Preparation Peril

On Tuesday I delivered a webinar1 for LITA on creating web maps with the Leaflet JavaScript library. I’m afraid the session didn’t go exactly as I planned. The problem wasn’t the content, it was in my execution and delivery. In working so hard at making sure the session was content-rich, I forgot about the importance of performance2.

When I’m in front of an audience I can see, I adapt my presentation style based on visual and verbal cues the audience gives me. An online seminar removes all of that useful feedback, and if I can’t tell how I’m doing, I lose the plot, and when that happens, it’s hard for me to pick it up again.

I felt like I was talking to myself in an empty room, which of course I was3. I wasn’t prepared for how this format would change my delivery. I was nervous, I didn’t feel engaged with the topic, and I certainly didn’t feel engaged with the audience, through no fault of their own. It just didn’t work, and being the perfectionist I am, I haven’t been able to let this go.

If I ever do another seminar in this format, I’ll do several things differently:

  • Write a shorter script (my script was approximately 8 printed pages long, not including screenshots)
  • Deliver the seminar to a live audience, solicit feedback, and leave enough time to incorporate any changes.
  • Practice, practice, practice
  • Stick to subjects I’m (very) familiar with
  • Use fewer examples with greater detail

Of course, it’s entirely possible that the real lesson in all of this is I work better with a live audience, and I should just stick to what works…


  1. I hate this word with a white-hot intensity. I’ll use it only once in this entry. My apologies. 
  2. My dearly departed mentor Jeffrey Woodyard was instrumental in helping me develop an understanding of performative pedagogy when I was an undegraduate student. I call on his memory whenever I step behind a podium. 
  3. Unless you count my cat, and she wasn’t interested at all