Topic Overview: - International Association for University ...



Tutor Manual 4: Consider, Communicate, Connect2 hour workshopTopic Overview:The Consider, Communicate, Connect module is designed to teach students about the importance of professional digital communication. With a focus on email communication at university and beyond, as well as social media and the impact their social media use can have on their career, this workshop is designed to give practical, relevant information about how the students can put their best foot forward to ensure their digital footprint is a positive aspect of their lives.Workshop LengthThis workshop has been designed to be delivered in two hours (1 hour, 50 minutes). There is a one hour workshop for this topic available (60 minutes) if required.Resources RequiredWorkshop Slides: The Workshop Slides for Consider, Communicate, Connect are used on a screen or projector so that the instructions for each activity are outlined clearly for the students. The slides correspond with the activities in the Workbook.Student Workbook: supply each student with a printed and digital copy of the student workbook Consider, Communicate, Connect. Both formats are required so that they can follow along with the activities which are web based using a desktop or laptop computer (such as online self-assessment), or they can write notes and answer questions by hand (such as for readings and class discussions).Lecture Recording: This workshop includes the lecture recording Consider, Communicate, Connect. You will need to have this recording ready to go, either downloaded or streamed from the website.Instructions: Workshop Slides The following information provides instructions and suggested time spent for each slide in the workshop slide deck.Slide 2: What we will learn…1 minuteTake students through the two key topics for Consider, Communicate, Connect to give them an overview of what they will learn:We live in a digital age where more and more communication occurs via electronic methods such as email or social media. As with all forms of communication, it is important to consider carefully the content of your message being communicated and who your audience is.This module focuses on email as a formal communication method, as well as discussing aspects of digital communication that need to be considered in context to your future career.Slide 3: We will focus on…1 minuteOutline the way in which this topic leads to practical outcomes for the students:Establishing good working relationships with your lecturers and teaching staff.How to communicate for success both at university and beyond.Understanding what the appropriate etiquette is for communicating to your lecturers and teaching staff via email.What you give, you get in return.Understanding the importance of professional communication on email and on social media.Slide 4: Our Plan: Prepare, Listen, Write1 minuteSummarise the eight activities in the following categories to give the students an idea of the day’s plan:The Big Picture: Consider, Communicate, ConnectBe Inspired: The dos and don’ts of email etiquette for studentsFinding the answers: How to communicate with teaching staffPracticing what we’ve learned: Compose an emailBe Inspired: Your online life, permanent as a tattoo, by Juan EnriquezFinding the answers: Your social media footprint and your careerFocus on you: Your social media auditTalking it through: Consequences of social media mistakesSlide 5: 1) The Big Picture: Consider, Communicate, Connect10 minutesPlay for the class the Introductory Lecture on the topic Consider, Communicate, Connect.Remind the students that the lecture slide content is included in their workbooks and there is space to take notes to help them to retain key information.To listen to the narrated lecture in the PowerPoint slides, launch the PowerPoint presentation by clicking the ‘Slide Show’ tab, and then clicking ‘From Beginning’. The slides and narration will play automatically.Slide 6: 2) Be Inspired: The dos and don’ts of email etiquette for students10 minutesPlay the following two videos for the class, starting with the ‘don’ts’ of emailing your teacher, and then the tips on how to send a professional email:How not to send an email to your teacher: Video URL: to send an email to your teacher:Video URL: questions based on these videos are in the next activity.Slide 7: 3) Finding the answers: How to communicate with teaching staff10 minutesAsk students to complete the short reading in their workbooks titled ‘Professional email communication’ and then to do the activity in their workbooks using the information from both the videos tips and the reading.In the workbooks are the following three example emails from a student, and three responses from the teacher. The activity asks students to match the email with the likely response and then there are three questions to answer about the emails. Here are the correct matches: Student EmailTeacher Email Response (1, 2, 3?)A1B3C2Student Email ASubject Line: Help please!!!this is jodi. I came to class yesterday but I was late & missed the information about the assignment.can you fill me in please? i wanna start the assigment tonight so i don’t get behind.thnx, jodiStudent Email BSubject Line: Assignment 2 questionsDear Dr. HarperThis is Jodi from your Business Fundamentals class on Tuesday at 4pm.You might have noticed I arrived late to class yesterday; I’m sorry about that, I had an emergency with my son that I had to attend to.Unfortunately, because I was late, I missed your summary of the second assignment and therefore have a few of questions which I hope you don’t mind answering over email. I have downloaded the assignment information from LearnOnline and have been through the instructions. It all seems fairly clear, however I was hoping you could tell me:For the business case study, do we have to choose a business that exists, or can we use an imaginary business?How many references you would suggest we use in Part 1 and Part 2 to ensure we show enough evidence of wider research?Is there going to be a template provided for this assignment, or should we use our judgement to decide how it is laid out?Apologies again for being late, and thank you in advance for your assistance.Kind RegardsJodi HillStudent Email CSubject Line: assignmentHi TomI heard a rumour that there is an assignment coming up. Can you direct me to the information about the assignment and let me know how I can get a credit at least as my GPA needs a boost.Just letting you know in advance I’ll be requesting an extension for this assignment. When is it due? I have a lot on my plate at the moment.ThanksJodiTeacher Response 1Hi JodiThe assignment information is on LearnOnline under the ‘Assignment 2’ tab. Please download this information and go through it, and then let me know if you have any questions in class next week.Thank youTom HarperTeacher Response 2Hi JodiThe assignment is due on April 25 at 5pm. All the information about the assignment is on LearnOnline, including the due date. Questions can be brought to me next week.Thank youTom HarperTeacher Response 3Hi JodiHere are the answers to your questions:Please use a real business for the case study.I would suggest you will need at least four references in Part 1 and six references in Part 2 to show credible evidence of wider research.There is no template for this assignment. Please use your own judgement – I would suggest a cover page and page of contents should be included.Best of luck, please let me know if you have any other questions.Thank youTom HarperBelow are the three questions, with answer prompts. Run through the answers with the students to ensure they understand the reasons why certain emails get a certain type of response from the teacher:What are the key differences in the information provided in the teacher’s email response 3, as compared to response 1 and 2? Answer prompt: response 3 is far more specific and provides explicit information of use to the student. The other two responses don’t provide any details except to direct the student to the resources online.What three things did Jodi do differently in approaching the example email B, as compared to the other two examples? Answer prompt: 1) She addressed the teacher formally and identified which class she is from, and used formal grammar and spelling (no text-abbreviations).2) She looked up the information that was available to her before emailing the teacher to ask for additional, specific information.3) She apologised for missing the chance to ask these questions in class and explained why she was late.Which of the three teacher responses seems most open to more correspondence with Jodi, and why? Answer prompt: Response three is the most helpful and notes that Jodi is welcome to send more questions through. This is because specific information is much easier to provide over email, rather than trying to answer a broad question which hasn’t asked for specific help.Slide 8: 4) Practicing what we’ve learned: composing an email15 minutesIn this activity, students will practice writing an email to you. Ask students to imagine that they are emailing about the following scenario:Your class: BUSS 1066 - Business CommunicationAssignment: Assignment 1Tutor’s name: Dr SmithStudent’s problem: You have done a draft of the assignment but you are struggling with question 2 as you don’t quite understand what it is asking you to do. You would like to meet with Dr Smith to discuss this question. Once all the students have sent their emails, login to your email account on the screen and bring each of the students’ emails up to review how closely they compare with this example. Critique them to ensure correct spelling and grammar, and that each element is correct, including:professional subject linecourteous introduction and sign-offclass is identifiedspecific request provided in a courteous and professional way.Example EmailSubject: BUSS 1066 Assignment 1Dear Dr?SmithI hope you are well.I am enrolled in your Business Communication class (BUSS 1066) and am?writing to ask if it would be possible to arrange a meeting to discuss some?specific questions that I have about assignment 1.I have?nearly completed the first draft of my assignment, but am confused about?the second question. I have listened to the lecture recordings and reviewed my notes, as well as discussing the question with my class mates but I am?still unsure what is required.Would?you be available to meet for a brief 30 minutes in order to provide some?further guidance?Yours?sincerely(Your full name)There is a space in the student’s workbook for notes about how they can improve their email if there were any elements that they could improve on.Slide 9: 5) Be Inspired: Your online life, permanent as a tattoo, by Juan Enriquez10 minutesThis video is a TED talk by Juan Enriquez, who is a futurist who thinks and writes about the profound changes that genomics and other life sciences will bring in business, technology, politics and society.In this talk, Juan likens our social media footprint to a tattoo – a permanent part of us which will be here even after we are gone:Video URL: you have watched this video, give the students 5 minutes to write some notes (not to be shared) about what they would like their social media footprint to say about them.Slide 10: 6) Finding the answers: Your social media footprint and your career20 minutesAs a class, watch the video on this ABC news site about the influence your social media can have on your career, and then ask the students to read the article summarising the key ideas in the video.Video URL: reading is in the workbooks, titled: ‘Sanitising your social media: A guide for job hunters’ from the ABC news website. This reading is basically a summary of the content in the video.Once students have finished the reading, have a class discussion based on the following questions:Is there such a thing as a totally private social media profile?Why is it difficult to keep your personal and professional lives separate on social media?How comfortable would you be for a potential employer to see your social media profile? (Facebook, Instagram, Twitter etc).Slide 11: 7) Focus on you: Your social media audit10 minutesIn this activity, students need to imagine they have applied for a job and the hiring manager decides to check their social media presence by Googling their name.Ask students to bring up a Google search and to Google their own name. What do they find?They can also do a Google Image search of their name to see what images there are of themselves on the internet. Ask them if they are satisfied with the security settings on their social media accounts? If they are not, there is a link in their workbooks, and below, with information about how to make their social media profiles more private than they are now:Link: 12: 8) Talking it through: Consequences of social media mistakes20 minutesAs a class, read out the below five examples of people who were fired after using Facebook. Source: may want to ask five students to each read out one of the examples, or read them out yourself:1“A former colleague of mine posted about how he was going to use up all his sick leave then quit. He posted it at 9 a.m., and was told he didn’t have a job at 11 a.m.”2“I work in a hospital and there was a police shooting in my area a couple of years ago. Multiple officers were brought into our ER. One officer was DOA and a number of idiot hospital employees posted condolences on their Facebook pages with the name of the officer before the family was officially informed. Seven or eight employees were rightfully fired for that one.”3“A prospective employee at the company I work for had just passed his interview, and was told that all he needs to do is pass a drug test and a physical and he would start on Monday. Someone found the new hire on Facebook and the guy had just posted 20 minutes after the interview, ‘S—! Anyone know how to pass a drug test in 24 hours?!'”4“Guy at my company got sacked for putting a Facebook status along the lines of ‘f-ng immigrants, I hate them’ not realizing both his bosses (also owners of the company) were second generation immigrants from India. They started the company from scratch and now employ 30 people. They pay for full gym membership, healthcare, and generous pension for all the staff, which he had to say goodbye to when he was fired.”5“A girl I know was a nurse at a hospital and got fired for posting things on Facebook such as: ‘Soooooo sleepy here in the ICU. Will someone please code and give me something exciting to do? #isthatbad?’ and a lot of racist things. The dumbest part about it was she was TAGGING the hospital she worked at in her posts”For each example, discuss the mistake/s the person made that led to them being fired.Talk about the key lessons to be learned from these mistakes. There is space in the students’ workbooks to write notes about the key learnings.Answer prompts:Using personal social media in a work environment can get you into trouble.Whenever you post, imagine your boss and colleagues might see what you’re saying. Even if your boss is not connected to your directly on social media, you can never be sure that you don’t have connections in common who will share the post with them. Privacy is particularly important in some professions, such as healthcare and emergency services etc. Never post about what is happening at work as you may be invading people’s privacy.A post that can seem funny, or even ironic to your friends, might be taken a different way from people who don’t know you as well. If you wouldn’t say something to someone’s face, don’t say it on social media.Slide 13: Bringing it all together2 minutesSummarise the key learnings from this workshop with the final slide of information:Your digital communication reflects on you in exactly the same way as all your communication does:Email is an important communication tool at university and in your career.Taking the time to write a professional email is worth the effort as each email you send reflects on you and the information you receive in return.Your social media profile can never be entirely private. Keep this in mind when using social media – you don’t want something you say online to hurt you in the future.If students need help…Students have been provided with the following information at the back of their workbooks. If a student comes to you seeking help, you should put them in contact with your university’s relevant support services.In you need help…If this workshop has brought up any difficult emotions or feeling of distress which you feel you would like to speak to someone about, please talk to your tutor and access your university’s support services, which are there to help.Other useful contacts:Lifeline For distress or other mental health issues. Telephone: 13 11 14 24 hours, 7 days .au Kids Helpline Telephone, web and email counselling for students up to 25 years old. Telephone: 1800 551 800 24 hours, 7 days .au/teens/ ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download