Last week my headset stopped working in a videoconference with my line manager. I asked him to wait a few minutes while I found a replacement and went to the Bag of Useful Things at the end of my sofa. My cat was sitting on the arm.
Cat (looking on): Meeeoooww.
Me (to cat): I know, I’m looking for a spare headset.
Me (tipping stuff onto floor): OK it’s a mess, I’ll clear it up later.
Me: No. Nothing there. I’ll give up.
I went back to the laptop, and see that I’ve forgotten to mute the microphone. The one thing more embarrassing than talking TO your cat when people can hear is talking WITH your cat.
On a forum earlier today too I was talking about Teresa MacKinnon’s work with Wimba discussion boards. A colleague had been talking about a voice-recording plug-in for Moodle. I suggested that if it had the functionality of Teresa’s work, i.e. having an option to just click on the set of reply options to open up a recording dialogue, which you could then record a reply and click on it to upload, this is far better than going to a recording program and creating, storing and uploading a file. I used a shorthand phrase to describe this — a Wimba way. A new post means I can drag out all the old puns that got tired in the previous post.
So both of these things came up in the webinar this morning while we were waiting for people to turn up. I relayed the conversation with my cat (quoting the cat’s parts). Then I recounted the “a Wimba way” pun (which works better in audio than text). Which meant that the participants entered the Connect room either hearing me meowing, or me and my colleague singing The Lion Sleeps Tonight before the session started.
Now anyone who knows me is aware one of my biggest faults is a poor filter mechanism. I don’t play out in my head things before saying them. So maybe that doesn’t always come across as professional. However, I am going to argue that actually in online teaching, it’s incredibly useful.
One of the topics of the presentations in the seminar covered the role of humour in teaching. The presenter said how useful it is. She also pointed out how much we as teachers rely on visual cues from students and how that’s missing in an online environment. I’d agree with that, but only to a point, in that it’s also possible to develop the habit of supplying and looking for other cues. Emoticons, brief comments, even just seeing the “(typing)” notification appear in the chat box are all cues that the audience is engaged. After one particularly bad experience with presenting via videoconference (no camera at the far end, and no typed responses to my questions – but I still kept going – then found out when I finished that no-one had been listening to me because a row had broken out at the far end about a previous session, and the row had got so bad that people had actually been thrown out) I will now not continue unless I get a response. “I’m waiting …. I can wait all day if necessary.” We need to train our students into supplying those cues during our teaching.
Another presenter discussed the role of cake in teaching. In order to engage her students she brings them cake. Cake also helps with encouraging them to attend focus groups. I have been employed by 10 universities now, and Brookes does have the best cake. Another lecturer discussed Lego which we also all agreed was an excellent motivation for learning but a real bastard to kneel on.
At the end of the session all of the presenters said it was a lot less nerve-wracking than they’d been expecting. One of them said it was a real laugh.
The problem with presence online is a difficult one to overcome. You can never be as present online as you can in a proximal situation. The technology can only do so much at bridging distance. However, this can be compensated for by a whole range of mechanisms, particularly humour, and being relaxed, and being as personable as possible (in words of Mel C, be yourself, unless you’re a tw.t, in which case be someone else), and off-topic at times, and talking about cake, can all add to that sense of being together. It takes a couple of goes to relax that much, to be able to function despite the visual cues (actually for me it’s probably a lot easier without them because the visual cues are quite often eye-rolling). I’d suggest we all attempt to inculcate that type of interaction as much as possible.
And I’ll carry on having conversations with my cat.
Loved this article – I discussed something similar with you awhile ago – it’s never about the tec – its always about the teacher! (Though having tec that functions as required is always a bonus in my field!)
It’s a bit of both, I think. There’s a bit of a chicken and egg thing with the technology, in that if you use it a lot, the tech will work on the whole, and if you only use it a few times, then it won’t. This is what leads to the digital divide being so difficult to bridge. I use Skype and Connect most weeks, as you know i wouldn’t have a social life without Skype, because half of my closest friends live on the other side of the world. Being online is at least as familiar to me as being offline. I honestly cannot visualise how some people could actually exist personally, let alone professionally, without a working mic/camera and internet connection. Yet we see colleagues who somehow have been able to avoid it. I wish I knew how they manage it.
The other advantage of being online a lot is that it’s easier to be yourself online with practice. For teachers that’s key, learning from teachers who point on airs and graces, or who are ill at ease, is more difficult, so if you can’t be natural over videoconferencing, then it’s going to be more difficult to teach using it. Again, if you’ve been lucky enough to somehow avoid your loved ones being distributed across the planet, then there’s some learning to do.