“Shrine20221211 10023 Ou5x12” in “Stitch It! Online Public Speaking”
Stitch It: Online Speaking
Prepared by: Kate Swartz
Purpose
The purpose of this assignment is to practice online public speaking by analyzing the audience, demonstrating an understanding of verbal and nonverbal needs, and respecting the unique context of online public speaking. It also provides the opportunity to witness other types of online public speaking and evaluate best practices.
Applicable Chapters/Concepts
Mapes (2019) Chapter 14: Online Public Speaking
Chapter 2: Centering Audiences
Learning Goals
- Understand the technical needs to engage in online public speaking
- Practice adjusting nonverbals and verbals for audiences
- Consider the effect of an asynchronous, unknown audience on speaking practices
From course objectives: 2) Prepare and deliver various types of speeches that demonstrate sound rhetorical judgment
Materials
- TikTok account (this is free to sign-up for, and can be done using your KU email) OR access to YouTube (to view TikTok videos, if not signing up for the platform)
Process
Prior to assignment – for instructors:
- Explain TikTok “stitches” (videos that are typically call-and-response in nature). It is recommended that a few of these videos are watched as a class to further demonstrate the form.
Upon assignment:
- Identify three different stitch videos you would like to respond to. The “front end” of these stitches is up to you, though it is recommended that they enable you to tell a story as opposed to give a shorter response.
- Prepare your own stitch response. Consider the following:
- How will you frame your video response? What will be seen, and what won’t be?
- How will you use your body and voice to aid your video?
- How will you ensure technical aspects work for you? (For example, the volume of your voice as recorded by your microphone.)
- How will you use aids, if at all, to enhance, make accessible, and/or supplement your speech?
- Film the stitch responses.
- Add effects (if desired), a description, and/or tags.
- Upload the URLs to the videos.
If you don’t use TikTok:
Instead of finding a video and making a stitch on TikTok, you can search online (e.g., YouTube) to find stitch videos and film a reply on a personal camera to them. Note the adjustment in how you’ll prepare materials in the “Deliverables” section below.
Deliverables
- Three URLs to TikTok stitches
- Or, three videos that will act as stitch replies
- Also, a typed description of the stitch videos you’re responding to, with a URL if possible
- And, a typed description and/or tags that you would have attached to the video, if it was uploaded on TikTok.
Assessment*
You will be assessed as following:
“Stitch It: Online Speaking”
Excellent | Good | Poor | Missing | |
Verbals | Tone, pitch, and enunciation were appropriate in all videos. | Tone, pitch, and enunciation were appropriate in 2 of 3 videos. | Tone, pitch, and enunciation was appropriate in 1 of 3 videos. | Tone, pitch, and enunciation were inappropriate. |
Nonverbals | Picture is visible and body language aids in understanding in all videos. | Picture is visible and body language aids in understanding in 2 of 3 videos. | Picture is visible and body language aids in understanding in 1 of 3 videos. | Picture is not visible and body language does not aid in understanding. |
Content | Content addresses the original stitch prompt and is respectful of short-form video time in all videos. | Content addresses the original stitch prompt and is respectful of short-form video time in 2 of 3 videos. | Content addresses the original stitch prompt and is respectful of short-form video time in 1 of 3 videos. | Content does not address the original stitch prompt and is not respectful of short-form video time. |
Technical aspects | Audio was clear, camera angle was appropriate, and visual aids (e.g., captioning, images) increased accessibility and speech clarity. | Audio was clear, camera angle was appropriate, but speech did not have aids that increased clarity/accessibility. | Audio was not clear and/or camera angle was not appropriate. | Audio was unclear and camera angle was inappropriate. |
*It is recommended that these categories be discussed with the class ahead of assignment. For example, “appropriate enunciation” in this rubric refers to speech that is not muffled by a microphone being covered. Differences in expectation should be clearly explained.
References
Mapes, M. (2019). Speak Out, Call In: Public Speaking as Advocacy. KU Libraries.
For instructors:
Limitations
- Requires students to have access to a video camera
- Requires students to have access to a place for filming that they feel is appropriate
- For students who elect to use TikTok, may expose private social media accounts
- For students who elect to use TikTok and did not previously, requires them to participate in a digital platform that exposes them to data mining and non-controllable content
- For students who do not use TikTok, requires them to complete external work to ensure they meet the specifications of the assignment
- Assumes a base level of digital literacy for all students
Variations
- Stitch prompts may be provided / created ahead of time, limiting the amount of video types with which students engage
- Number of stitches students create is discretionary (for example, could be scaled up to 4-5 for a larger project)
- Students could work together to create stitches
- Requirements for each type of stitch could be stricter -- for example:
- One video where the students’ face is not shown (audio only)
- One video where only the students’ face is shown (AI voice reading text)
- One video with live captioning enabled
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