WEBVTT 1 00:00:07.640 --> 00:00:13.560 Emily Haagenson: Are we ready, Amy? Or not yet we can give us another minute. I see people still in the waiting room. 2 00:00:14.190 --> 00:00:16.609 (Amy Pinkerton) BSPH CTL Teaching Toolkit: I I am turning off the waiting room. 3 00:00:16.610 --> 00:00:17.005 Emily Haagenson: Okay. 4 00:00:17.750 --> 00:00:21.719 (Amy Pinkerton) BSPH CTL Teaching Toolkit: So, and the recording is started so you can start at any point. 5 00:00:21.720 --> 00:00:44.120 Emily Haagenson: Okay, well, welcome everyone to this week's session of picnic. Pd, some of you joined us last week to discuss incorporating video content into your course. Today, we're going to talk about audio and Powerpoint-based lecture production with Ctl, if you're interested to learn more about video recording, please follow up with last week's resources on the teaching toolkit website. 6 00:00:45.060 --> 00:01:01.090 Emily Haagenson: That being said, welcome to today's conversation on fine-tuning your presentation skills. My name is Emily Hagenson. I'm an instructional designer with Ctl. And I have the pleasure of hosting you all today alongside my delightful and knowledgeable colleague, Renee. 7 00:01:02.090 --> 00:01:03.680 Renee OHara: Hello! Everyone. Welcome. 8 00:01:04.989 --> 00:01:06.589 Emily Haagenson: Thank you all for joining us. 9 00:01:07.809 --> 00:01:23.539 Emily Haagenson: Our goals for this short session are that through some group discussions, insight from practical tips and examples, and Q, and a opportunities to address your specific concerns. We hope you'll be able to connect impactfully with your audience. 10 00:01:23.589 --> 00:01:30.599 Emily Haagenson: present confidently and comfortably and prepare skillfully and technically to record quality content. 11 00:01:32.879 --> 00:01:37.149 Emily Haagenson: Today Renee and I are going to guide our conversation on the following. 12 00:01:37.559 --> 00:01:46.809 Emily Haagenson: connecting with your audience tips for speaking and delivery, the recording experience and then producing a lecture specifically with Ctl. 13 00:01:47.089 --> 00:01:52.719 Emily Haagenson: But 1st Renee's going to start us off with a couple questions, to get to know what may have brought you here today. 14 00:01:54.830 --> 00:01:57.520 Renee OHara: Thank you, Emily, let's start with a poll. 15 00:01:58.030 --> 00:02:02.740 Renee OHara: Just gives us an idea of where we're starting when we talk about recording a lecture. 16 00:02:02.850 --> 00:02:08.499 Renee OHara: So my questions for you in the poll are, have you self-recorded a lecture yourself? 17 00:02:09.410 --> 00:02:14.809 Renee OHara: Have you recorded a lecture with Ctl. Before an audio Powerpoint lecture? 18 00:02:16.470 --> 00:02:23.040 Renee OHara: And have you heard or watched an audio Powerpoint lecture produced by Ctl. 19 00:02:25.130 --> 00:02:31.269 Renee OHara: let's take a moment and let everyone answer those poll questions just to have a good starting point. 20 00:02:35.780 --> 00:02:39.130 (Amy Pinkerton) BSPH CTL Teaching Toolkit: And it looks like 8 out of 8 have answered. 21 00:02:44.920 --> 00:03:01.939 Emily Haagenson: Great. So, Renee, we're seeing. About half of us have self-recorded a lecture before 5 out of 10 and half of us, haven't. It? Looks like. Only 3 people here today have recorded with Ctl, a Powerpoint-based lecture. 22 00:03:01.940 --> 00:03:23.979 Emily Haagenson: and 7 of us have not. So those of you who haven't. I hope you learned something, but it does look like almost all of us. 9 out of 10 have watched an audio Powerpoint-based lecture produced by Ctl, so we're familiar, but we maybe are just stepping our toes in the process of creation, and that's great. 23 00:03:25.320 --> 00:03:34.290 Renee OHara: Thank you all for answering that, poll. Those are some good results, and it gives us a good place of where to start. As we're having this discussion about recording. 24 00:03:34.380 --> 00:03:57.779 Renee OHara: So my follow up question to that is why or why not? As to recording a lecture. What has kept you from self-recording or from recording with Ctl. And I know there could be a lot of answers to that, so please feel free to put those answers in the chat for us so that we can discuss them. What's kept you from recording? 25 00:03:58.130 --> 00:04:05.219 Renee OHara: I know I've heard lots of things as an audio producer, and I'm sure my colleagues have, too, but please share with us if you will. 26 00:04:13.680 --> 00:04:27.279 Emily Haagenson: Bree hasn't started yet in their role as a ta. So getting on preparing early for how recording a lecture will work. This is a great place to start welcome. 27 00:04:32.270 --> 00:04:41.379 Emily Haagenson: Same with. Heather hasn't really had the opportunity to record with us yet. And yes, this is a great place to start. Thank you. Heather 28 00:04:42.930 --> 00:04:44.260 Emily Haagenson: anybody else. 29 00:04:48.370 --> 00:04:57.900 Renee OHara: All right. Well, we appreciate those answers. Thank you for responding. Now I see another one from Josh would love for a teaching practice series. 30 00:04:58.040 --> 00:05:10.489 Renee OHara: That's wonderful. That's wonderful. And it is all about practice. And we're going to talk about that as we talk. And there's lots of other reasons that we've heard an easy one would be lack of time 31 00:05:10.660 --> 00:05:18.819 Renee OHara: or too many demands, or can't come on site. Don't have the tools or the space at home. There's many, many things that could happen. 32 00:05:19.502 --> 00:05:24.929 Renee OHara: I'm glad that everyone does want to hear about more recording opportunities. 33 00:05:27.020 --> 00:05:30.760 Renee OHara: I'd also like to say as an active listener. 34 00:05:30.760 --> 00:05:46.020 Renee OHara: what catches and holds your attention to? What are you listening to these days? There's so many things to listen to. Reports. Do say that we listen to. Well, half of us, approximately 50. Listen to at least one podcast a week. 35 00:05:46.020 --> 00:06:09.420 Renee OHara: I'll just share a little inside touch with all of you. I'm a crime series. Listener. So yes, that's what I do in my free time. Now I've shared with you, but I am known to listen to many lectures, and not only do I like to listen to them in their raw form, with faculty and guest speakers and tas, as we're recording, and my fellow staff, but I also like to listen to them in the finished form. I also listen to books on tape 36 00:06:09.590 --> 00:06:24.800 Renee OHara: and other things. I do like music as well. But why don't you tell us what you like to listen to share some examples of a podcast. Or a lecture or something? You're listening to, and why you like to listen to it, and why it holds your attention. 37 00:06:24.980 --> 00:06:27.709 Renee OHara: Think about the sound experience, too. 38 00:06:28.620 --> 00:06:31.679 Renee OHara: and go ahead and share those in the chat. Thank you. 39 00:06:34.760 --> 00:07:02.409 Emily Haagenson: Peter is saying that he likes to hear stories, and we're going to talk a little bit about how to incorporate storytelling into your presentation techniques. I think Carrie is with you, Renee. She likes true crime information on current events as well. That draws her in Lauren loves audio books. Amy is also a true crime fan, strange, dark, and mysterious. 40 00:07:02.530 --> 00:07:17.370 Emily Haagenson: I suppose you can make your lecture strange, dark, and mysterious if you feel like that'll draw people in. Oh, more answers, great stories embedded in presentations, lectures, and in academic talks. I'm with you, Peter. That's 41 00:07:17.390 --> 00:07:19.749 Emily Haagenson: always draws me in as well. 42 00:07:19.830 --> 00:07:36.839 Emily Haagenson: Bree is saying that she likes to listen to public health on call, and 5 second rule, pertinent, relevant topics, right? Things that matter to you. That's great audio books, more people for audio books. 43 00:07:37.310 --> 00:07:42.160 Emily Haagenson: Heather mentions listening to audiobooks while doing other tasks. 44 00:07:42.280 --> 00:07:54.650 Emily Haagenson: And that's a really good piece to point out that a lot of times when we're listening. When we're an active listener, we may also be actively doing other things that's important to consider 45 00:07:55.080 --> 00:08:19.920 Emily Haagenson: so many answers. Thanks. Everybody. Bill listens to Npr. For the production value and the content. Absolutely not. All podcasts are created equal, right, and Bill is an audio producer, and he hears that better than the rest of us. Probably Josh is saying that passion and knowledge that really comes across clearly from the speaker 46 00:08:19.920 --> 00:08:27.779 Emily Haagenson: feels infectious, really gets you into a topic. These are all wonderful answers everyone. Thank you, Renee. Anything to add. 47 00:08:27.780 --> 00:08:52.300 Renee OHara: I'll just say that I agree. The answers are also hitting on many of the tips that we might discuss today with content and value and focus and passion and knowledge of a speaker. So all things that hold our attention from public health right down to crime. So thank you so much. I'm going to turn it back to Emily, as she's going to share some more things today about engaging the audience. 48 00:08:53.540 --> 00:09:08.080 Emily Haagenson: Yes, so thank you for sharing your experiences as a listener with us. Let's consider how, as a speaker, you can catch and hold the attention of your audience. Principally, we believe that that begins with connection. 49 00:09:08.360 --> 00:09:20.140 Emily Haagenson: So in order to connect with our audience, we need to 1st consider and acknowledge who they are. The students at Bsp are adults with competing priorities and a variety of professional interests 50 00:09:20.160 --> 00:09:31.179 Emily Haagenson: when delivering content. We need to make sure that the significance and relevance are clear. How will this information inform their practice? And why should they care about it? 51 00:09:31.540 --> 00:09:41.749 Emily Haagenson: Remember, also, Peter, you're telling a story, use storytelling techniques in the delivery of content. This activates memory and emotional patterns. 52 00:09:41.770 --> 00:09:45.730 Emily Haagenson: for example, highlighting relatable characters. 53 00:09:45.800 --> 00:09:56.380 Emily Haagenson: employing logical plot structures with a beginning, middle ending, using drama or cliffhangers, or describing vivid settings and contexts. 54 00:09:58.040 --> 00:10:11.349 Emily Haagenson: Relatable metaphors also can help students draw connections from your novel content, topics to something that they already understand. And this familiarity activates existing neural networks. 55 00:10:12.460 --> 00:10:36.869 Emily Haagenson: As you tell the story of your content, you want to allow your passion to bubble to the surface. Josh hit on this right people are drawn to other people's excitement and curiosity. Consider short anecdotes and examples that highlight your passion and your journey into the content. These are memorable, and they activate emotional responses in your learners which help build synaptic connections in their brains. 56 00:10:37.510 --> 00:10:44.800 Emily Haagenson: All of these tips ultimately are drawn from your authenticity with just a touch of intentionality. 57 00:10:44.880 --> 00:10:50.619 Emily Haagenson: Allow your students to see and connect with your genuine self to encourage their learning. 58 00:10:51.190 --> 00:10:58.260 Emily Haagenson: Rene has some additional speaking tips for building on this connection with your audience, in order to deliver your content. Well. 59 00:10:59.980 --> 00:11:17.219 Renee OHara: Sometimes I think when people come to the studio or just the mics turned on at home or the record lights on, they get a little nervous, and that's totally natural. But you do want to sound like a pro, because it's better for you, and it's better for your students and your learners listening to you. 60 00:11:17.220 --> 00:11:39.930 Renee OHara: So here's a couple of tools to give a great delivery, use a script or an outline to stay focused. No one will see that if you're working with Ctl. And if you're self recording, no one's going to see it either. The wonderful thing about audio recording is you're not on camera. If you are on camera, there are ways to hide that script and use a prompter and things like that. So don't worry. We can give you tips on that. Too 61 00:11:39.930 --> 00:12:00.219 Renee OHara: slow down, easy to say. But I can't tell you how many people get really fast as they're reading, maybe because they want to finish, maybe because they have someplace else to be in short order, but slow down just a little bit. It gives the learners time to hear the things and process what you're trying to say 62 00:12:00.320 --> 00:12:11.910 Renee OHara: and relax. As I said, the great thing about audio recording retakes are fine. We tell people that every time they come into the studio. If you do this in 10 takes great, if you do it in one 63 00:12:11.910 --> 00:12:37.690 Renee OHara: also great. So don't worry. Just sit back and relax practice, practice, practice. It sounds so easy, and I know time is so limited for all of you. But practice even once, will really help you, and you'll also hear where maybe you aren't so focused, or where you don't want to add something, or where you do have a story from. Maybe some work you've done on the road, or something. A student said that you'd like to share with the audience 64 00:12:37.690 --> 00:12:54.050 Renee OHara: I already talked about retakes, but I should mention that when you do a retake you don't have to go back to the beginning of the lecture. You just can go to a thought that you had, or the beginning of that slide wherever it's natural for you, so that you won't lose your flow. 65 00:12:54.450 --> 00:12:57.760 Renee OHara: And remember it is okay to pause. 66 00:12:58.060 --> 00:13:04.299 Renee OHara: add some inflection, add emphasis as you speak, get a little louder if you need to. If you have a call away. 67 00:13:04.430 --> 00:13:09.689 Renee OHara: or just be quiet and allow the students to reflect on something you said. 68 00:13:09.700 --> 00:13:16.610 Renee OHara: and for those of you who can come in and just speak directly to slides, please do so. That's absolutely fine. 69 00:13:20.730 --> 00:13:28.790 Renee OHara: I'd also like to ask you what are your concerns and your struggles when recording. I mentioned a few, maybe, at the top of the 70 00:13:28.820 --> 00:13:35.520 Renee OHara: of this experience, but I'd like to know what your concerns are, and what struggles you may have when you're recording. 71 00:13:35.710 --> 00:13:40.850 Renee OHara: go ahead and share this. What parts of the experience do you find difficult. 72 00:13:41.180 --> 00:13:44.630 Renee OHara: You can just put those comments in the chat if you'd like to share them. 73 00:13:51.740 --> 00:14:04.289 Renee OHara: Maybe no one has difficulty, or maybe they don't have concerns just yet. The point is, our team definitely tries to work with you on that. We're there with you, one on one to do the recording. 74 00:14:10.260 --> 00:14:21.609 Emily Haagenson: I'm seeing a couple in the chat, Renee, so we've got notes and scripts. Notes can be difficult, right? You don't want to sound like you're reading, but you also. It can be really helpful to keep you on 75 00:14:21.670 --> 00:14:27.759 Emily Haagenson: task and on the right subject. Jennifer's sharing that she can find it difficult 76 00:14:28.600 --> 00:14:53.300 Emily Haagenson: to not have the audience reaction or interaction. Absolutely. I think that's a common issue that Rene and her team hear about nerves stumbling over words for sure, Bill, thank you. Heather mentions getting into my head thinking about what's happening while it's happening. And I do that for sure, Bree says. 77 00:14:53.450 --> 00:15:04.812 Emily Haagenson: sounding out of breath. Yes, and I think sounding fast, stuttering right, any any way, that we feel like self-conscious about the way we sound. 78 00:15:06.450 --> 00:15:28.220 Emily Haagenson: sounding natural, Bill. Yes, thank you, Tilley adds, knowing that what I say is going to be recorded and captured is intimidating right versus an in-person lesson where students take it in. But they don't go re-watch it over and over right. These are all really good, Rene, do you have anything to add to any of these. 79 00:15:28.220 --> 00:15:54.219 Renee OHara: No, I really appreciate those, and I just appreciate everyone being honest and candid, and we speak all the time, and we listen all the time, but we make mistakes, too, so thank you for sharing that, and even being so personal as to breathing, we don't like to sound out of breath. I can say that one of my recording experiences, someone said to me about a week later, do you know that the person you recorded delivered a baby like 2 days after you recorded them. 80 00:15:54.220 --> 00:16:10.760 Renee OHara: So they definitely were sounding a little out of breath. But we can pause. We can work through that. We can let you relax, and your time, our time is your time. So whatever it takes in the studio to finish it. So thank you for sharing those very personal experiences. I'd also like to. 81 00:16:11.100 --> 00:16:19.170 Emily Haagenson: Sorry, real quick. There's a good question for you in the chat. How often do you re-record? And how can we minimize that? 82 00:16:19.330 --> 00:16:23.720 Emily Haagenson: So people who are worried about stumbling over their words. How can they 83 00:16:23.810 --> 00:16:24.940 Emily Haagenson: try to 84 00:16:25.550 --> 00:16:28.410 Emily Haagenson: be a little more seamless? Do you have any tips. 85 00:16:28.410 --> 00:16:33.339 Renee OHara: Yeah, I would say, probably a script is good, because then, if you're following that. 86 00:16:33.490 --> 00:16:52.179 Renee OHara: you wouldn't be off script to where you're working a little harder, and just to relax and to take a breath, because I think the stumbles come, even if you're reading from a script when a sentence is really long, and you're trying to say those words, and not being as natural and authentic as you might be. 87 00:16:52.770 --> 00:16:54.570 Renee OHara: Or, Oh, yeah. 88 00:16:54.570 --> 00:17:03.739 Emily Haagenson: Sorry. I'll add, Brie, that our audio editors are magic wizards, and you'll hear some examples later in this presentation of 89 00:17:05.349 --> 00:17:18.329 Emily Haagenson: a sound clip where one of one of a faculty member stumbles over some of their words, and then you'll hear the version that's cleaned up. And so we're gonna share that with you in just a minute. 90 00:17:18.339 --> 00:17:19.520 Emily Haagenson: That might help. 91 00:17:20.470 --> 00:17:46.700 Renee OHara: That's great. And, in fact, since we do have some people here who have worked with us before, we'd also like to ask, what pro tips. Would you like to share now with your colleagues what worked for you as a speaker from the recording experience? And it may not have worked the very 1st time you recorded. But you probably came back and did another lecture, and said, Oh, that really worked. I want to try that again. Go ahead and put that in the chat. If you would. 92 00:17:58.420 --> 00:18:10.740 Emily Haagenson: While we wait for a couple to come in, Rene, I'll say that I know I often speak too quickly, and so taking a breath is helpful has made me better. 93 00:18:10.760 --> 00:18:20.570 Emily Haagenson: So the breathing techniques and suggestions are really helpful to me. Amy says that she used a script. 94 00:18:21.050 --> 00:18:43.749 Emily Haagenson: sorry that she made with speech to text. So it sounded natural to say out loud, That's great, because our speaking voice is frequently different from our writing voice. So that's a great tip. Thank you. Amy Heather added, that she does the same, and she says it helps her feel really comfortable. We have another one taking a breath, slowing down. 95 00:18:43.830 --> 00:18:57.210 Emily Haagenson: always great and patient recording team that listened and helped me identify parts to rerecord for sure. And again Rene, already mentioned, talking too fast, is a common 96 00:18:57.310 --> 00:18:58.816 Emily Haagenson: error. Right? 97 00:19:00.640 --> 00:19:17.659 Emily Haagenson: Josh adds that someone he saw record brought tea to deal with anxiety and set a comfortable environment for themself. Yes, you're not visually on screen when you record with our audio producers. So anything that makes you more comfortable is welcome. 98 00:19:17.820 --> 00:19:31.789 Emily Haagenson: and Rene can speak more about the recording experience in a little bit. Peter adds pictorial images in lieu of filling a screen with text. Yes, that's always good. 99 00:19:33.890 --> 00:19:44.679 Emily Haagenson: Wrote the script right in the notes of my slide deck is super helpful, and, as Renee mentioned, students are not going to see the notes section of your slide deck. So make that look. 100 00:19:44.740 --> 00:19:57.500 Emily Haagenson: However, it works for you sometimes, as I do that I'll put a word in all caps, or I'll drop something to the next line, and that helps remind me to where I am 101 00:19:57.760 --> 00:20:01.050 Emily Haagenson: creating emphasis or where I need to pause 102 00:20:01.180 --> 00:20:05.949 Emily Haagenson: within the notes. Right? It doesn't have to look like a beautiful paragraph in there. 103 00:20:06.080 --> 00:20:13.879 Emily Haagenson: Carrie says, trust the audio team. They can help speakers feel very comfortable making mistakes and learning from them 104 00:20:14.200 --> 00:20:18.299 Emily Haagenson: for sure, and I'm sure Renee can add to that comment as well. 105 00:20:18.680 --> 00:20:20.000 Emily Haagenson: Thank you, everyone. 106 00:20:20.290 --> 00:20:46.529 Renee OHara: Yeah, thank you for sharing so much. Ned's added a tip to an old audio tip. To remove dry mouth is, oddly enough, not water, but an apple taking a bite of an apple will actually work. Really. Well, thank you, Ned, for sharing that, too. And it's true we do. We suddenly when we're speaking for an hour or 2 that you're doing in a recording session. Our mouths get very dry. But again we can pause, have water things like that. Thank you all for sharing all of those tips. 107 00:20:47.040 --> 00:21:09.419 Renee OHara: I also want to share with you what it's like during the recording. So you'll see here some of our studios and working spaces at Bsp, I'm showing the 2021 recording studio, which is our Ctl Row House studio just past the school at 2021 East Monument Street. You'll also see Wb. 502, which is our basement studio at the school. 108 00:21:09.500 --> 00:21:30.550 Renee OHara: You'll see the audio editors workstations which they have at home. You'll see our East 5,620 recording space, that one you don't have your own booth that you go into. But you do have an open room which some people prefer. They feel a little claustrophobic in the recording space, but regardless. We have several working spaces, and you're always 109 00:21:30.550 --> 00:21:43.730 Renee OHara: greeted by an audio producer and our team at the Rohouse. You're in the room. The Monitor is very large. As Tilly mentioned. You can see your notes and presentation view, and we're following along the whole time 110 00:21:43.730 --> 00:22:00.739 Renee OHara: for remote recordings. We have a loaner microphone program, so you can just let us know if you'd like to borrow a Yeti, I would suggest a good Internet connection. Believe me, we've all lost zoom at 1 point or another in the last 4 years. It does happen. But don't worry. We would just get back on 111 00:22:00.740 --> 00:22:25.629 Renee OHara: ambient noises from your environment. It's okay. Parents, kids, Amazon dogs, cats. Anything might happen. Yard work, but we can do retakes for that, but if we can minimize them, it helps. Every session, as I said, is coached with an audio producer remote or on site. We're with you, and it's our job at the end of recording to turn in all the deliverables. So we turn in the Powerpoint. From the time of 112 00:22:25.630 --> 00:22:46.989 Renee OHara: recording we turn in our notes that have comments for your instructional designer. You might have retakes for the audio editors that they're listening objectives for your ID. We turn in everything. So we want you to leave, feeling very good, whether it's remote or on site, about the recording you've done for your lecture, and we might even see you again 113 00:22:46.990 --> 00:22:57.879 Renee OHara: on another recording. And yes, thank you, Amy. Yeti refers to a brand, and those just happen to be the microphones that we have in the Row House alone, and they are USB Plugin microphones. 114 00:23:00.640 --> 00:23:21.440 Renee OHara: As Emily mentioned, we wanted to share an example of a recording in this particular case. This is a typical recording, and there's going to be a recording, and there might be a retake. It's this happens to be our colleague, Ira Gooding, at the Ctl. Department, and he also teaches in the teaching learning 115 00:23:22.600 --> 00:23:31.790 Renee OHara: course. And this was from the summer. So he recorded in studio, and I want you to hear what the original raw recording sounds like. 116 00:23:33.790 --> 00:23:39.589 Renee OHara: As you receive feedback throughout the course. You'll use it to revise the sections of your plan. 117 00:23:39.700 --> 00:23:41.870 Renee OHara: You don't need to implement. 118 00:23:42.760 --> 00:23:47.910 Renee OHara: as you receive feedback throughout the course. You'll use it to revise sections of your plan. 119 00:23:48.560 --> 00:23:50.330 Renee OHara: You don't need to implement. 120 00:23:52.430 --> 00:23:56.780 Renee OHara: You don't need to implement every suggestion from your peers or the teaching team. 121 00:24:00.800 --> 00:24:08.980 Renee OHara: Now, I want you to listen to the fully edited version worked on by our audio editors at Ctl. Listen for the difference. 122 00:24:10.430 --> 00:24:15.650 Renee OHara: As you receive feedback throughout the course. You'll use it to revise sections of your plan. 123 00:24:16.010 --> 00:24:27.559 Renee OHara: You don't need to implement every suggestion from your peers or the teaching team, but we do expect you to demonstrate that you're taking the feedback into consideration as you refine and improve your plan. 124 00:24:29.230 --> 00:24:38.340 Renee OHara: I hope you really heard the difference. You can see that the audio editors not only it was the volume different. It's adjusted, it's normalized, it's equalized. 125 00:24:38.340 --> 00:25:01.929 Renee OHara: and the retake is gone. So that would be the same for ums. And us people get very concerned, or maybe a noisy breath. I know that I'm a bit of a nose breather. The speed was not different. Heather. Thank you for the question. It just sounds like it because you don't hear those pauses with the retakes. But editors do not change the speed we want our faculty and guest speakers to sound natural. 126 00:25:06.840 --> 00:25:17.820 Renee OHara: I'd also like to share with you microphones. They really make a difference. And obviously, since 2,020, at the start of the pandemic, everything changed. We used to have everyone. We used to have 127 00:25:17.870 --> 00:25:34.659 Renee OHara: recordings morning and afternoon in 4 studios going simultaneously. And then suddenly, we were all teleworking and working from a variety of places. And the audio input sounds very different. So let's go through a few of these sounds to see what you hear. 128 00:25:39.010 --> 00:26:00.849 Renee OHara: I just wanted to start us off with some sound, using the internal mic. So I'm in my home office working. You'll hear some background noise. You'll hear it both from the windows and internally in my home. So it's just to give you an idea that this is not the optimal audio that we're really looking for when we're doing a recording, a remote recording. That is 129 00:26:02.160 --> 00:26:07.420 Renee OHara: well, that was me, obviously with a bit of noise. Now let's go on to the next sound. A bit of a step up. 130 00:26:09.080 --> 00:26:13.010 Renee OHara: Hello! This is Bill Gaul, audio producer at Ctl. 131 00:26:13.290 --> 00:26:18.959 Renee OHara: The audio that you're listening to right now was recorded with a pair of apple wired earbuds 132 00:26:20.140 --> 00:26:24.349 Renee OHara: more direct and a little bit better. But let's go one more up. 133 00:26:26.630 --> 00:26:43.870 Renee OHara: Hello! I'm Victoria, and I am one of the audio producers at Ctl. And I would like for you to hear what a professional microphone sounds like in a home office I am currently recording with a rode and t. 1 a condenser microphone. 134 00:26:45.470 --> 00:26:59.900 Renee OHara: You can hear that everything's starting to sound a little better. And that's why we recommend, if you're working at home now, regularly, a high quality microphone or a loner from us. Now let's go one more and hear the best sound. 135 00:27:01.390 --> 00:27:11.550 Renee OHara: Hi! This is Ned Boyle, audio producer at Ctl. And this is the sound of a professional microphone in one of our recording studios. 136 00:27:13.240 --> 00:27:42.399 Renee OHara: So what did you hear? I hope that one sounded really clean and clear to you. Now, mind you, each one of these, we did not pass to our audio editor. So if any of them are here today, they're going to say, Wow! We could have cleaned that up for you. But this was just to give you an idea of the variety of input and why we try to say, let's not just use your internal microphone, and that takes a little bit of planning before you do the recording. But thank you to all of the audio producers for sharing those different sounds with us. 137 00:27:42.400 --> 00:27:54.859 Renee OHara: and I hope you really heard the difference as we got to those professional at home mics that you can plug in, or our very own studio sound with a booth that is soundproofed and a professional Neumann microphone. 138 00:27:55.290 --> 00:27:59.190 Renee OHara: If anyone has any questions about that, please feel free to put them in the chat. 139 00:28:02.780 --> 00:28:23.849 Renee OHara: Obviously, quality of audio makes a big difference. If you don't have quality audio, the student hears it. It's distracting to listen to. So poor audio experiences have serious implications. 35 of those surveyed say that they feel frustration, irritation, or annoyance due to bad audio. 140 00:28:23.850 --> 00:28:46.929 Renee OHara: I'm sure you maybe felt that way at home. If you've listened to something that way, or maybe you're watching something on TV. Or even a newscaster doesn't say out the acronym. And you're like, I wonder what that meant? You're just sitting there thinking. I know that happens to me. So the quality is really important, and we want to give you quality, because it will make a difference for you and your students and for your lecture. 141 00:28:51.530 --> 00:28:57.240 Renee OHara: I'm going to turn it back to Emily, so that she can talk a little bit more about the production process at Ctl. 142 00:28:59.210 --> 00:29:15.600 Emily Haagenson: The supportive production team at the Bsp Center for teaching and learning includes several layers of experts who all help ensure that your Ctl-produced lecture content is of high quality and maintains a high standard of accessibility. All to best serve student learning. 143 00:29:15.840 --> 00:29:31.650 Emily Haagenson: Recording your lecture with us is just the 1st step in our lecture production process as Ctl. For you. It's often the last step as well, because my lovely instructional design colleagues who you are partnered with will manage the remaining steps from here. 144 00:29:31.750 --> 00:29:44.970 Emily Haagenson: But after the recording process begins that Rene described with our audio producers. Your lecture is polished and refined by our technical writers, medical illustrators, and audio editors. 145 00:29:45.190 --> 00:29:52.560 Emily Haagenson: Then our web developers and add the content to the course site and create multiple files for students. 146 00:29:52.680 --> 00:29:59.179 Emily Haagenson: Finally, your lecture is reviewed by a Ctl quality control specialist who makes sure it's ready for learners 147 00:30:02.050 --> 00:30:12.839 Emily Haagenson: while you can choose other options for recording. Working with Ctl provides the best quality content for your students and a supportive lecture creation experience for you. 148 00:30:13.000 --> 00:30:24.709 Emily Haagenson: Your instructional design contact will help you organize and schedule your lecture production process and our team at Ctl will make sure we provide your students with top quality slides and sound. 149 00:30:25.110 --> 00:30:30.029 Emily Haagenson: Our focus today is on presentation and recording techniques. 150 00:30:30.120 --> 00:30:44.500 Emily Haagenson: But slide design is also an important element of a well-structured lecture. Rene and I work closely with the technical writers at Ctl. So feel free to ask us questions about slides during our office hour work time at the end of this session 151 00:30:44.610 --> 00:30:57.450 Emily Haagenson: for more information you can also mine the resources on our Ctl teaching toolkit website, which has many helpful guides for building a clear and accessible slide deck. I'll go ahead and put that 152 00:30:58.590 --> 00:31:01.260 Emily Haagenson: that link in the chat. 153 00:31:04.250 --> 00:31:06.590 Emily Haagenson: Sorry I'll do it in just a second. 154 00:31:09.110 --> 00:31:32.570 Emily Haagenson: first, st I want you to consider that during our office hour session coming up, we really want to talk to you about your specific questions you have about Powerpoint-based lecture production with Ctl, please begin to make your specific queries. But before we get into the weeds of your questions. Let's take a minute with Renee to go over what we discussed today. 155 00:31:33.150 --> 00:31:49.480 Renee OHara: Thanks, Emily, and thank all of you for being here, especially if you can't stay for the QA. That we're going to have after so just a few tips. Whether you're self-recording or recording with us, or just recording on your own as a practice plan and prepare before you record. 156 00:31:49.650 --> 00:31:53.999 Renee OHara: We have some opportunities where you can schedule a pre-recording meeting with us. 157 00:31:54.020 --> 00:31:57.319 Renee OHara: Remember to practice, and before you hit record. 158 00:31:57.380 --> 00:32:05.140 Renee OHara: slow down, take a breath, hit it, and pause, even pause before you start speaking, because that leads to a nice, clean recording 159 00:32:05.510 --> 00:32:25.729 Renee OHara: authentically share your expertise on the subject matter. The students are so glad that they get to hear you. It is nothing robotic, it is not an actor, it is a real teacher that is so passionate about everything that they're trying to learn from you, and they'll know this when they listen. They'll hear that through your voice. 160 00:32:26.250 --> 00:32:46.600 Renee OHara: focus on the teaching, on the content that you want to present in your lecture, and let us at Ctl. Or center for teaching and learning. Do the rest. We'll turn everything in. We'll produce a fully polished lecture that you and your students and our community at JH. Will really enjoy. So thank you so much for listening. 161 00:32:51.300 --> 00:33:16.790 (Amy Pinkerton) BSPH CTL Teaching Toolkit: All right. I wanted to invite you to complete this 2 min workshop evaluation again. We'll continue the conversation after this, but we really do appreciate you. Taking a few moments to give us your feedback. We do use this feedback when we plan future workshops. So it really does mean a lot to us when you take the time to do this, and also my fellow Ctlers. We want your feedback, too, so please 162 00:33:16.880 --> 00:33:21.650 (Amy Pinkerton) BSPH CTL Teaching Toolkit: complete the workshop evaluation survey and all of the results are anonymous. 163 00:33:26.650 --> 00:33:49.129 (Amy Pinkerton) BSPH CTL Teaching Toolkit: I also wanted to highlight that. This is one of a series of picnic Pd sessions. This was ready to engage fine tuning your presentation. We have 2 more workshops left in the series they are at on Tuesdays at noon, and then also the recordings of our previous workshops in the series are posted on our website. So please check those out. 164 00:33:53.110 --> 00:34:10.829 (Amy Pinkerton) BSPH CTL Teaching Toolkit: And if you'd like to continue your professional development with Ctl, we have a number of options. First, st is our essentials, of course, design, development, and teaching at Bsp, this is an online, self-paced modular course for faculty 165 00:34:10.830 --> 00:34:23.650 (Amy Pinkerton) BSPH CTL Teaching Toolkit: who would be teaching at Vsp. It has modules, so it's geared towards Bsp. Faculty. But if you're not a Ph. If you're not from Bsp, you could still benefit from some of the modules. 166 00:34:23.760 --> 00:34:35.450 (Amy Pinkerton) BSPH CTL Teaching Toolkit: We have a online self-paced teaching assistantship training course, and then we also have other workshops like this as well as on-demand videos and our Ctl blog. So please check those out. 167 00:34:41.580 --> 00:34:49.900 Emily Haagenson: Yes, we just want to thank again the audio editors and audio producers who helped us create the examples that we shared with you guys today 168 00:34:50.360 --> 00:35:18.419 Emily Haagenson: at this point, thank you. To those of you who've stuck around for our QA. We're going to end the workshop recording now, so that those of you who are here feel comfortable asking any questions about the recording experience that might feel personal. If you're watching the recorded version of this presentation, please feel free to reach out to Emily Hagensen or any instructional designer at Ctl. With your own questions about recording, and that goes for any of you who need to leave 169 00:35:18.440 --> 00:35:28.160 Emily Haagenson: now. Don't have time to stick around for Q. And A. Please follow up with us at Ctl. But at this point we'd love to have you either raise your zoom hand, or.