EDUCATION - Lake Leaders Handbook - Section 9

Temporarly out of print in paper!- But it is here on this web site.

Matters with far-reaching implications face the people who are concerned with the quality of life and the quality of the water in and around our nation's lakes. Increasing numbers of property owners on lakes have organized to deal with issues ranging from socia accord to water quality. These individuals need to comprehend many and varied subjects and deal with complex questions. The need for increased educational opportunities for all stakeholders is vital.

DEVELOPING AN EFFECTIVE EDUCATIONAL STRATEGY

One of the most effective methods of keeping a group or program strong and successful is education. If all those effected understand the facts and circumstances, they better able to make informed decisions. Education can help build a harmonizing group memory. The concepts discussed here can be used on a regional, county or local level.

Reaching the greatest number of individuals with an accurate and consistent messag is important to a lake organization's image. Government officials, businesses, other organizations and interested individuals can only interpret the organization's abilities from image projected by the group.

An indispensable benefit of a sound, consistent educational approach is the partnerships that can be created. When people associate, they tend to enter a mutual learn process. Parties learn about each other's personalities and organizations, initiatives and constraints. Isolation is reduced while empowerment increases.

THE APPROACH:

  • Plan Your Strategy
  • Identify Prevailing and Expected Issues
  • Prioritize Issues
  • Develop an Educational Message
  • Identify Your Audience
  • Inventory Tools
  • Plan Your Delivery
  • Implement the Plan
  • Evaluate Results

THE APPROACH

Plan Your Strategy

Start by designing a long-range educational plan using a broad and diverse pool of stakeholders and ideas. You will need well-grounded elements in your plan. Review the long-range (twenty-fifty year) goals for your lake or program. Make sure your message reflects the philosophies and interests that diverse groups hold. Consider the ways that the educational program will affect the resource. Use long range wisdom and be humble, realizing that paradigms may shift. Understand that you will never have all the answers or have considered all possibilities and work that notion into the plan. Consider how you will evaluate your results during this planning stage.

Identify Prevailing and Expected Issues

Involve stakeholders early and through planning and implementation.

Lake organizations and agencies struggle with many issues in their continuing pursuit to safeguard lakes. Today's issues can be complex, crossing political and natural boundaries. Increasingly complicated concerns require a partnership between those affected and the organizations and agencies appointed to deal with the issues. A lake educational program that fails to ask its members what their needs are at the onset is doomed to decline.

Prioritize Issues

Limited funds and volunteer hours will often dictate some sort of "triage" when delivering your programs. Consider the following:

Develop an Educational Message

Select a committee or work group that represents a cross-section of the lake population. This team should be challenged with clearly stated overall goals, but otherwise given an open-ended agenda to develop the message. The team should have the freedom to search for and generate a wide range of alternative educational ideas, including framing the questions as well as options and strategies to support creative release. This process will help in creating a "group memory," a crucial aspect to any effective organization.

The educational message should take an objective look at the issues. To be credible to all stakeholders the message, and those that deliver it, must be sensitive to all sides of an issue.

Identify Your Audience

Your potential audience can be broken into two main categories: interested people and uninformed people. The best methods to use in reaching these two groups varies. Interested people may already show concern or have an investment in lake issues. The uninformed group may use the lakes from time to time but has little interest in the issues and feels little responsibility. With interested people, we educate; with uninformed people, we need to first "advertise" and build awareness. If your lake is in an area with a high tourism impact, building awareness is essential.

Interested People/EducationUninformed People/Advertising

Conferences, workshops etc.Publications, posters, bulletins, etc.
Publications, newsletters, etc.Radio/TV/Print/Videos
One-on-one, phone calls, letters, etc.Special Advertising
Electronic bulletin boards/mailPlacemats at restaurants
VideosEvents, "Lake Fairs"

Statewide Partnerships:

Lake organizations can take advantage of the educational expertise of Extension agents and specialists. Department of Natural Resources personnel, private sector professionals and neighboring lake organizations may also be able to assist in educational programming. In actuality, these people may not always be available when needed to provide educational programs. Regional conferences and state conventions are designed to help you hone your skills. Ask for topics such as:

  • How to present a program
  • Public speaking
  • Newsletter production
  • Lesson plans
  • Using local resources
  • Audio visuals

    • When it comes to developing educational programs, lake organizations are traditionally under-funded and understaffed. Educational materials can be reviewed by Extension agents and specialists, and you may be able to include some publication costs in state grants. To assure that each lake organization has the opportunity to use an expert's time they can join other lake groups for special presentations or they can use county-wide lake organizations to sponsor educational programs.

    Inventory Tools

    Existing Programs and Materials (Don't Reinvent the Wheel)

    Investigate almost any subject and you will discover that some group or organization is delivering or has delivered similar educational programming. Look to other lake organizations for educational efforts that are comparable to yours. The University of Wisconsin Extension (UWEX), the Wisconsin Department of Natural Resources (WDNR), and the Wisconsin Association of Lakes (WAL) are excellent sources of educational materials. Share your accomplishments and look to use the material of others if they fit your needs. Be sure to give credit where it's due and search for ways to build linkages.

    Resource People

    In Wisconsin, the Lakes Partnership provides optimum possibilities to enlist the services of qualified professionals. This partnership among the UWEX, WDNR and WAL provides educational materials, technical assistance and general information to community members regarding a solid approach to lake management. The DNR and UWEX specialists have specific knowledge of many aspects of lake management. Other possibilities for educational expertise could encompass government officials, environmental groups, members of other agencies, or academics.

    One of the greatest resources in groups are the skills and abilities of their membership. Develop methods of interfacing these skilled individuals with the needs of the group for an improved educational effort. Design a form to ascertain skills and interest to get an idea of what talents your members possess.

    Public speaking abilities and educational training background will vary greatly within lake organizations and programs. "User-friendly" methods for self-education by local lake groups should recognize the diversity of skills held by group or program members.

    Possible Sources of Educators:
  • Professionals (teachers, scientists, etc.) working or retired
  • Universities, Extension Agents/Specialists
  • Soil Conservation Service/County Conservationists
  • Agencies (EPA, Sea Grant, DNR)
  • National Wildlife Federation, Sierra Club, etc.
  • State, County, Town Officials
  • Zoning Administrators, Planners, Environmental Health Officers

    • Plan Your Delivery

    There are numerous settings and methods to deliver an educational message.

    Approaches

    Plan to continue and enhance your on-going educational programs by using various types of media. Approaches could include:

    Special Opportunities

    Use any convenient opportunities to reach the majority of your membership or target audience. Take advantage of events that draw large crowds if you are targeting the "uninformed" general public. Consider the convenience of time and location if you want to educate "interested" individuals.

    Message Delivery Considerations:
  • Who needs to know?
  • What do they need to know to make good decisions?
  • How can we reach them?
  • What educational resources are available?

    • Implement the Plan

    Just Do It!

    Implementing the plan is often where things fall apart. It is important to assign responsibilities and establish a timeline, detailing costs and arrangements.

    • Understand the plan. Make sure that all the people involved understand the plan and how various parts of the plan will come together.

    • Assign responsibilities. Get an individual to take responsibility for the task at hand. They may have others that are delegated to assist, but one person should take final responsibility for each assignment.

    • Define the task. Set out the exact details of what needs to be accomplished (who needs to be contacted, what materials need to be gathered, etc.).

    • Set a timeline. Develop a realistic time frame for finishing the project, one that won't be stressful but will get the job done in a timely manner. If certain pieces of the plan need to be accomplished before others can be started make sure that the order and implications are understood.

    Implementation can be a lot of work, but is also the fun part where people will really get a sense of accomplishment for their activities. Reinforce this feeling by officially recognizing participants or have a gathering to celebrate a job well done. Document the process with photographs or video and display at upcoming meetings to show others that hard work can also be fun and rewarding.

    Evaluate Results

    In planning to evaluate your educational program, it's important to consider several points. Evaluation needs to be part of the overall strategy. Consider evaluation early in planning, not as an afterthought. You may need before and after data to evaluate the effects on the audience (pre- and post-survey of potential audience).

    Evaluation Considerations:

  • Why you should evaluate.
  • What to evaluate.
  • How best to measure the results of your work.

    • Why evaluate your program?

    What should be evaluated?

    How should programs be evaluated?

    What Makes An Education Program Successful?What Makes An Education Program Unsuccessful?

  • Enjoying the work
  • A perceived threat to autonomy
  • Sharing a common vision
  • Deception
  • Recognizing the motivation
  • Arm-twisting
  • Feeling like you're making a different
  • Lack of consensus
  • Developing a plan of action
  • Poor coordination
  • Understanding the plan and objectives
  • Lack of resources
  • Clarifying responsibilities
  • Being unfair
  • Agreeing on a time-line
  • Being unethical
  • Appreciating different values
  • Filling your own needs first
  • Sharing recognition
  • Intimidating
  • Sharing leadership
  • Keeping score
  • Assessing the partnership
  • Not delivering on promises
  • Having sufficient resources
  • Poor understanding of target audience needs


    • A POSITIVE IMAGE

    by Robert Korth

    Visual images are the way we communicate today. It began with the age of television. TV has increased our dependence on visual communications exponentially.

    SLIDE AND VIDEO PRESENTATIONS

    Audio-visual presentations are not only about how to take nice pictures... they are about showmanship. They are about creating an attitude. They are about getting your message across whether you are showing friends images of your latest vacation, convincing a town board not to vote for a new development or documenting unsafe boating. None of what you read here should be set in stone. Don't be afraid to experiment and explore different ideas. Look at your skills and what works best for you, the logistics you have available and the time frame in which you have to prepare.

    Why Should I Use Slides?

    • Sharper image and better color than video
    • Commands every moment of the viewer's attention
    • Complements a speaker and embellishes the spoken words
    • Can key the speaker to the next subject and take attention away from a shy speaker
    • Best vehicle to present your photographs to larger groups/20 and up. (Video Projectors)
    • The equipment needed is very portable and easy to use
    • Faster, easier, and cheaper to produce than video
    • Shows can be easily changed, modified and revised for other talks
    • The equipment is moderately priced and available to most lake groups
    • Slide show can be transferred to video
    • It's fairly uncomplicated to incorporate special effects and title burns

    Getting Started

    Plan the show ahead of time. Decide on a subject and identify the theme (lake development). Make sure to research the subject. Decide where you can find the images you need and what time of the day or year will work best (a winter story in the summer is tough). Think visual. How can pictures best tell your story? Write a draft script. Decide on the images you will need, possibly for a special topic like loon nesting. Use the slides you already have from vacations and those you have taken over the years. Fill in extras from friends, professionals or add better images over time.

    Plan and Research the Topic:

    Clarify the message you want to get across. Know the reason you want to do the show. Is it to set a mood, prove a point, educate or to have a relaxing evening? Brainstorm possible ways of presenting the subject with other interested people. Try to visualize the images. Inventory the pictures you want to take.

    It is essential to know your audience. What are their occupations and age? Do they have prior knowledge of the subject or strong beliefs and opinions? Are they watching the show voluntarily or required to so for their jobs or school? What are their interests and attitudes? The dynamics of a presentation with family and friends are distinct from those with peers and strangers.

    Writing a Script:

    Do you need a script? In most cases yes. Prior planning prevents poor presentations. Writing a script is the best way to assure the quality of your program.

    There are several approaches to evaluate. You could write the script, then take the slide images to fit it. Or you could do the reverse and write a script based on the slides you already have. Use the method that works best for you. Try to think visually when planning your program.

    There are numerous techniques and ideas to consider when writing a script. Start by outlining your ideas on lined paper or 3" X 5" index cards. Tack them on a board or lay them out in order and move them around as your ideas take shape.

    Video and some slide tape programs can use a variety of narrative styles. You could use the voice of an observer, two people speaking to a third, two people speaking to each other or a creature or object speaking about the subject.

    Balance the show allowing more time for important ideas. Practice your delivery by reading the script aloud, add or subtract slides or words as needed. Time the presentation to within a few minutes. A thirty-minute talk is an acceptable duration. Preview your program and practice, practice, practice.

    Slides:

    Think about how your slide images make you feel. Slides will set the tone of your speech. Your program should have major sequences: a beginning, a middle, and an end. Your opening image can set the stage if it has an impact. You may choose to use a graphic example of the subject or issue you are discussing.

    You can use slide images to create certain impressions. Use slides as flashbacks showing the old and new or before and after effects. Slides work well to show cause and effect (a tractor, rain on fields, runoff into a lake). A picture of a sign (Danger: Polluted Water) can set a mood or emphasize a point. Transitions from one topic to the next should be smooth. Plan images that get your ideas across. Use pictures that follow a logical order. Remember: The best shows run 30 minutes or less; beyond this duration you may lose the attention of your audience.

    More Impact From Your Images:

    Using the right sequence and image can bring movement and action to your program. Here are some hints:

    • Close up to distance shots of a subject or vice versa
    • Past to present
    • Old to new
    • A route of travel
    • Zoom in or out with slides (small to big or big to small) as quickly as possible
    • Don't crowd too much on the slide
    • Group vertical and horizontal slides and develop a transition between
      • them (two pictures of the same subject one vertical one horizontal)
    • Develop a transition between light and dark subjects (ice to forest)
    • Use special effects
      • sandwich slides together
      • double exposure
      • cropping
      • masking
      • exotic films (infrared)
    • Replace poor slides in your program as quickly as you can get a better one

    Graphics:

    Adding graphics to slides is a great way to illustrate technical information. Today's computer software opens up an incredible menu of options. Even if you don't have a computer, your only limiting factor is your imagination. Try some of the following:

    • Copy pictures from books, etc.
    • Use natural titles (license plates, signs, picture of subject)
    • Draw and photograph letters in the sand or make them from sticks or shells

    Slides:

    • Ten to fifteen seconds is long enough to pause on each slide (flaws show up if people study the image too long.
    • Fix jams or screw-ups calmly.
    • Too much written material on one slide is impossible to read. Give a handout of your text if you have to.
    • Reading the text on a slide is patronizing to the audience.
    • Limit slides of formulas, math or charts. If you must use them, make them large, simple, colorful and cover only the essence of the information.
    • Describing each slide ("This is a tree.") is condescending.
    • Verbally anticipate the next slide.
    • Never apologize for poor quality slides... don't use them.
    • Most new projectors won't allow a white screen: if you have an old projector, use black slides in blank spaces.
    • Use an 80 tray carousel; the 140 tray will not always drop its slides.
      • Have clean slides and projector lens.

    It's Show Time:

    Make a checklist for your presentation if you're on the road and using someone else's equipment, or even in a location you're familiar with. If your equipment is super sophisticated or very basic, the following makes or breaks the program:

  • Follow your checklist
  • Label each tray
  • Number each slide
  • Lock the slide ring
  • Make sure slides are positioned correctly
  • Remember spare bulbs, extension cord, adapter for grounded plug
  • Have duct tape, small C clamp pliers, screw driver
  • Select the right screen (Use the largest screen possible-the bigger
  • the picture the bigger the impact.)

    • The Room

    If you are not familiar with the room, call ahead and find out the details:

  • Who will be there to open (get a name and number)?
  • How far will you have to carry equipment?
  • How big is the room?
  • Can it be darkened?
  • Try to see the room before the show with enough time to rearrange. (Are there pillars or obstructions to work around?)
  • If it's daylight, consider where the sun will be when you give your talk.
  • What kind of screen can you use? (A low 8 foot ceiling will limit visibility on vertical slides.)
  • Where can the projector be placed?
  • Are there distractions to viewers (car lights, view out a window, etc.)?
  • Where are the electrical outlets and light switches?
  • What are the traffic patterns in the room (will people trip over cords, bump projectors)?
  • Will there be food/drinks?
  • Can people see the screen from every chair (try the views)?
  • Arrange for someone to work the lights and projector (make sure they are familiar with the equipment).

    Setting Up:
  • Be there early enough.
  • Know where the lights are.
  • Set up the projector and focus it.
  • Know how all equipment works and test it.
  • Make sure there are enough chairs.
  • Bring a small flashlight and extra batteries or small lamp.
  • Duct tape any cords to the floor.
  • If you have to move the projector or the screen for another part of the program,
    mark the proper spot with tape so you can easily locate it later.
  • Check sound levels if you use it.

    • During The Show:

    Here you go! Take a deep breath, put your notes away and keep track of the time.

    Speaking

    • Work on building a solid relationship with audience (mingle before or after your talk to chat and answer questions).
    • Face your audience.
    • Develop a rhythm (change the tempo to fit the story line).
    • Involve your audience (you will sense it if you "have them").
    • Be flexible-be able to adapt to an audience which proves to be other than what you expected.
    • Be a good listener.
    • Avoid words or mannerisms that distract or annoy your audience.
    • Give examples, reasons and information that is meaningful to your audience.
    • Always be aware of the mood of the group. Are you losing them (are they looking at watches, looking around, fiddling, dozing)?
    • Use voice inflection
    • Get feedback

    Closing

    • Review; in a few slides, or repeat slides.
    • Discuss what the future holds.
    • Examine what your audience can do.
    • Leave people with a good impression.

    Leave the viewers wanting more!

    VIDEO PRODUCTION

    Many of the techniques we have discussed for slide production also hold true for video. Video has numerous benefits:

    • Almost instant review of the results.
    • You can practice and analyze your techniques quickly and economically. Lower cost of video tape compared to slide film.
    • No development cost.
    • If you make a mistake you can re-shoot over the tape.
    • Easy to show; many homes and locations have VCRs.
    • There may be no need for a narrator.
    • The program can be mailed to an audience saving time and gasoline.
    • A moving picture can be more exiting.
    • A moving picture can be more masterful to capture an event (boating violations, poor construction practices, runoff).
    • It's much easier to add music and sound tracks to video.
    • It's a great tool to teach someone how to use a piece of equipment or go through a procedure in "real time. "

    Effective Production:

    It is important to decide on the content and shooting sequence of your video production in advance (unless the situation is one where you happen upon some action).

    • Sketch out a simple outline based on who, what, where, when, why and how.
    • Create a story board if possible (lay out each shot, figure out narration times of each scene, etc.).
    • Scout the location or the event.

    Basic Camera Work For Better Results:

    • Read the manual that comes with the camera until you can use it quickly under any conditions (dark, quick shots, etc.). It can also give you hints on good shooting procedures.
    • Watch outstanding TV programming (good commercials); note the techniques used to get the story across.
    • If possible run through the shot before you use tape. See if there is anything in the scene that you don't want there or if something should be added.
    • Shoot longer than you think is needed. You can edit out easier than adding missing or poor footage.
    • Use a tripod when possible; the camera must be held steady. If you have no tripod stand as steady as possible or lean against a firm object.
      • Stand firmly with your feet apart.
      • Put your elbow firmly against your side.
      • If you are going to move the unit, keep both eyes open as much as possible.

    Scene Length:

    There is no hard-fast rule, but generally 6-7 seconds makes for easier viewing: better longer than shorter.

    Cutting According to Your Narration

    Cut the scene when the narration is finished.

    Cutting According to Subject

    Make long shots longer and short shots shorter. Make interesting or action shots longer. Make static shots (talking heads) shorter.

    Three Commonly Used Shots

    For best effect it is advisable not to overuse any of these techniques:

    Panning: Moving from right to left or left to right.

    • Hold the unit steady for a few seconds at the beginning and end of the shot.
    • Pan slowly across the scene (stop at about 90 degrees).
    • Stand with your feet so they will face in the direction where the pan will end.
    • Without moving your feet, rotate your upper body so that your recorder faces the direction where the scene will begin.
    • Start shooting. Rotate your body slowly to the point where the pan will stop.
    • The best speed is one that will allow you to explain the scene during playback. If you are going to add narration later, silently think through the words as you pan.

    Tilting: Moving the camera vertically.

    • If you are accentuating height, tilt up.
    • If you are emphasizing the final part of a scene, tilt down.
    • Tilt shots are normally a little faster then pans.

    Zooming: Near to distant or distant to near.

    • Use to draw attention to something specific.
    • The camera must be steady, especially on close ups (works best with a tripod).
    • Try a zoom while panning.
    • Use for special effects (making thing disappear).
    • Be creative!

    This is only a small sample of what is involved in quality video production. Hopefully these ideas will help you get better results. If you want to learn more about video photography check out your local library or video store.

    REFERENCES

    Culp, Scott M. and Allen H. Center. 1978. Effective Public Relations. Prentice Hall, Englewood Cliffs, NJ.

    Fazio, James and Douglas L. Gilbert. 1981. Public Relations and Communications for Natural Resource Managers. Kendall/Hunt Publishing, Dubuque, IA.

    Hausman, Carl and Philip Benoit. 1990. Positive Public Relations. Liberty Hall Press, Philadelphia, PA.

    Seitel, Fraser. 1980. The Practice of Public Relations. Merrill Publishing Co., Columbus, OH.

    Produced by: Wisconsin Department of Natural Resources, Bureau of Watershed Management
    More information on this topic:     James Vennie, Web Worker of Watershed Management Bureau, 608-266-2212

    Lakes Partnership | Watershed Management | Fish Wisconsin | Fisheries Management

    Last Revised: Wednesday January 17 2007