Thursday, May 1, 2014

Virtual Learning Show Day 1

Ask an open question early, VERY EARLY, possibly even on the second slide. It sets the scene and expectations for your learners.

Don’t be afraid of silence. When asking a question SHUT UP and give people the time to think and respond.

Regularly acknowledge comments in the chat panel.

 Presented by Roger Courville
12.30 – 13.30 GMT (UK time)

Brain research confirms what storytellers know from experience: we learn through storytelling. What’s more, we’re wired for it… we learn the pattern, rhythm and structure of storytelling before we learn the rhythms and patterns of written stories. Our job in learning and development is to impart knowledge and skills to create change, and while we don’t abandon facts, data, and processes, adding storytelling to the mix in the virtual classroom will add a powerful dimension to your success.

Join Roger Courville, of, and get ready to take some notes as you learn practical tips for how to construct story and take full advantage of delivering them in the virtual classroom.

Join us for this interactive live webinar to learn:

What story is (hint: it’s not “once upon a time”)How to choose the story or illustration right for youThree steps to transforming story for virtual classroomsFour tips for uniquely combining voice and visuals for improved impact

My key content take-away

If I’m honest, this session flew along so quickly due to the late start that I really can’t recall any of it, so I can’t say what parts of the content I can ‘take away’.

My key facilitation take-away

Roger was approximately 30 minutes late due to t’internet outage in Oregon, however the other facilitators stepped up to the mark and very quickly facilitated and promoted a number of quick fire Q&As via the chat panel. Because the questions were relevant, there was still a level of ‘conversation’ taking place, handy to have this in the back of my mind should things ever go belly up in one of my sessions.

 Presented by Karen Hyder
14.00 – 15.00 GMT (UK time)

Karen Hyder

While the benefits of virtual classroom training using tools such as WebEx, Adobe Connect and GoTo Training may be obvious to you  and your learners, your managers aren’t sold.  They feel face-to-face training is the only way to control the learning experience and that the transition to online learning will be too difficult.  They’ve seen too many boring webinars where participants multi-task throughout and they believe that an attempt to move training online will be a waste of time and resources.

In 2010, 88% of eLearning Guild’s survey respondents agreed that” when setup and use properly, online training was as effective as good face-to-face training.” Attend this session to experience what it takes to set up and use virtual classroom tools properly.

Discuss ways to maximize the advantages and overcome the objections of virtual classroom deliveryIdentify key considerations for managers and plan what you’ll do and say to make your case for moving your training online.

My key content take-away

Comparison of webinar / virtual classroom tools is difficult due to keeping up with the rapid development of these tools. This Wiki page is a well maintained comparison of web conferencing software.

My key facilitation take-away

Karen used the chat ‘pod’ feature within Adobe Connect which allowed her to separate specific conversations from the backchannel ‘waffle’.  I like the idea of this and would be keen to see if there is a way ‘post session’ to match the questions up with the relevant ‘chat pod’.

 Presented by Bob Mosher
15.30 – 16.30 GMT (UK time)

Bob Mosher

The virtual classroom is becoming commonplace. It offers many wonderful enhancements to the traditional brick-and-mortar classroom. The elimination of travel, the integration into the workflow, and its ability to take advantage of space learning are three wonderful advantages of this emerging medium. The danger lies in the content and context lost over time. Performance support can be the tie that binds bringing everything together and enabling knowledge transfer at a level rarely seen before.

This session will explore a new distance-learning model which encompasses performance support as a critical part of the journey.

In this session we will explore:

The GEAR four step approach to distance learningHow to design performance support to optimize space learningWhat instructors need to do to guarantee engagement

My key content take-away

Introduce Performance Support tools EARLY, don’t introduce it ‘afterwards’. Make them a part of our formal programmes, upfront of when people are having to use them for real

My key facilitation take-away

Bob used quick and dirty techniques for marking up or annotating his slides during the session. This was in stark contrast to the clinical design of the slides. This worked really well and helped the annotations to stand out.

Overall experience

Today was a great experience, I acquired some info in every single session. There were a number of people who attended every session so to a degree my concern over ‘overload’ may be mute… however, I’m not sure that the audience is typical of the majority of learners – after all, it’s our field!

I’m still doubtful that a days worth of online activities could work in the ‘real world’….

What do you think?

View the original article here

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