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7 Communication Strategies for Online
Teaching and Learning
Scott B. JohnsonIllinois Online
NetworkUniversity of Illinois
Handy Old Saw
http://farm5.staticflickr.com/4120/4903140571_18a38b2a07_d.jpg
Communication Theory
http://www.tumblr.com/tagged/communication-theory
Most important element of communication to you?
Preview:
1. Spell out expectations2. Be careful of tone and form3. Regular and Consistent, with more as
needed4. Timeliness and fit5. Consider a ‘comment bank’6. Universal Design, make it accessible7. Nonverbal cues largely do not exist
SYLLABUSINSTRUCTIONS AND RUBRICS FOR ASSIGNMENTS
YOUR OWN BIO OR INTRODUCTION‘ANNOUNCEMENTS’ PAGE
1. Spell out expectations
Making Sure The Message Goes Through
Written – plain html
Audio or Video Closed captions and Transcripts
Use ‘Styles’Universal Design Principles
Will return to this point later
HEADERS, NOT BOLD
STYLESHEET COLUMNS, NOT
TABLES
IMAGES NEED ‘ALT TEXT’ AND
SUMMARIES
WHO ARE YOU?
2. Be careful of tone and form
Who are you?
Tutor?Best friend?Care-taker?Authority?
Key elements
What you sayHow you say itWhere you say itTo whomWhenWhy
Voice (yours)
Tone
Voice inflections
Pitch of your voice
Accent
Pace of your speech
Choice of words
Avoid idioms with multicultural audience
Idioms 1/2
The ‘old saw’Piece of cakeCost an arm and a legBreak a legHit the booksLet the cat out of the bag
Idioms 2/2
Hit the nail on the headWhen pigs flyYou can’t judge a book by its coverBite off more than you can chewScratch someone’s back
“Our language is funny – a ‘fat chance’ and a ‘slim chance’ are the same thing.”
J. Gustav White
First, Second, or Third Person:
First person reflects the writer's voice with pronouns such as "I," "me," "we" and "us."
Second person speaks directly to a reader, using pronouns such as "you" and "your."
Third person uses a more general voice that reflects neither the writer nor reader specifically, using words like "students" and "participants" and pronouns such as "he," "they" and "it."
http://classroom.synonym.com/writing-third-person-apa-style-2056.html
WeeklyUpon receipt of submitted workWithin ? hours/days of deadlineWritten!
3. Regular and Consistent, with more as needed
Written: "Broadcast" vs. point to point
Who can receive it?Who should receive it?Will they receive it?Personalized/Individualized
commentsInstructor’s comment bank
Written: Push vs. pull
Posting to website (pull - as in “are we pulling them in to the site”) vs.
Text messaging or emailing (push – sending messages out to them)
Written: Internal
Inside the course management system Announcements
Written: Internal
Inside the course management system Messaging system
Written: Internal
Inside the course management system Grade book feedback
Written: Internal
Inside the course management system Discussion forum
Written: External
Third-party technologies and services Security Accessibility Durability
Written: External
Wikis and Blogs Security Accessibility Durability
FEEDBACK
4. Timeliness and fit
How do you feel about giving or receiving written feedback?
FeedbackFeedback is most useful when it is Timely – as soon as possiblePositive – whenever possiblePrivateSpecific – on things that can be changed
http://www.faculty.londondeanery.ac.uk/e-learning/feedback/giving-feedback
Feedback
ConstructiveTask-related, not personality-
relatedAvoid overloadSuggest resources and/or
alternativeshttp://www.faculty.londondeanery.ac.uk/e-learning/feedback/giving-feedback
Written Feedback
Chat in web conference
To and from learners (student-student)
Written Feedback: Accountability
Policy, practice, and expectations Retrievable? Accessibility? Archived?
Auditory/Verbal
Voice – http://voicethread.com/
Narrated slideshows, PPT, Keynote, Captivate/Articulate, Collaborate, screencasts or captures
Video
Attach video: wmv, mov, mp4 fileLink to http://www.Youtube.com,
http://www.teachertube.com/, or other media server offered by University
Upload videos to CMS and link to them
Have you/should you use text messaging in context of course
communication?
Are email messages records? 1/3
…some e-mail messages, or information contained within them, are considered records and need to be identifiable as such. Email messages may be considered records if they verify, authenticate or otherwise support other significant documents or transactions.
Are email messages records? 2/3
Attachments sent with e-mail messages are generally assumed to be duplicate or working drafts of documents and therefore not considered records. This assumption also assumes each person sending attachments has a departmentally identified electronic storage area for their records and the authoritative version of the attachment has been stored in said designated electronic storage area.
Are email messages records? 3/3
Because e-mail systems are generally not acceptable primary storage systems for University records, e-mail messages considered to be University records must be identified and stored in a system compliant with the requirements established by the State Records Act and the Joint Committee on Administrative Rules.
FAQ page – email retention policy https://www.uillinois.edu/cms/One.aspx?portalId=1324&pageId=135177#26
YOU JUST SPLIT THE INFINITIVE. ARE YOU SURE YOU WANT TO DO THAT? LOOK FOR OTHER OPTIONS ON PAGES 44-48 OF THE WRITING GUIDE OR HERE
HTTP://WWW.CHICAGOMANUALOFSTYLE.ORG/QANDA/DATA/FAQ/TOPICS/SPLITINFINITIVES.HTML?OLD=
PUNISHMENT IS NOT THE SAME AS NEGATIVE REINFORCEMENT. P IS INTENDED TO DECREASE FREQ. OF A BEHAVIOR, NR IS INTENDED TO INCREASE BEHAVIOR.ALMOST! REMEMBER TO REDUCE THE EXPRESSION TO ITS SIMPLEST FORM.
WHY DO WE DO THIS?
5. Consider a ‘comment bank’
Interactions
Engagement
Chalkboard Whiteboard Slides Transparencies Vlogs Social media PPT , or free Alternatives
DISABILITIESVisualAuditoryMotorCognitiveSeizure
DEVICESDesktop screensTabletsMobiles/Phones
6. Universal Design, make it accessible
Universal Design – Why?
Impractical to personalize to every single person in all messages
A single presentation that accommodates the widest range of people possible is the most practical
http://webaim.org/
EMOTICONS (19 SEPT 1982) EMOJI (1998)
Nonverbal cues largely do not exist online
Happiest?
Glad you asked that question?
Skeptical?
Micro expressions – based on Paul Ekman researchhttps://davesdays.wordpress.com/2011/04/15/the-invention-of-lying-and-how-to-deal-with-it-
part-2/
Student Body LanguageChristopher Carter
http://bass-schuler.com/christopher-carter-2/
Review:
1. Spell out expectations2. Be careful of tone and form3. Regular and Consistent, with more as
needed4. Timeliness and fit5. Consider a ‘comment bank’6. Universal Design, make it accessible7. Nonverbal cues largely do not exist
Thank you!
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Contact
Scott B. Johnson217.333.4393 office217-722-2093 [email protected]:www.ion.uillinois.edu@ION_UI
