How ESL and other Language Schools Can Use Webinar Technology

April 30, 2011

The word webinar is being used today to refer to all kinds of online training and virtual presentations.

More and more literacy and language schools are adding a component of e-learning to their programs. It’s the 21st century way to learn!

Webinars are relatively easy to put on. Some of the language is a bit different from face-to-face environments, so it’s helpful to know that instructors, facilitators and teachers are mostly referred to as “presenters” in the webinar environment. Students, learners and clients are generally called “participants”.

Both presenters and participants need to have basic technology and computer literacy in order to take part in a webinar. This may mean that your current teachers and facilitators require some training before moving into an e-learning environment. Your participants may benefit from an orientation prior to the content to familiarize them with how webinars work.

Assuming that both parties have the technology literacy to move forward, here are some ideas on how you can make the most of webinar technology in your organization.

For Participants

Online group classes

Bring participants together in an e-learning class not only to teach them new content and skills, but also to learn how to work together in an online environment.

Online tutoring

Do you have learners in rural and remote areas? Or single parents who find it hard to get a sitter? Online tutoring provides a way for otherwise isolated learners to connect with tutors from the comfort and convenience of their own home. This is a super way to reach out to people who might otherwise not engage with learning.

Information sessions

If you offer information sessions about your programs in a live setting (your office space, a public library or elsewhere), you can adapt your content and host virtual information sessions. Information sessions are for prospective students and have a slight marketing component. A word of caution though… don’t try to “sell” in a webinar. Instead, demonstrate your expertise and what makes you unique.

Orientation sessions

When you bring new students into your organization, do you give them an orientation on  what to expect and how things work there? Photos, maps, and other materials can also be used in an online environment to give a virtual orientation. Though I’m a big fan of doing live webinars, this is one that you could record and use over again.

Pre-arrival workshops

If you offer classes for international students coming to learn English as a Second Language, an online pre-arrival workshop can be very helpful. Using photos, you can demonstrate what kind of clothes to bring (e.g. warm sweaters and winter boots), photos of the airport and what it will look like when they arrive, photos of what a typical airport arrival day looks like, and whatever other information you’d like them to know before they get to the program.

Follow-up workshops

Webinars are a great way to keep relationships going once the opportunity for face-to-face interaction has passed. A value-added webinar one month after the course ends is a super way to stay connected. Use the next upcoming holiday as a theme for your class and have everyone learn about it in the virtual classroom. In cases where participants already know one another, the online interaction is usually fun and very dynamic.

For staff and volunteers

Volunteer information sessions

Do you like the idea of having virtual teachers or tutors? Then set the stage by offering online information sessions for prospective teachers and volunteers about your organization. Review the programs that you offer, the opportunities you and the benefits of working with your organization. This is a great time to have current staff members and volunteer tutors chime in with what they love about working with you!

Volunteer training

Do you train your staff in intensive sessions that jam in loads of information? You can break it up into a series of online training workshops. The material is easier to absorb if you divide it into “chunks”. If you have ongoing workshops, your volunteers get ongoing training, which keeps building their skills. As an organization, ongoing training for them means you give offering them something back for their time and expertise.

Staff development workshops

Do your staff currently get all their professional development at an annual conference? I love conferences because of the chance to connect with old friends. But wouldn’t it be great to offer ongoing training and development for your staff throughout the year? The cool thing about this is that you don’t have to organize all the sessions yourself. Check out the Centre for Interactive Learning and Collaboration (CILC). They specialize in  offering online PD for educators. They have literally hundreds of programs to choose from, ranging from free to expensive.

For the community

A Virtual Open House

Share what you do with the community, your stakeholders and donors through a virtual open house. Include photos of your facilities and your staff. A video that uses digital storytelling to celebrate the success of your learners makes it even more dynamic.

These are just a few ideas for literacy and language programs to use webinars in their organizations. I’m a big fan of using this technology in the non-profit and educational sectors. It offers a lot of value for everyone – staff, volunteers, learners and students, as well as community stake holders. How many non-profits still lag behind when it comes to their own technology literacy? Implementing the use of webinars positions your organization as a leader in terms of technology. You lead by example, showing others how virtual and online learning is an important part of 21st century of education and professional capacity building.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


How to Get a Spectacular Speaker for Your Next Literacy or Language PD Event

April 26, 2011

Sarah Elaine Eaton - Ontario Literacy Conference speaker 2010I’ve had some conversations recently with colleagues looking for speakers for conferences, professional development (PD) events or workshops. They’ve said that they don’t really know where to start looking and find themselves in that classic quandary… “We need someone good… Really, really good… And we have a limited budget!” Where to start?

In 2010 I was inducted into the Canadian Association of Professional Speakers (CAPS) and I realized that there’s a big gap, a chasm almost, between the world of corporate meeting planners and the non-profit volunteer conference organizing committees. I talk to dozens of professional speakers who are aching to speak at more non-profit and educational events… and volunteer organizers who just don’t know where to find great speakers. There must be a way to get both groups connected!

Here are some tips that may help…

Decide on your budget

Whether you’re working with an entire committee or you’re one person charged with the responsibility of finding an amazing speaker, you’ll want to figure out how much you have to spend. Your budget will generally include two parts:

  • Speaking fee
  • Travel and accommodation

Some speakers have an “all in” fee that includes travel, meals and accommodation. Keynote speeches for non-profit events start at about $500 and go up to $10,000. The fee is often a combination of what the organization can afford and the speaker’s rates. $5000 for a keynote speaking fee is about average, but there is a great deal of variance.

Prospective clients sometimes ask me if I will speak for free. The answer is yes, but there are some rules.

Have a clear idea of what kind of speaker you want

Every event wants someone “good”, but what does that mean to you? Do you want your speaker to entertain, educate or both? Usually, it’s a good idea to get someone who is knowledgeable or an advocate of your subject area. Don’t get in a mechanics expert for a group of literacy practitioners. Make sure your speaker has either worked in the field or is a champion of it.

Beware of the “I need to work” types who will claim to be a supporter of your cause just because they need a gig. A quick Google search can help you figure out who’s really in your corner.

Use your networks to find good speakers

Ask your colleagues, teachers and others for recommendations. Keynoters often get work due to referrals and word of mouth. Don’t be afraid to ask people around you who comes to mind when they think of an engaging presenter. Use professional listservs, Twitter and other social media to get recommendations, too.Auditorum seats

Put out a call for keynotes or plenary speakers

Conferences put out calls for presenters, but don’t often do the same for keynotes or plenaries because they fear that the quality of those who might apply would be lower than if they conducted the search themselves. That’s kind of like saying that a university only accepts students they seek out and they don’t accept applications. Putting out a call for keynotes is a great way to find high quality speakers who are building a reputation – particularly if your budget is very limited. Do an RFP (Request for Proposals) and be clear in your call what fee range you’re looking for, then speakers who are working in that range are likely to apply.

Check out your local professional speaking organization

Really, professional speakers are not as expensive as you may think! There is a stereotype about professional speakers that they have a certain approach (a la Tony Robbins, for example). While it’s true that there are many motivational or inspirational professional speakers, there are also hundreds who specialize in speaking to non-profit and educational audiences.

Professional speaking organizations are usually national organizations. Members must meet a strict set of professional criteria (such as a minimum number of paid speaking engagements per year, letters of reference, etc.) before being inducted into a major national organization. These big organizations are often divided further into state or provincial chapters.

Look for evidence of past success

Good speakers have a track record of success.

In the United States, it is pretty much de rigueur that speakers will have a demo video in the form of a CD, a DVD or a YouTube video. In Canada this may be true for corporate speakers, but has yet to fully catch on for non-profit and philanthropic speakers.

At the very least, a speaker should have testimonials and a list of past clients. Ask for recommendations. Check for a calendar of past or upcoming events. With or without a video, a good indicator of success is a full speaking schedule.

Travel and Accommodation

If there’s one thing that is non-negotiable, it’s travel and accommodation. Your speaker may have traveled all day to get to your event. A hot shower, a clean room and a good meal are a relief after a long day of travel.

Having a greeter at the airport is a nice touch that many non-profit conference organizers overlook.

If you’re trying to save on costs, here’s a tip: Hotel food is often high in calories and not very interesting. Many speakers will appreciate a home cooked meal at the home of a conference organizer. This gives your speaker a chance to get to know you and enjoy some social time.

Allow speaker product sales

I’m baffled by conferences that require speakers to rent a booth in order to sell their products. I suspect that thousands, if not tens of thousands of dollars a year are lost at non-profit events because the conference has a policy against product sales. Unless the speaker travels with an assistant, they likely won’t have the time to set up a booth and sell product.

An experienced speaker will likely be busy reviewing their notes or doing other preparations before the presentation – as they should. Once a speaker factors in the cost of a booth, plus the cost of an assistant to set up that booth and sell the product, most, if not all of the revenue they would have made is gone. So, speakers abide by conference policies and leave their books, workbooks, CDs and DVDs at home.

A better option: Set up a table at the back of the room where the speaker is giving his or her presentation. Have a conference volunteer work at that table in exchange for a percentage of the gross sales (20% to 30% of total sales is common). If a speaker sells $500 in books and splits the revenue 70/30 with the conference, then the conference makes $150. The speaker takes away $350, from which he or she will need to pay the costs of production (book printing), packaging and shipping. In the end, it works out to a pretty fair split.

Develop a relationship with your speaker

Don’t think of this as one-time gig. This is your opportunity to develop an on-going relationship with someone. Your speaker may help to promote your event by posting about it on Twitter, Facebook or other social media. They may mention you on their blog or find other ways to drive traffic to your website and positive attention to your organization. Non-profit speakers usually have a deep emotional attachment to their field. They want to get to know you and those you serve. If you develop a relationship, that same person may join you again for future events. Figure out how you can help each other succeed and I guarantee you that you’ll get quality speakers that your audiences will love.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Social Media for Language Programs – Free conference

April 22, 2011

Yup, you read that right. My friend, Evan Rubin, and his colleagues at San Diego State University’s Language Acquisition Resource Centre (LARC) are busy planning the 2011 Social Media Workshop. They invited me to present at the 2010 Social Media conference where I gave a session on Using Skype in the Second and Foreign Language Classroom. I also attended a number of other sessions and their quality was outstanding.

This year, Evan has put together a stellar line-up that includes 5 full days of sessions, August 8-12, 2011. There will be everything from keynotes and presentations to hands-on practice and exchanges of ideas. We’ll be looking at performance-based assessment, e-portfolios, blogging and a whole host of other social media for language education.

The best part? It’s free, all of it! People in San Diego can attend the live sessions and the rest of us can join in via webinar from all around the globe.

This is a fantastic way to get yourself revved up for the new school year, get energized, share and learn. Go. Register now. Tell Evan I sent you. (It’s not like I get a commission or anything… It’s free after all.)

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Notos Journal: Call for Submissions

March 17, 2011

Do you have research, expertise or classroom best practices on language learning and intercultural education to share? Does your work have a focus on Alberta? If yes, listen up!

Recently I was invited to take on the position of Guest Editor for Notos, the official journal of the Second Languages and Intercultural Council (SLIC) of the Alberta Teachers’ Association (ATA).

Notos is a peer reviewed scholarly journal that links the academy with the classroom. The contents include an eclectic range of conventional articles, reviews and creative writing.

The Journal invites manuscripts for its upcoming issue. Of particular interest are submissions that:

  • highlight the issues of culture and second languages in Alberta;
  • enhance the knowledge, skills and understanding of teachers in the areas of second languages and culture;
  • discuss existing practices, programs and resources;
  • showcase research being done in Alberta on second languages, language pedagogy, innovation in second languages and intercultural education; and
  • offer advice and expertise to both in-service and pre-service language teachers in the province of Alberta.

Submissions should be between 2500 and 10,000 words. In keeping with the mandate of the Council, articles appear in several languages (preferrably those languages taught in Alberta schools). All submissions are reviewed by the Editorial board, who reserve the right to select those submissions they feel are the most appropriate for the journal.

Deadline for Winter 2011 submissions is April 15, 2011.

Direct queries and manuscripts to:
Sarah Elaine Eaton, PhD, Guest Editor, Notos
University of Calgary, Language Research Centre
seaton (at) ucalgary.ca

Please help me share this call for submissions with language professionals all over Alberta. Forward this post, tweet it or download a .pdf copy of the call for submissions from Scribd and share it around!

Thanks!

View this document on Scribd

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Teaching Spanish to Adults: Sharing Insights

March 11, 2011

Adult learners (iStock photo) - Literacy, Languages and Leadership blog by Sarah EatonI’ve been teaching since 1994. I’ve taught mostly post-secondary students and adult classes. Over the past few years, I’ve been trying to incorporate Stephen Lieb’s Principles on Adult Learning into my teaching practice.

In my adult education classes for Spanish, I now focus on three things: keeping it relevant, useful and actionable.

Here’s what I’ve been doing:

In every class, there are phrases they will actually use, but may not show up in the formal curriculum.

For example, Spanish phrases for expressions such as:

Speak slower, please.

I don’t remember.

How do you say…?

I’m lost.

De-emphasizing outdated aspects of the curriculum

While I absolutely honour and respect the curriculum I use, when I put myself in the place of a learner, I just don’t see the relevance of learning classroom vocabulary for items such as chalk (la tiza) and student desks (el pupitre). Who uses chalk any more, anyway? There’s not a piece to be found in the school where I’m teaching right now.

I spend very little time on this type of vocabulary. My idea is that if they can’t realistically use the vocabulary in normal conversations about life, work, family and other grown up topics, I don’t spend a lot of time on it.

Use examples of key words that they will realistically see when they travel.

Instead of la tiza, I’ll give them an example of la salida (exit), which is a word they are likely to see all over the place, over and over again when they travel.

Engage them in the learning

I encourage them to draw on their own experiences travelling to come up with words they feel they need to know and are relevant and useful for them. This helps to make the class more learner-centered and gives them a chance to have some input.

Challenge them to be resourceful

In my beginner class this semester, I divided them into pairs. I gave each pair a different situation that they could potentially encounter while travelleing. One pair were told that they were lost in a major Latin American city. Another pair had their wallets and passports stolen. Another two got a stomach bug and needed to go to the pharmacy for some medicine. You get the idea.

I said, “You have twenty minutes. Use whatever resources you have… Your textbooks. Your glossaries. Your dictionaries. Whatever you have. Come up with 5 new key vocabulary words, one key question and a new phrase that you would realistically use in this situation.”

One person pulled out his iPhone and immediately downloaded an app. Others saw what he did and followed suit. They learned that Google translate and apps, while helpful, are imperfect tools. They worked together. They asked me questions. I didn’t help. This was their time to be resourceful.

After 20 minutes, I drew lines down the white board to divide the board into columns. I told them that it was their turn to teach each other. Each pair were given a marker and asked to write their new key words, phrases and question(s) on the board. Because each pair had a different situation, they had all found different vocabulary and phrases.

Then we went through each pair’s column. They explained their new words, phrases and questions, and when they would use them.

Of course, because they were beginners, every pair had made grammatical mistakes. I corrected the most obvious mistakes for them and changed a word or two here and there. But in every case, they were able to convey the main ideas and ask for help.

As each pair presented their findings, the others madly wrote down the new vocabulary. These were useful, relevant words and phrases that they might actually use.

In a single class we had generated more vocabulary, gone through more grammar and talked about more culture than we could possibly have done by learning lists of vocabulary that might not come up in a conversation or travels for most people.

The best part? When they came back to class the following week, they remembered much of what they’d discovered.

As a I teacher, my takeaways from this were:

  1. The language we teach adult learners must have some relevance for them.
  2. Challenging adult learners to be resourceful, self-directed learners produces real results.
  3. Teach less (don’t throw information at them), guide more (let them discover and keep them on track).
  4. Focusing on communication and collaboration keeps them engaged.
  5. Let them help each other by putting them in the teaching role from time to time.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.