That online Workshop should have been a 15-minute YouTube video
Ron Morrain
Learning for the Discerning // Teacher Guides for Self-directed Professional Development // Teacher Trainer // Public Speaker // Instructional Designer // University Lecturer
I recently attended an online Teacher’s CPD workshop. After sitting around for over two hours waiting for some form of interactivity or micro-task to complete with others in the Zoom room, I realized that the so-called online workshop could have been a 15-minute YouTube video.
The speaker spoke for over 90 minutes and went through over 50 PowerPoint slides that got boring after a while. I thought “Is this just me and my expectations of what an online workshop should be – or do others feel this way?”
There are so many conferences for teachers around the world these days. The number of online conferences is overwhelming, and the topics are endless. When someone signs up for an online workshop, I assume they expect to learn something new or refresh something they already know, in an interactive learning environment.
Many online workshops that last over 90 minutes can be very dry when they do not offer real opportunities for professional development. Are these online workshops just a 15-minute YouTube video pretending to be a workshop?
In this article, I address the question: "When is a conference talk or online workshop just a 15-minute YouTube video?"
When is a conference talk or online workshop just a 15-minute YouTube video?
12 things to consider:
1.??Content Density:
If the core message or content can be effectively communicated in a short, concise manner without losing its essence, it might be better suited for a 15-minute video that can be shared with a wider audience.
2.??Audience Engagement:
If the topic is not interactive or doesn't require audience participation, a shorter video might keep the audience more engaged.
3.??Audience Interactivity:
Micro-tasks are an important aspect of what makes a workshop effective and engaging. Throwing people into 5-minute breakout rooms to answer a question is NOT interactivity. It is just a waste of time.
4.??Repetitive Information:
If the talk includes a lot of repetitive information or filler content, it can be condensed into a shorter video.
5.??Visual Aids:
If the presentation relies heavily on visual aids that can be easily shown in a video format, a shorter video might be more effective.
6.??Attention Span:
Considering the average attention span of the audience, shorter videos can often be more impactful and memorable.
7.??Accessibility:
Shorter videos can be more accessible to a wider audience, as they can be watched at any time and don't require significant time commitment.
8.??Follow-Up Resources:
If the topic can be supplemented with additional resources or follow-up and support materials, then a shorter video can serve as an introduction or overview.
9.??Technical Topics:
For highly technical or specialized topics, a shorter video can provide a clear and focused explanation without overwhelming the audience.
10.?Feedback and Interaction:
If the goal is to gather feedback or encourage interaction, a shorter video can be more effective in prompting quick responses.
11.?Cost and Logistics:
Producing a shorter video can be more cost-effective and logistically simpler than organizing a longer talk, especially for remote or online conferences.
12.?“How to..” talks are always better as a YouTube video.
Viewers can watch the “on-demand” video at their own convenience and watch it again and again. Talks are usually a one-time event most attendees can’t remember what was presented one day later.
10 Ideas for Conference Organizers
1.??Evaluate Core Message: Determine if the core message can be delivered effectively in a shorter format without losing its impact.
2.??Audience Analysis: Understand the audience's preferences and attention span to decide the appropriate length of the presentation.
3.??Content Review: Review the content for any repetitive or filler information that can be trimmed down.
4.??Use of Visuals: Leverage visual aids and multimedia to convey the message more efficiently in a shorter time frame.
5.??Interactive Elements: Incorporate interactive elements in shorter videos to keep the audience engaged.
6.??Supplementary Materials: Provide additional resources or follow-up materials to complement the shorter video.
7.??Feedback Mechanism: Implement a feedback mechanism to gather audience responses and improve future presentations.
8.??Technical Clarity: Ensure that technical topics are explained clearly and concisely in a shorter format.
9.??Cost-Benefit Analysis: Conduct a cost-benefit analysis to determine the feasibility of producing shorter videos versus longer talks.
10.?Pilot Testing: Pilot test shorter videos with a small audience to gauge their effectiveness before rolling them out on a larger scale.
By considering these factors, conference organizers can make informed decisions about whether a 15-minute YouTube video might be more effective - and a better alternative -than a 45-minute talk or 90-minute workshop, ultimately enhancing the overall conference and learning experience.
Every "effective" workshop should have an onboarding process.
First, participants should bring the needed skills to work successfully. Trainers need to check this via a questionnaire.
Second, participants must be given the schedule beforehand so that they know what to expect.
Third, they should be given a pre-task to work out before the workshop.
Fourth, a tech check should take place before the workshop starts. Trainers need to know if the participants are ready to hit the ground running.
Below is a sample script of what I think an effective workshop should look like:
"Integration of Technology into Classroom Practice”
?9:00 - 9:15: Session One: Welcome and Introduction
●????? Welcome participants and introduce the workshop theme.
●????? Briefly outline the schedule and objectives.
●????? Icebreaker activity: "Tech in My Classroom" - Participants share one technology they currently use in their classroom.
9:15 - 10:00: Session 1: Understanding the Role of Technology in Education
●????? Presentation (15 minutes): Overview of the benefits and challenges of integrating technology in education.
●????? Group Activity (20 minutes): Divide participants into small groups. Each group discusses a case study on technology integration and presents their findings.
●????? Q&A (10 minutes): Open the floor for questions and discussion.
10:00 - 10:15: Break
10:15 - 11:00: Session 2: Practical Applications of Technology in the Classroom
●????? Presentation (15 minutes): Demonstrate various tools and applications that can be used in the classroom (e.g., interactive whiteboards, educational apps, online resources).
●????? Hands-On Activity (30 minutes): Participants work in pairs to create a lesson plan incorporating one of the demonstrated tools.
●????? Sharing (15 minutes): Pairs share their lesson plans with the group.
11:00 - 11:15: Break11:15 - 12:00: Session 3: Strategies for Effective Technology Integration
●????? Presentation (15 minutes): Discuss strategies for overcoming common barriers to technology integration.
●????? Group Activity (30 minutes): Participants form new groups and brainstorm solutions to a specific challenge related to technology integration. Each group presents their solutions.
●????? Q&A (15 minutes): Open discussion and sharing of additional ideas.
12:00 - 12:45: Interactive Workshop: Creating a Technology Integration Plan
●????? Activity (45 minutes): Participants individually create a technology integration plan for their classroom, using the insights and tools discussed in the workshop. Facilitators provide guidance and support.
12:45 - 13:00: Wrap-Up and Feedback
●????? Summarize key takeaways from the workshop.
●????? Collect feedback from participants.
●????? Thank everyone for their participation and provide information on further resources or follow-up sessions.
Link to the article:
English teacher, coach and creator
4 个月Many long training sessions could short selfstudy ones too maybe.
Business English Trainer, Language Coach & Visual Thinker
4 个月Some good points here. If it's a live event (and absolutely if it's billed as a workshop) participant interaction and input should be maximised. I guess speakers realise they can make money from reading their presentation slides for a webinar, whereas it wouldn't be as lucrative on a YouTube video. It feels like the CPD equivalent of 'this meeting could have been an email'.
Professor at Chuncheon National University of Education, Professor at Kangwon National University, and now — Graduate Student at Boise State University
5 个月Yes, I’ve had this experience.
English Language Instructor | Master of Education - MEd
5 个月I completely agree with your observations! It's becoming increasingly common to attend online workshops that feel more like long monologues than interactive learning experiences. It’s disheartening when speakers use these platforms to show off their extensive conference attendance—'Yeah, I did over 100 conferences, blah blah'—rather than fostering real engagement or meaningful discussions. When we sign up for professional development, we expect to learn something new, connect with colleagues, and share valuable insights. Instead, many workshops come across as glorified presentations that could easily fit into a 15-minute YouTube video. We need to advocate for a return to knowledge co-construction and authentic collaboration. Let’s push for workshops that truly enrich our teaching practice and respect our time as educators
Freelance material developer (Profesional independiente) Educationist, International speaker. I have written 77 ELT books and trained hundreds of teachers and in-service teachers.
5 个月I totally agree with you. It seems that presenters are afraid the audience might not respond. But they often don't give thinking time and respond on the spot.