Stevens, V. (2019). Flipping conference presentations. APACALL Newsletter 23, December, 14-18. Retrieved from http://www.apacall.org/news/APACALL_Newsletter23.pdf
I want to turn this into a blog post so that I can update and annotate it. So what follows is the text of the article as published above, but illustrated and hyperlinked in such a way that readers can better follow the flip. Here goes:
Flipping Conference Presentations in 2019
Learning2gether.net, Penang, Malaysia
At conferences I have attended this year, I have given several presentations primarily focusing on two themes.
- The first of these was SMALL, a construct I have been writing about since 2009 and which stands for Social Media-Assisted Language Learning.
- The other theme I have been pursuing is a technique I have developed for encouraging weak non-native English speaking (NNES) student writers to develop fluency in their writing by giving them feedback in Google docs using the voice option available on mobile and tablet computers (Stevens, 2019a).
These presentations might be of more than passing interest to readers of this blog because of how I managed to “flip” them, which is to say,
- get them up online in advance of the presentation,
- refer the live or online audience to the slides and other materials for viewing at their fingertips and on their personal devices while I am presenting,
- and then put these and all related materials online so that the audience, or anyone for that matter, might view the materials later.
One of the better examples of this occurred in April, 2019 at the Penang English Language Learning and Teaching Association (PELLTA, http://pellta.org/) international conference in Penang, Malaysia where I presented a version of my paper entitled Thinking SMALL: A case for social media assisted language learning (Stevens, 2019a).
I had earlier that year conducted a survey of teachers on their perspectives on using social media with students and had presented the results in March as part of a panel at a CALL-IS Academic Session on SMALL: Research, Practice, Impact of Social Media-Assisted Language Learning, which had been Webcast from TESOL 2019 in Atlanta, so we had a recording of the entire symposium; and I had placed my Google Slides online, where they can be found at Stevens 2019 (March 13) along with the video link to my part of the panel.
That talk focused more on the research results than did the one I was planning for Penang. Based on what I had presented in Atlanta, I revised the Atlanta Google Slides presentation to reflect what changes I intended to make in Penang, and placed it on open access where anyone with the link could view it here: http://tinyurl.com/pellta2019vance.
I then rehearsed the presentation in Zoom while sharing my screen as a dress-rehearsal for the presentation itself, and uploaded the mp4 recording file to YouTube. I then put links in the Google Slides linking to the YouTube rehearsal recording, which you can see here:
I next announced to my personal learning networks that I was planning to webcast in Zoom live from my conference presentation venue. To my live and distance audiences, I noted that I would only be able to overview the topic in the half hour available to presenters; therefore the presentation would be flipped. By this I meant that the full version of the presentation; i.e. slides, write up, and rehearsal video, were being made available for viewing before the brief live presentation itself.
To make the link more accessible to my on-site participants I created a TinyURL to the slides, http://tinyurl.com/pellta2019vance, and communicated that to them at the beginning of my presentation, rather than try to get across to them the full and more complex link to the Google Slides. With a tiny URL, the TinyURL.com part is easy for audiences to remember or type into a browser, and I was able to specify the logically remembered pellta2019vance when I generated the TinyURL.
During the on-site presentation, I pointed out to those present that they could bring up my slides right then if they wished on their personal devices and not only follow them that way, but have access to all the live links that existed on almost every slide to provide greater depth to the presentation. I pointed out that after the presentation, they could review the slides, read the write-up, and watch the rehearsal recording to see what I had intended to say, as well as see the recording that I was making of the presentation itself, which I would upload later to YouTube. I told them I would place the link to the video and all the other artifacts I would afterwards put online, at the link they already had, as you can now see in slide 2 at http://tinyurl.com/pellta2019vance.
One of those links to other artifacts was to the blog post I created on my Learning2gether site, where they and anyone reading this would not only be able to reconstruct the presentation, but seek greater depth in the presentation that I had already given in Atlanta, and also in the one that I would be giving that summer at the CALL Research Conference in Hong Kong, which I also recorded in Zoom, and which furthermore resulted in a formal chapter being published in the conference proceedings (Stevens, 2019a). All of this material and all these links can be found online in my blog at Stevens 2019 (April 19) and in my Google Slides presentation, slide 25.
Supporting Student Writing with the Help of Voice-to-Text
In another example of flipping presentations this year, I presented a technique I had developed for using voice to encourage revision from student writing. The technique has the students share an empty Google Doc with the teacher but start their writing on paper in class. The teacher collects the papers and then reads them correctly into the blank Google Docs using speech-to-text. The teacher makes printouts of each student’s Google Doc, which now has what they had written expressed in correct language and writes notes on these printouts suggesting revision and improvement to the papers. The paper printouts are returned to the students along with their original papers, and the students continue writing in Google Docs, for as many revisions as possible, now focused both on content and on whatever errors occur or re-occur.
I had presented a paper on my work with this technique at the ALLT conference in UAE in 2018 and had published a description of my research into the technique in the conference proceedings (Stevens, 2019b).
On March 7, 2019 I was asked to demonstrate the technique from my home in Penang, Malaysia online to a group of EFL teachers physically attending a webinar event at Sultan Qaboos University in Muscat, Oman. This gave me an opportunity to consolidate my previously published research on the topic and focus it into a practical presentation. I webcast the event in Zoom and archived it as Stevens, 2019 (March 7). The archive of the presentation consolidated previous work I had done on this technique, included a slide show attempting to clarify the demonstration, and in addition produced a video of the demonstration itself.
Meanwhile, I had submitted a proposal to the GLoCALL 2019 conference in Danang, Vietnam, offering to demonstrate again the technique in a workshop, which was accepted and scheduled for delivery at the conference, as a workshop mind you, in the ridiculously short time of only 25 minutes.
Fortunately I was able to get my point across in that time by flipping my presentation not only from having done it online the previous March, but by having had the opportunity to present it online at MMVC19, the 8th annual Moodle Moot Virtual Conference, only a few days before the presentation in Danang; see Stevens (2019, August 4). Here, in preparation for both the online and on-site conferences, I had not only improved my slide presentation but I had written out what I intended to say, and the online conference had produced a video of how the Danang presentation might ideally go if I had had more time to present it. As with previous conferences, I was able to tell my audience in Danang where they could find the slides by again given them a TinyURL link, https://tinyurl.com/glocall2019vance.
That TinyURL led to a complete writeup in Google Docs of what was meant to take place during the workshop in Danang. At the top of the write-up one can now find a link to the Google Slides deck and a link to the archive blog post at Stevens, 2019 (August 9). At slide 23 in that slide deck, one can see the MMVC19 rehearsal presentation, embedded there from its YouTube link, here: https://youtu.be/6QnTds__hf0
DIYLMS: Tools used
Tools brought to bear on this technique to be filled in later
Tools brought to bear on this technique to be filled in later
I have developed my presentation techniques over decades of presenting at online and on-site conferences, and in hopes of improving on the offers of many colleagues, whose presentations I have attended, to send them my email address and they would send me a copy of their slides. The flipped method provides a means for attendees at conferences to be better prepared to follow a speaker’s presentation by having access to presentation materials on hand during and possibly even before the presentation, and attendees can have a means of following up on their learning which provides much greater depth than what can be gleaned from a skeletal slide show.
Furthermore, flipped learning is an approach intended for teachers to apply in their classes. In my presentations I hope to model for my peers how the flip works in a way they can understand experientially. Hopefully, on careful consideration of this approach, attendees at my presentations might try it out in their own professional lives, both with their students in class, and with their audiences when they present at conferences.
Stevens, V. (2019a). Thinking SMALL about social media assisted language learning. In J. Colpaert, A. Aerts, Q. Ma, & J. L. F. King (Eds.), Proceedings of the Twentieth International CALL Research Conference: Social CALL (pp. 257-272). Hong Kong: The Education University of Hong Kong. Retrieved from https://www.vancestevens.com/papers/2019/CALL2019proceedings_stevensSMALL.pdf
Stevens, V. (2019b). Teaching writing to students with tablets using voice to overcome keyboard shortcomings. In Zoghbor, W., Al Alami, S., & Alexiou, T. (Eds.), Proceedings of the 1st Applied Linguistics and Language Teaching Conference: Teaching and Learning in a Globalized World (pp. 22-47). Dubai: Zayed University Press. Retrieved from https://www.vancestevens.com/papers/2019/ALLT2018_Proceedings_vstevensVoiceFeebback_onWriting.pdf
Stevens, V. (2019, March 7). Supporting student writing with the help of voice-to-text. [Blog post]. Retrieved from
Stevens, V. (2019, March 13). CALL-IS academic session on SMALL: Research, practice, impact of social media-assisted language learning – Webcasting from TESOL 2019 Atlanta [Blog post]. Retrieved from https://learning2gether.net/2019/03/13/call-is-academic-session-on-small-research-practice-impact-of-social-media-assisted-language-learning-webcast-from-tesol-2019-atlanta/
Stevens, V. (2019, April 19). Thinking SMALL at the 2019 PELLTA conference in Penang, Malaysia. [Blog post]. Retrieved from
Stevens, V. (2019, August 4). Learning2gether with Vance Stevens at MMVC19 – Supporting student writing with the help of voice-to-text. [Blog post]. Retrieved from https://learning2gether.net/2019/08/04/learning2gether-with-vance-stevens-at-mmvc19-supporting-student-writing-with-the-help-of-voice-to-text/
Stevens, V. (2019, August 9). Supporting student writing with the help of voice-to-text – presented at GLoCALL 2019 in Danang, Vietnam. [Blog post]. Retrieved from https://learning2gether.net/2019/08/09/supporting-student-writing-with-the-help-of-voice-to-text-presented-on-august-9-at-glocall-2019-in-danang-vietnam/