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

Conclusion

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.

Hearing Bonny Norton: Identity, Investment, and Multilingual Literacy (in a digital world)

Hearing Bonny Norton - Identity, Investment, and Multilingual Literacy (in a digital world)

UPDATED: May 1, 2014
Watch archived video
http://www.youtube.com/watch?v=fapiB6zgZUQ

Identity, Investment, and Multilingual Literacy (in a digital world)

Organised by Global Conversations in Literacy Research (GCLR)

bonnynorton_webinar

It was a rare opportunity to encounter Dr. Bonny Norton from the comfort and convenience of my study, while I was in Singapore, and she in Vancouver. Thanks to the web seminar organised by Global Conversations in Literacy Research (GCLR), I had the privilege to listen first hand to the pioneer of identity and language learning theory. Dr. Norton has researched and written extensively on how individuals have multiple and changing identities across time and space and how these identities influence their language learning.

I didn’t realize Dr Norton herself was an example of multiple identities. As I was hearing her speak, I couldn’t quite place her accent until she introduced herself as a scholar, a white woman in Canada, with a South African accent. The awareness and acceptance of how we have multiple roles and identities feature prominently in her writing. As she explained in the seminar, having multiple identities empowers learners, instead of restricting them to choosing one identity over the other. For Dr. Norton, that meant that she didn’t have to choose being Canadian over South African.

In the seminar, Dr. Norton focused on her work in Uganda where she and her colleagues  introduced digital literacies to teachers and students. The two technological tools they used were the camera and eGranary, literally, the internet in a box filled with millions of digital resources (e.g. wikipedia, educational websites, multimedia documents). With limited infrastructure and access to the Internet and even electricity, students and teachers seized the opportunities to use these newly discovered tools to become better learners, become more respected, and have more power over their learning.

Nonetheless, the limitation of having few cameras and a single computer in a classroom of over a hundred students continue to present obstacles to empowering each and every student. The challenge to overcome poverty and (im)possibilities continues.

Apart from sharing her work in Uganda, Dr. Norton also responded to a few questions from the audience. I asked about how we can create classroom conditions to foster greater investment among students. While much depends on the classroom context including culture and class size, Dr. Norton suggested two strategies:

#1 Students become ethnographers in their communities.

Students write in journals about their experiences in their day-to-day lives in their communities, and share with fellow classmates in the classroom. Through peer sharing, students may find that their experiences are not unique and teachers find out more about their students’ lives. The key is to create a sense of community in the classroom, making the classroom a vibrant place where the teacher helps to develop meaningful relationships among students.

#2 Students speak from positions of strength.

For quiet students who do not participate, teachers can identify their strengths in other areas such as sports or music, and structure classroom activities so their talents come to the fore. By doing so, the student’s identity shifts from being the quiet student to becoming the music virtuoso, for example. Other students begin to relate to that student in a different way and the student is able to speak from a position of strength, rather than weakness.

As Dr. Norton explained at the beginning of the seminar, both the student and community (of teacher and classmates) are responsible for the student’s learning. Thus literacy is a social practice, and the teacher is responsible for creating conditions for positive learner identity and greater investment in learning.

After hearing

After reading numerous research articles by Dr. Norton, as well as others who have based their research on her theories, the personal encounter with Dr. Norton herself  (albeit mediated by one-way video conferencing) has helped me connect the dots. The theory comes alive when the author articulates it and I look forward to many more of these web seminars which build bridges across continents and time zones.

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.

 

Me, Teacher Leader?

Me, Teacher Leader?

The successful teacher leader is one who is committed to making a difference in the school while the unsuccessful teacher leader is easily defeated by criticism and obstacles.

View Prezi on Teacher Leadership by Sherrie Lee

Teacher leadership is not reserved for the chosen few but a responsibility of all teachers. While school culture dampens the spirit of teacher leadership (Barth, 2001, p. 444), empowering teachers as leaders benefit students, teachers, administrators and the school (p. 445).

Who is the successful teacher leader?

The successful teacher leader is one who is committed to a set of beliefs about teaching and making a difference in the school (Barth, 2001; Ackerman & Mackenzie, 2006). She leads by example and thus begins to influence those around her. She perseveres despite obstacles (Barth, 2009, p. 447), claiming victories however small, and does not give up pursuing unrealized goals.

mountainjump

The unsuccessful teacher leader, on the other hand, is not focused in fulfilling goals and is overwhelmed by the daunting workload and critical colleagues. Ultimately, the teacher leader is unsuccessful because she finds greater comfort in remaining in her own classroom than stepping out of her comfort zone (Ackerman & Mackenzie, 2006).

Flickr: Dead End by Benny Lin

Am I a teacher leader?

The initial years of my teaching career were characterized by the traits of the unsuccessful teacher. I was discouraged by colleagues who believed that leadership was reserved for senior staff and administrators. Their skepticism led me to think that I was better off focusing on teaching rather than leading, and that trying to make changes was a waste of time. For example, I suggested compiling video-recordings of student presentations but was quickly censured for creating more and unnecessary work for everyone. Now as I complete my Master of Arts in Teaching, I am convinced that my teaching career is a unique opportunity to be a change agent.

When I put myself in the position of a teacher leader, I am committed to producing excellent work, collaborating with colleagues, and helping our students succeed. While obstacles are real, I am reminded by Barth (2001) to enjoy “half a loaf”, that is, finding success in “incremental change[s] in the desirable direction” (p. 447). One of my weaknesses, however, is that my enthusiasm and energy can easily wear off, especially in the face of difficult colleagues or seemingly futile pursuits. Nonetheless, I must remember that Rome was not built in a day and that being a teacher leader is a journey in itself, and a rewarding one at that.

 Rome was not built in a day and that being a teacher leader is a journey in itself, and a rewarding one at that.

Problem of practice

One powerful way of developing teacher leaders is through action research where teachers identify areas of concern and begin to take steps to resolve issues to benefit the school community. At my school, the business communication subjects are taken by students with varying English proficiency standards. While all students have received education in English as a first language, there are minority English language learners (ELLs) whose home language is not English and face challenges with using academic language. My action research project focused on this problem of practice and explored student identity and empowerment.

As an emerging teacher leader, I plan on sharing the findings and recommendations of my action research project at department meetings. In addition, the school’s staff development department organizes events where I will have the opportunity to share my research with a wider school audience. Through these sharing sessions, I will need to develop interpersonal skills such as gentle persuasiveness, especially when dealing with experienced yet resistance teachers. As Danielson (2007) notes, “[l]eading change within one’s own department or team may require considerable interpersonal skill and tact [and] the success of such an effort … depends on the teacher leader’s having established credibility and trust with his or her colleagues” (p. 17).

I anticipate most of the audience to be politely lukewarm toward the information I share as the teachers at my school are generally cautious in making changes, especially when there are no immediate and visible benefits. Unfortunately, the issue of student identity and empowerment is one that is complex; it requires effort and time in exploring identity and empowerment issues with students.

Here’s the plan

To counter skepticism among the crowd, persistence is key. First, I endeavor to take up every opportunity within the school, formally and informally, to share the importance of issues of identity and empowerment and how my own action research project benefits students. This entails identifying appropriate platforms to speak, as well as being aware of the barriers each audience brings to the sharing session. For example, if the audience is unfamiliar with terminology, then I will make the effort to modify my presentation in order to be clear, and more importantly, convincing. A teacher leader is committed first to her beliefs and second to harnessing people’s potential to take necessary action.

A teacher leader is committed first to her beliefs and second to harnessing people’s potential to take necessary action.

In addition, I must also show that my work is recognized by other educators, especially those with authority in the education field. Possible actions include publishing the findings of my study in an education or TESOL related journal and presenting my study at a local or regional conference. The process of publishing or presenting requires a keen understanding of the requirements of each, such as intended audience, paper length and writing style. Apart from the detailed requirements, I must also be aware of the approval process be prepared for rejection. As a novice researcher, the best result I expect is to having to resubmit my paper with changes.

Even if I am rejected, however, I view it as a learning experience. I anticipate mixed reactions to my leadership project. Teachers in my school are likely to have varying levels of commitment to address the needs of minority ELLs in our school, even if my study is accepted by a journal or conference. Whatever the outcomes, I aim to be open to feedback and use the experience to inform my next step in leadership. Success in teacher leadership depends on reaching out, modeling for others, and helping colleagues develop skills and understanding (Ackerman & Mackenzie, 2006, p. 68).

Success in teacher leadership depends on reaching out, modeling for others, and helping colleagues develop skills and understanding.

Never give up, never give up, never give up

Thus my desire is to work with the few who are willing and be focused on student success, without losing sight of the bigger picture of greater student empowerment through the actions and leadership of each and every teacher. Even if I end up being alone in my cause, may I continue taking risks “to provide a constant, visible model of persistence, hope, and enthusiasm” (Barth, 2001, p. 447).

Flickr: Rock Climber by Greg Foster

References

Ackerman, R. & Mackenzie, S.V. (2006). Uncovering teacher leadership. Educational Leadership, May, 2006, 66-70.

Barth, R.S. (2001). Teacher leader. Phi Delta Kappa, February, 2001, 443-449.

Danielson, C. (2007). The many faces of leadership. Educational Leadership, 65(1), 14-19.