You Have Been Asked To Present At A Professional Organizatio
You Have Been Asked To Present At A Professional Organizations Meetin
You have been asked to present at a professional organization’s meeting and the topic requested was “Twin Technologies – Low-Tech and High-Tech Job Aides”. Create one version that is interactive for a live audience in the same room with you. Provide some time for your own presentation as well as some time for group participation. The organization’s webmaster is going to video tape your presentation but wants you to provide a design for an interactive event, for those individuals who were unable to attend. The Webmaster will build this interactive event in Flash. Therefore, you can combine slides, questions, and designated video segments of you presenting or of participants responding to questions. Use the Interactive Technology Design Template provided. Define for the webmaster, what how to translate the low-tech in-person design into a somewhat interactive, web-based design. Use the Interactive High-Tech Design Template provided in this module. Finally, submit here a one or two page paper summarizing of your insights and discoveries during this exercise and a link to your design, using APA format.
Paper For Above instruction
The presentation on "Twin Technologies – Low-Tech and High-Tech Job Aides" offers a comprehensive exploration of how both traditional and modern instructional tools can be integrated to enhance learning and productivity in professional settings. This exercise emphasizes designing an engaging, interactive event tailored for both live audiences and remote/online participants, showcasing the effective translation of in-person activities into digital formats using specified templates.
The core objective is to develop an interactive experience that not only engages the live audience through direct presentation and group participation but also provides an accessible, web-based version for those unable to attend in person. This dual approach ensures inclusivity and maximizes the reach of the training content. To achieve this, the design must consider seamless integration of various media components—slides, questions, video segments—and interactive elements that promote active learning.
In the initial phase, translating the in-person design involves identifying key moments suitable for interactivity, such as opening questions to gauge prior knowledge, live polls, or discussions, and embedding video clips that demonstrate examples of low-tech and high-tech job aids. The in-person presentation can include demonstrations, case studies, or storytelling segments that captivate the audience, complemented by group activities that encourage participation. These elements can be converted into interactive modules for the web, such as clickable slides, embedded videos with synchronized questions, or simulated group activities where online participants respond via input forms or polling features.
The templates provided serve as critical tools for structuring this transition. The Interactive Technology Design Template guides the mapping of each live activity into an online equivalent, focusing on engagement strategies like multimedia enrichment and interactive questions. For example, a slide showing a physical job aid can be supplemented with an interactive hot spot where users explore features or a brief video demonstrating its effectiveness. The High-Tech Design Template emphasizes utilizing online multimedia capabilities and user input to foster collaboration and real-time interaction, even in a remote setting.
From this exercise, several key insights emerged. First, the importance of multimedia integration to accommodate diverse learning styles and increase retention. Second, the necessity of designing for interactivity to maintain engagement, especially in virtual formats where physical presence and immediacy are absent. Third, the challenge of balancing informational content with opportunities for active participation, ensuring that both in-person and online audiences feel involved and valued. Finally, the exercise underscored the vital role of clear instructional design and visual storytelling in creating effective hybrid learning experiences.
In conclusion, the successful adaptation of low-tech and high-tech job aids into an interactive, web-based format relies heavily on thoughtful design and strategic use of multimedia elements. The templates provided help structure this transition, focusing on user engagement, accessibility, and content relevance. This process demonstrated that well-designed digital interactions can effectively complement live training, broadening reach and improving knowledge transfer across diverse audiences.
References
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- Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. The New Media Consortium.
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