A Learner’s Way

With the exception of one or two courses, our students rarely have to study for, and write, tests.  We evaluate their progress primarily through writing-based assignments.  We rate and rank them on their abilities to think, plan, analyze and create everything from communications plans to special events to product launch releases. 

So, when students learn you’ve scheduled a test for next week, immediate anxiety sets it.  No matter how often you tell them:  “if you do your readings, you’ll be okay,” or “it’s weighted at just 10 per cent of your overall grade,” the questions start tumbling out:

How many questions will there be? What kind of questions? Short answers? Multiple choice? How much will each question be worth? Can I use point form in my answers? Will you only be using chapter readings on a chapter readings test? Are you expecting me to study my class notes too? How much time will we have to write the test? Will the test take place at the beginning of the class or at the end?  And, on and on.

Instructors are under tremendous pressure to set tests that (like effective PR plans) meet the objectives of a particular unit of study.  Most instructors, including me, aren’t particularly skilled at creating tests.  If they’ve had no formal teacher training, they’ve likely never been taught how to construct tests that produce meaningful results.

Even a short 10-question current affairs quiz based on yesterday’s headlines isn’t simple.  An awkwardly phrased question (e.g. on what Toronto street did a huge fire take place yesterday?) will be open to interpretation.  Some students will answer Queen Street.  Others Queen Street West. Others will answer Queen and Portland.  When you point out that you wanted them to identify just ONE street correctly, some will argue they were close enough with their answer and deserve partial marks.

For the most part, I’m not a big fan of evaluating students’ knowledge via tests, mostly because that’s not how they’ll be evaluated in the world of work. 

However, in the teaching/learning process, tests have their place.  I’ve worked with many accomplished student test-takers.  For them, earning top marks for a test weighted at “just” 10 per cent of their grade means the difference between earning an A and earning a B.  And, that’s why I keep attempting the set the perfect test.  So students can write perfect answers and feel good about their results.

During the 2005-2006 academic year I took a leave of absence to work full-time as a writer/editor with a sales communications team at one of Canada’s most successful banks.

When I returned to Centennial College, I learned that my colleague Gary Schlee, had dived head first into the Web 2.0 world. Excited to incorporate this new knowledge into our curriculum, he introduced me to local and global PR practitioners blogging and podcasting at that time.

As I listened and learned, it struck me: most of these early adopters were middle-aged, mostly white guys. I quite like middle-aged guys. I’m married to one. But, I wondered: where are all the women? And, more importantly , where are Canadian women who might inspire our students–the majority of whom are young women.

Then, I began reading about Maggie Fox, founder of Social Media Group that bills itself as “one of the world’s largest and best-known agencies devoted exclusively to helping business understand Web 2.0.” A fearless entrepreneur whose Dundas, Ontario agency has more than tripled in size in a year, she’s much in demand as both a consultant and speaker.

When she agreed to come in this week and speak to our students, I was thrilled. Maggie didn’t disappoint. While she delivered a powerful message, her low key, confident presence spoke volumes. She let students know: “this is your time,” “you can do it,” and “learn all you can.”

After the talk, several female students told Maggie just how inspired, energized and encouraged they now felt about starting their careers in communications. They saw themselves in her place in a few years. Just like her. Confident. Competent. Capable. And, maybe even owning and running their own businesses.

One of the findings of Edelman’s 2008 Trust Barometer is that (at least in Canada), when it comes to spokespersons, people trust “people like me.” By the same token, students relate to PR professionals they can one day see themselves becoming. That’s such valuable learning. Thanks, Maggie!

PBS recently aired the Frontline documentary Growing Up Online. What an entertaining and thought-provoking watch.

I’m sure much of the content came as a shock to many parent viewers unaware of how and why young people use social networks, MSN and online communications in general. Old news to us educators. We know how wired students are to the online world.

However, I was quite disturbed to view the segment dealing with a female high school student, so ostracized because she choose a Goth look as her form of self expressi9on, that she created an online alter ego. Her alter ego posed for saucy pictures in the privacy of her own bedroom then posted them online.

Her alter ego received hundreds of e-mail messages of support and encouragement. This boosted her sense of self, the messages telling her she was “better than okay.” No longer a loser, she was suddenly hot and desired.

Inevitably, a parent stumbled upon the site, notified the school principal who notified her parents who forced her to remove the site. Lots of tears. Lots of pain for the young woman. As she talked about it on camera, it was as if she’d lost a limb.

I felt sad for this young woman, sad that she couldn’t be herself in her everyday, high school type life. But, at the same time, I was fascinated by her reactions to her “amputation” from her online persona. I didn’t quite get this.

I’d be interested to know what the fascination is with creating alter egos on line.

Eric Bergman, president of Present with Ease, and a Toronto-based communications/presentation skills trainer, sent me his wonderful article on the perils of giving 30-minute answers.

He illustrates his points through the experience of his university-aged son who’s not willing to put up with even 15-minute answers from his profs.

Eric offers sage advice, especially for college professors! Check it out.