On-Demand Presentation Guidelines

The information below reflects the guidelines for the most recent conference and is provided now for reference. These guidelines may be updated for the next conference.

What Are On-Demand Presentions?

GSOLE On-Demand Presentations are brief videos used to share teaching practices, research, and philosophy related to OWI and OLI. What follows are the three categories of On-Demand Presentations:

Pre-Recorded Presentation (Present Individual or Panel Presentations on research or administration)
Praxis Post(er) (Share teaching practices)
ePortfolio (Host a tour of your website that shares teaching philosophy and practices)

See below for guidelines and tips for preparing your On-Demand video for the upcoming conference.

How On-Demand Options Fit into the Conference

Pre-conference Previews

A week prior to the day of the synchronous online conference, conference participants will be invited to visit our On-Demand Presentation Hall, which will consist of links to GSOLE-hosted pages that include asynchronous presentations as embedded videos. The pages will also allow for asynchronous commentary on the presentations.

Live Q & A Sessions

During the live virtual conference, On-Demand presenters have the opportunity to participate in a synchronous video-conferenced panel including three or more fellow presenters. Presenters will be given five minutes each to briefly introduce themselves and their presentation and to offer remarks that engage the audience about their presentation, which audience members are presumed to have already viewed. These remarks might take any of the follow forms:

Replies to questions or comments posted in the asynchronous comments on the presenter's preview page.
Questions for the audience about OLI topics addressed by the presenter, including past or current teaching or administrative practices, recurrent concerns about OLI teaching or administrative issues, and so on.
Questions or comments on another presenter’s work, especially to compare approaches, observe similarities and differences in findings, and so on.

We hope these remarks and the presentations themselves will lead to a robust conversation.

Presenter Responsibilities and Rights

Preparing and Recording the Presentation: In the following section, we suggest some common design and recording options. Most take advantage of free tools or tools commonly owned by or available to OLI instructors. Presenters are responsible for choosing a design platform that suits their needs. NB: The final recording should be 5-10 minutes and shareable through a URL.
Participating in a Presenter Workshop: Depending on interest, a synchronous or asynchronous workshop will be provided. Presenters can also seek advice from their Liaison.
Providing a Shareable Link to a Video at Least Ten Days Before the Conference: The tools discussed below each provide ways of producing shareable links to embeddable videos. Although the link must be functional ten days before and throughout the day of the conference to be included on the program, presenters retain all control over their recordings.

Preparing the Presentation

Choosing a Development Platform

A variety of tools can be used to create and share videos online, including many common slide-based composition tools. In some cases, more than one tool must be used to complete all the necessary steps. In all cases, you will need to provide GSOLE a link to your presentation that will be accessible to view for anyone who has access to the link.

Pre-Recorded Presentations: We welcome pre-recorded interactive presentations using digital tools like PlayPosit, Nearpod, and VoiceThread, to engage the audience in active learning as they watch your session.

Praxis Post(er)s: A Praxis Post(er) is a video presentation demonstrating a particular teaching practice or assignment in the virtual classroom or during online tutoring sessions.

ePortfolio Gallery Submissions: With attempts to spotlight voices and stories in OLI, this submission type invites educators with professional electronic websites to share video tours of their sites with the GSOLE community. Individuals who completed ePortfolio sites as part of the GSOLE certification program are especially encouraged to apply.

Depending on interest, GSOLE will host workshops and distribute resources assisting presenters in building these asynchronous presentations. Consultations are also available upon request.

Please note the 5- to 10-minute length requirement on these formats, which is an important feature of presentation accessibility.

Here are some other possible platforms:

Voice-over-PowerPoint presentations uploaded to YouTube—This option allows great flexibility in the design of the presentation, including the option of animations and other powerful MS PowerPoint features. But recording and sharing takes extra steps.
Adobe Spark Video presentation—This free platform offers little choice in visual design, at least when used in isolation, but recording and sharing are extremely simple.
Prezi with uploaded audio: Prezi, like Adobe Spark, is readily shareable. It offers more flexibility in slide design, but the audio for each slide needs to be uploaded as a file.
Google Slides (or MS PowerPoint) slides exported as JPEGs and used in Adobe Spark—This option allows you the visual design flexibility of a typical presentation app (albeit without animations), but also Adobe Spark’s simple recording and sharing options.
Camera recording of traditional poster presentation—This option simply converts analogue to digital. The main challenge for this format is ensuring visuals are viewer-friendly. It is possible, however, to edit visuals after recording with a video editor.
Zoom recording of an extemporaneous presentation. To ensure captioning can be edited for accuracy, save the file to your computer, and then upload the file to a platform like YouTube, so that you can take advantage of automatic captioning and editing tools.

Designing the Presentation

A micro-presentation like this doesn’t allow much time to support big claims or demonstrate intricate processes. But that doesn’t mean presenters can’t discuss sophisticated OLI concepts and practices. The key is to remember that the presentation is just the start of a discussion about OLI issues or innovative teaching and administrative practices.

Start off with a strong statement and then briefly show and state your 3-5 subtopics. This helps the audience quickly grasp the scope of this brief presentation.
Use the KISS principle: Keep It Short and Simple. Most viewers can hold only a few key ideas in their short-term memory; overwhelm them, and the ideas won't make it into long-term memory.
Use multiple slides to keep motion on screen; for example, highlight each bullet point as you discuss it OR add each bullet point as you discuss OR put each statement on a separate slide as you discuss it. You can also alternate between text and video of you speaking.
Keep in mind that presenters will have a chance to elaborate on many aspects of their presentation within the asynchronous and synchronous Q & A.
Keep in mind that viewers can pause to look at particular visuals for an extended period of time, even if the voice-over can’t actually walk them through the details.
Finally, keep in mind that closing the presentation with questions for the audience can provide a great way to frame the Q &A that follows.

Other Production Considerations

Here are a couple of other considerations to ensure that your presentation will both meet the guidelines above and be accessible to viewers.

Consider reading from a script, rather than speaking extemporaneously as is often encouraged for live conference sessions. Not only does a script help keep the time of the presentation under control, but it also serves as ready-made captioning. Do write and speak the script the way you talk, so that your delivery sounds extemporaneous.
Take advantage of captioning and other accessibility features as much as possible to ensure that the presentation is accessible to all GSOLE conference attendees. Besides using a script, presenters can try some of the automated captioning features of the platforms listed above (e.g., YouTube creates captions—but they often need editing).

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