WEBINAR Development PART TWO Draft the presentation. 1. Peer Review the presentation. 2. Draft the Presentation During this phase, the graduate student develops a complete outline of their presentation and meets with their Extension mentor to receive feedback on the overall scope and flow of the presentation.
1. Schedule a Zoom meeting for each series webinar. A member of the CSS leader- ship team handles this and it can be done as soon as all presenters for a series have signed up and decided on their session title and de- scription. The team sets up each meeting so that partici- pants wait in a waiting room until the presenter is ready to let them in. 2. Create a registration form four to five weeks before the series begins and include it in your series Flyer. The CSS
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This outline serves as a guide as the presenter prepares a set of draft slides. The student also receives a PowerPoint template to maintain con- sistent branding for the series and Illinois Exten- sion’s best practice guide for presentations. The guide includes suggestions for the PowerPoint’s visual look and fair use of images, as well as for creating handouts and engaging with an audi- ence during a presentation. The document also contains links to websites that may be helpful in designing learning programs for older adults, who often comprise a substantial portion of the audi- ence for these webinars. Peer Review the Presentation In the second phase of the process, Extension mentors and peer mentors review the graduate student’s webinar content one week before the presentation. 1. The graduate student shares the slide deck and handouts with the reviewers by 5:00 p.m. the day before the review. 2. During the review, the grad student shares a brief overview of their background and re- search expertise.
leadership team has used a vari- ety of tools to create the form— our own Extension program registration system, Zoom’s registration, and the college’s registration system. All have had their perks and drawbacks. Use what works best for you. A CSS lead will ask for the following informa- tion from registrants: • name • age, gender, race, and ethnicity • how they heard about the program • if they want professional development credit (CEUs/CPDUs) • whether they are an Extension employee • sessions they plan to attend We also collect demographic information from webinar attendees via a Zoom poll at the begin- ning of each session. 3. Distribute marketing materials through the following: • your university’s internal communica- tions (such as weekly email newsletters • email address • county/state • level of education
Deliver the webinar.
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to faculty, staff, graduate students; and weekly email blasts) • news releases to local publications, in flyers, and on community calendars • social media • state Extension websites and Extension associations Gather Participant Feedback To identify and evaluate the effectiveness and reach of the program, the CSS leadership team surveys webinar attendees, asking them about their knowledge on the topic before and after the session, how relevant the session information is to their lives, and what they recommend the CSS covers in future sessions. Attendees receive a link to a Qualtrics or Research Electronic Data Capture (REDCap) survey in the chat at the end of the presentation; they also access the survey by scanning a QR code on the final slide. You can find more information about the specific eval - uation processes employed for the Community Seminar Series in the “Webinar & Series Evalua- tion” section.
3. The grad student, the Illinois Extension mentor, and the peer mentors review the slide deck for content, flow, and how information is presented on the slides. 4. The grad student incorporates edits. 5. The grad student prepares an outline of the presentation and reviews it with the Illinois Extension mentor and the peer mentors for feedback. Deliver the Webinar In phase three, the graduate student presents the webinar. A CSS leadership team member sends an email to participants one hour prior to the session, including the Zoom link, and an evaluation link. The student presenter, the mentor, and CSS leads all join the webinar 15 to 20 minutes prior to the start time so that the student can set up their slides and the mentor and student can clarify such things.
See WEBINAR page 12
10 The CSS Playbook | Extension Foundation/NTAE
Extension Foundation/NTAE | The CSS Playbook 11
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