, I was also experimenting with the use of Padlet during the presentation for audience members to post their questions, comments, etc. As it was a live audience, I guess few were inclined to post anything since there was going to be a Q&A session immediately after the presentation. A friend who was keen to try out Padlet did a little more than post comments. He posted a related link as well as uploaded a few photos of my presentation to my Padlet wall. I wasn’t expecting photos but this turned out to be a neat way of capturing moments of an event.

Using Padlet during a presentation

Using Padlet during a presentation


The best outcome of my presentation experiment was that the entire event was captured and archived. The YouTube video serves as a reference for me to reflect on how I could conduct a presentation more effectively, on how I could refine my thought process, and provides another avenue for me to share my research ideas with a broader audience. As long as HOA remains free, it will probably become the tool of choice among tech novices like myself to create (and archive) live presentations.

The Academic Life I Never Imagined

The Academic Life I Never Imagined

The first time I dabbled in a thesis, I was 21 or so. It got off to a shaky start, not helped by the fact I changed my topic mid-way because I had lost passion in the initial topic. And while I was a whole lot more motivated with the newer topic, I had less time, lost focus now and then, and when I finally handed it in, felt I had let myself and my supervisor down. The honours year was disappointing for me and with less than stellar results, I decided to abandon any thoughts of academia, even though I previously thought it was a possibility.

More than 10 years later, after 5 jobs in 4 industries, I finally found myself quite settled in my current position as a lecturer in a polytechnic. I was in my element – interacting with people, particularly young people, teaching and sharing knowledge, and having a part in shaping people’s futures. I also had completed my family and the intense years of child-bearing and nursing were coming to an end. And then I started thinking about doing a Masters. I cannot remember whether it was by instinct or intent (perhaps both), the thought grew stronger and on May 2011, I embarked on the Master of Arts in Teaching (TESOL) with the University of Southern California.

And so I moved from one intense period to another. Really intense.

The academic experience this time was not just about engaging in ideas with professors and classmates, but juggling work, family and studies at the same time. At times I wished I was singularly focused on studying, especially when it came to completing my Capstone project, a qualitative research paper on language learning and identity. But there was no escaping the multiple responsibilities I had. It meant committing a few hours each evening to study and writing – as soon as the kids went into slumberland, or as soon I could convince them to let Dad or Grandma tuck them into bed while I studied behind a closed study door. It also meant being focused during the precious snatches of time I had. The two years spent on the Master program honed this skill of multitasking, or what I would rather call focused tasking.

I completed my Master of Arts in March 2013 and am proud to say that it was the best academic and intellectual experience I’ve had so far. While I successfully completed my research paper for the program, I considered it unfinished business as I wanted to improve it so that I could have a chance at publishing it in a journal and also present it at a conference. As I learned in a learning theory class, self-efficacy boosts student learning and confidence. What a far cry from my undergraduate ending!

Now more than ever, I see myself as an academic, that is, one who is interested in pursuing the truth of education through the application of research and scholarship. Just to be clear, I have no title that is commonly associated with academics, and neither am I in a position formally related to such work. But the whole experience of doing the Master of Arts in Teaching has opened my eyes to the needs of struggling students, and has rekindled a lost love for scholarship.

I am currently preparing to present my research paper at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference. And so the academic thinking, academic writing and of course, focused tasking, continues. The one thing that is missing though, is the sociocultural practice of discussing ideas and collaborating on projects with like-minded folks. That was one of the defining aspects of my Master of Arts experience and I miss it each time I engage in the solitary act of being an academic, which unfortunately has been institutionalized as a typical and highly legitimate way of being.

Solitary or not, I will continue exploring this academic life that I’m growing into.

Stylish Academic Writing – A Book Review

Stylish Academic Writing - A Book Review


A tweet by The Thesis Whisperer got me excited about a new book on academic writing, at a time when I was cobbling together analysis for my capstone project. Now as I prepare a manuscript for publication, Helen Sword’s own stylish writing about stylish academic writing provides the much needed inspiration – and challenges – to write clearly and creatively.

Stylish Academic Writing by Helen Sword

Helen Sword’s own stylish writing about stylish academic writing provides the much needed inspiration – and challenges – to write clearly and creatively.

Her examples of good and bad writing are deftly explained, followed by doses of sound advice and writing tips. I especially like the “Spotlight On Style” callouts which feature stellar examples of academics from a variety of disciplines who work the words to engage the audience. Sword could have well been suggesting a summer reading list for the serious writer.

My dilemma, which she also notes, is that I’m really just a novice academic, hoping for a foot into a journal or conference. Do I dare punctuate my sentences with colorful turn of phrases, only to await sniggers of rejection? And her response is this: muster up courage and don’t be afraid to try new things. Consequential academic work deserves to be written well – to engage, impress and inspire.

With that call to courage, I’m going to try out some of the writing exercises she recommends, and one of them is about making verbs come alive. So with the next bout of academic writing, I shall begin the process of being more stylish.


Only Connect: My Ideological Stance in Content Area Instruction

Only Connect: My Ideological Stance in Content Area Instruction

I present my ideological stance in content area instruction by first providing background information about the students and their goals and challenges regarding attaining proficiency in academic literacy practices. I then briefly summarize my ideological stance regarding teaching students in content area instruction, followed by describing three pedagogical approaches to integrate academic literacy into my instruction so as to provide equity and access for all students to succeed in content understanding.

Background of students

 The classes I teach at the polytechnic (or technical college) in Singapore are heterogeneous – students have wide ranging abilities in academic reading and writing, as well as come from different socioeconomic backgrounds. However, the majority of the students can be said to be passive learners. Asian students have been brought up on a diet of passive reception of information and knowledge, thus many students tend to be quiet in class, not responding actively to teachers’ questions or whole class activities because they are not confident of their ability to do so and would rather wait for the teacher to provide the answers.

Goal: Academic Literacy

Students need to master academic literacy (i.e., academic reading and writing skills) in order to be successful in school. Such skills are important not only to understand content across different subjects, but also to do well in assessments. Furthermore, as many polytechnic students continue to further their studies at the university, mastering academic literacy is important for their educational goals. Gee (2012) defines literacy as a “[m]astery of a secondary Discourse” (p. 173), thus academic literacy of reading and writing entails mastering “distinctive ways of … writing/reading coupled with distinctive ways of acting, interacting, valuing, feeling, dressing, thinking, believing with other people and various objects, tools and technologies[.]” (p. 152). Gee argues that the mastery of a Discourse requires both acquisition through an exposure through models and learning through having meta-knowledge about the Discourse (p. 174). Thus students should not only be successful at academic skills and assimilating its accompanying actions and attitudes, they should also be aware of how they become successful in such a Discourse (p. 175), thus facilitating their cognitive development.

Challenge: Coercive Power Relations

In terms of the teachers’ attitudes toward students’ English language proficiency levels, students whose English language standardized test scores are high are expected to excel at academic reading and writing, while students who have low scores are unquestionably assumed to continue to struggle with academic reading and writing and will have little hope of making any improvements. Furthermore, students’ use of colloquial speech – their primary Discourse, to use Gee’s (2012) terms – in class is frowned upon and is seen as a reflection of their lack of academic abilities.  Thus students’ past test scores and their functioning in their primary Discourse have a deterministic effect on teachers’ expectations of students’ future performance. This reveals the coercive power relations between teachers and students where teachers indirectly prepare students to accept the status quo regarding their academic abilities (Cummins, 2003, p. 25).


My Ideological Stance in Content Area Instruction

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My Ideological Stance in a Nutshell

My position is that students need to be weaned off passive learning and engage in active learning because the complex nature of their content area (e.g. business and marketing subjects), as well as the demands of higher education and the workplace in a rapidly evolving social and economic environment. In addition, in order to promote mastery of the discourse of academic skills, teaching must be lead to both acquisition and learning of the discourse. Furthermore, students need to be empowered to master academic skills so that they can succeed in school, regardless of their existing English language proficiency and the beliefs that they themselves or others have about their ability.

Pedagogical Approach 1: Cooperative Learning

I choose cooperative learning to encourage positive interdependence, individual accountability, equal participation and simultaneous interaction – the four basic principles of the cooperative learning approach (Kagan, 1998, p. 108) – to foster the development of active learning, academic skills and content understanding.

Sociocultural learning theory informs this approach as an important premise of cooperative learning is the social nature of the activities. Complex mental processes begin as social activities and evolve into internal mental activities which students can use independently in the future (Ormrod, 2011, p. 40). Thus cooperative learning influences the cognitive development of students. Furthermore, the use of pair and group work in cooperative learning allows a student’s learning to be scaffolded by more capable peers who offer assistance or co-constructed together with fellow similar ability peers (p. 45). In this way, the use of scaffolding in pair and group work promotes equity and access among the heterogeneous classes that I encounter.

Pedagogical Approach 2: Modeling

According to Gee (2012), “[t]eaching that leads to acquisition means to apprentice students in a master-apprentice relationship” (p. 175) through exposure to models “in natural, meaningful, and functional settings” (p. 174). In practice, this means using content-based instruction where the teaching of academic skills is done through “exposure to content that is interesting and relevant to learners” (Brinton, 2003, p. 201). For successful modeling of academic skills to take place, the selection of content should extend over several weeks. (p. 201). Furthermore, the modeling of academic skills is optimally effective when I am able to demonstrate “not only how to do a task but also how to think about the task” (Ormrod, 2011, p. 330). Such cognitive modeling can be achieved through think-alouds where I make my thinking explicit by verbalizing my thoughts while completing a task (Vacca, Vacca, & Mraz, 2011, p. 197), for example, when planning a persuasive essay. Furthermore, according to social cognitive theory, modeling not only teaches students new behaviors and skills, it also boosts their self-confidence (Ormrod, 2011, p. 334).

Pedagogical Approach 3: Using Primary Discourse

I use students’ primary Discourse as a vehicle to mediate their learning of a secondary Discourse. A person’s primary Discourse is acquired as a result of family socialization (Gee, 2012) and for many students, their primary Discourse includes oral literacy in non-standard colloquial speech.

Students’ oral literacy, however informal and deemed unacceptable, is the carrier for their personal perspectives that needs to addressed before teachers can move on less familiar literacies of reading and writing (Kern & Schultz, 2005, p. 384). By narrowly defining academic literacy as a “strict adherence to standard forms and conventions” (p. 389), students who do not meet the standards are viewed as deficient. However, by expanding the notion of literacy through linking students’ primary Discourse to the secondary Discourse of academic skills, I explore and validate how students communicate with the resources that they have, thus empowering all students, especially the low achievers. For example, encouraging students to use informal language to talk or write about their reactions to a reading passage is a way to address their unique or even culturally-specific ways of thinking. By validating their worldview, I motivate them to connect with the academic ways of thinking that I seek to teach (Delpit, 2002, p. 45).


Ultimately, using the three pedagogical approaches of cooperative learning, modeling and using students’ primary Discourse help to combat the coercive power relations that exist between teachers and students. I must first be conscious of such power relations, then explore more collaborative relations of power of interacting with students so as to negotiate the “acquisition of knowledge and formation of identity” (Cummins, 2003, p. 19). In other words, I must be conscious of affirming my students’ sense of identity by allowing them to be confident participants during lessons, as well as in all other interactions with me (p. 19). As Delpit (2002) so eloquently concludes, we must “reconnect them to their own brilliance and gain their trust so that they will learn from us” (p. 48).


This paper was written for a course in the MAT-TESOL program at USC in March 2012.


Brinton, D. M. (2003). Content-based instruction. In D. Nunan (Ed.), Practical English language teaching (pp. 199-224). New York: McGraw Hill.

Cummins, J. (2005). Teaching the language of academic success: A framework for school-based language policies. In Schooling and language minority students: A theoretical framework (3rd ed., pp. 3-32). Sacramento, CA: LBD Publishers.

Delpit, L. (2002). No kinda sense. In L. Delpit, (Ed.), The skin that we speak: Thoughts on language and culture in the classroom (pp. 34-48). NY: The New York Press.

Gee, J. (2012). Discourses and literacies. Social linguistics and literacies: Ideology in discourses (4th ed.) (pp. 147-178). New York, NY: Routledge.

Kagan, S. (1998). New cooperative learning, multiple intelligences, and inclusion. In J. W. Putnam and R. W. Slavin (Eds.), Cooperative learning and strategies for inclusion: Celebrating diversity in the classroom (pp. 105-136). Baltimore, MD: Brookes Publishing.

Kern, R. & Schultz, J. M. (2005). Beyond orality: investigating literacy and the literary in second and foreign language instruction. The Modern Language Journal, 89(3), pp. 381-392.

Ormrod, J.E. (2011). Educational psychology: Developing learners (7th ed.). Boston, MA:  Pearson.

Vacca, R. T., Vacca, J. L., & Mraz, M. (2011). Content area reading: Literacy and learning across the curriculum (10th ed.). Boston: Pearson.

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