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Do you find that your webinars or virtual, synchronous online sessions fall flat? Are you working too hard to get participants to actually participate? This session will show you what it takes to prepare for great interactions and engage learners in those interactions. Karen Hyder will share examples and methods from her 10+ years designing and delivering virtual, synchronous online sessions. You will learn: • How the wrong methods stifle interaction • What steps you can take before and during sessions to ensure participation • How to craft Questions to get the best responses • Activities that you can adopt an use in your online sessions
Citation preview
Training Magazine Network presents
Key Steps to Preparing
Great Synchronous Interactions
Karen HyderOnline Speaker Coach & Event ProducerThe eLearning Guild
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What is Training Magazine Network?
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Members have free access to:• Webinars & online workshops
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• Free tools to help in their work Social learning system & collaborative learning platform Goal-setting/action-planning software for learners Track Measurable impacts of training Web 2.0 online coaching system Instant publishing & learning content organization tools Downloadable, easily editable eLearning Flash micro-games
About Karen Hyder
Karen Hyder has been teaching about technology using technology since 1991 when she began offering applications software courses for Logical Operations/ Ziff-Davis Education in the middle of the Windows and Microsoft Office explosion.
Karen moderates online forums for The eLearning Guild and has presented a variety of training effectiveness topics at national and international conference events including the eLearning Producer Conference and Expo, San Francisco; Computer Training World, Chicago; Computer Training World, San Francisco; The IT Training Show, Birmingham, UK and many others.
More: http://www.karenhyder.com/pr_20070116.asp
Key steps to preparing Great Synchronous interactions
Do you find that your webinars or virtual, synchronous online sessions fall flat? Are you working too hard to get participants to actually participate? This session will show you what it takes to prepare for great interactions and engage learners in those interactions.
Karen Hyder will share examples and methods from her 10+ years designing and delivering virtual, synchronous online sessions.
You will learn:• How the wrong methods stifle interaction • What steps you can take before and during sessions to ensure
participation • How to craft Questions to get the best responses • Activities that you can adopt an use in your online sessions
Karen Hyder
1st online train-the-trainer ‘99
Founding member CompTIA’s CTT+ Advisory board
’01-‘10
Online coaching, training and event production
’99-’10
The eLearning Guild Online Forums
‘03-’10
Co-wrote The eLG’s Handbook on Synchronous e-Learning
’07
Taught ESL ‘88-’93
Software trainer ‘91-’96
Train-the-trainer courses and certification training
‘96-’99
Where are you Joining from?
1. Click Pointer tool (looks like magic wand)
2. Then, choose a pointer shape (bottom of screen)
3. Then, click next to your location on the map
Where are you Joining from?
1. Click Pointer tool (looks like magic wand)
2. Then, choose a pointer shape (bottom of screen)
3. Then, click next to your location on the map
Please AGREE to participate!
A. Sure, I’ll participate
B. No thanks, I’ll just watch
C. I missed it. What are we agreeing to?
Please click the Letter button (Left) that represents your response.
Poll 1: What is your experience online?
A. This is my first online sessionB. I present sessions online synchronouslyC. I support other people who are using
synchronous learning systemsD. I’m researching this, but not doing much yetE. Other. (Please type in Chat)
Please click the Letter button (Left) that represents your response.
Poll 2: Which synchronous tools have you used?
A. Elluminate Live!B. Acrobat ConnectC. WebExD. GoTo WebinarE. Other. (Please type in Chat)
Please click the Letter button (Left) that represents your response.
Poll 3: What are your event types?
A. Short webinars with public audienceB. Internal webinarsC. Multi-session/ Multi-day eventsD. Meetings or coaching sessionsE. Other. (Please type in Chat)
Please click the Letter button (Left) that represents your response.
Poll 4: Rate your satisfaction with your own online sessions
A. Ugh! I don’t like them. B. I’m getting used to online, but compared to the
classroom, sessions are not very interactive.C. I’m having some success, but it’s random.D. I like them. I know what it takes to be good and
I’m making it happen everyday.E. Other. (Please type in Chat)
Please click the Letter button (Left) that represents your response.
“Premium time”
• Participants log in/ dial in at the same time• Instructor-led, participation encouraged• Learner interactions thoughtfully designed • Learner interactions expertly implemented
What resources are available?
Face-to-face classroom Synchronous / Virtual classroom
Using the text tool, please type your responses below.
Adaptation examples
If you say this in the classroom… Use this online feature…
Give me a show of hands if you’ve ever…
My Status/ Emoticons
Share an example of your own… Allow use of microphone
Let’s brainstorm… Chat pod
Watch this and be prepared to respond to these questions
Load media files
Let me demonstrate… Application share/ Web tour
Take 3 minutes to explore this site Web link/ Push
Use a #2 pencil Polls/ Tests
The practice unit begins on page… Asynchronous tasks
Turn to your neighbor and… Breakout rooms
Use PPTs for structure
• Main focal point• Simplify text• Use graphics and diagrams• Include animations/ builds when possible• Point or Annotate
• Include placeholder slides for polls, activities or media
• Add instructions for interactions• Post open-ended questions on slides and prompt for
responses
Balance online activitiesSandwich demos with learner participation
Slides, contextSlides, context
SlidesSlides
Open-ended chat Open-ended chat questions, discussionquestions, discussion
Demo Demo
Online lessonOnline lesson
Video clip Video clip
Review, poll Review, poll
Balance online activities
Practice exercisePractice exerciseRelegate independent work to asynchronous time
Slides, contextSlides, context
SlidesSlides
Open-ended chat Open-ended chat questions, discussionquestions, discussion
Demo Demo
Online lessonOnline lesson
Video clip Video clip
Review, poll Review, poll
Heads up!
• Phone or VoIP options• Breakout rooms• Application/ Desktop/ Screen sharing• Media file types/ Players
The #1 most important thing I can tell you to do is…
ASK MORE QUESTIONS
Lots of questions, a variety of questions, different depths and levels of questions. Poll questions, open-ended Chat-style questions, please elaborate by speaking up questions.
The #1 most important thing I can tell you to do is…
Use questions to get and stay connected with learners
1. Plan questions and responses in advance2. Seed questions throughout the session3. Tell learners how you want them to respond4. Wait (patiently) for responses5. Use the information you get to connect the learner to
the content
These won’t help:
Any questions?
Any questions before we move on?
Since there’s nothing in Chat, I’ll assume you have no questions, right?
Joe, you haven’t said anything lately, what’s the answer to #5?
Please offer some examples:
• Type an example of a Poll question in Chat. (Please include the question and a few possible responses before you press Enter).
Please offer some examples:
• Type an example of a Poll question in Chat. (Please include the question and a few possible responses before you press Enter)
• Type an example of an Open-ended, chat response- style question.
Please offer some examples:
• Type an example of a Poll question in Chat. (Please include the question and a few possible responses before you press Enter).
• Type an example of an Open-ended, chat response- style question.
• Type an example of a question that is best handled verbally (via phone or VoIP audio).
28
Competence
Skills Demonstrated Question Cues
Knowledge observing and recalling information, remembering dates, events, places memorizing, recalling major ideas, mastering subject matter
label, list, define, describe, name, identify, show, match, recognize, collect, examine, tabulate, quote, arrange, duplicate, who, when, where
Comprehension
understanding information grasping meaning, describing in one's own words translating knowledge into a new context, interpreting facts, ordering, grouping inferring causes, predicting consequences
classify, summarize, explain, describe, discuss, interpret, compare, contrast, associate, distinguish, estimate, predict, differentiate, give examples, extend
Application using facts, rules and principles using methods, concepts, theories in new situations solving problems using required skills or knowledge
apply, choose, dramatize, demonstrate, calculate, illustrate, show, solve, complete, examine, use, experiment, modify, relate, change, classify, discover, transfer
Analysis seeing patterns subdividing and then organizing parts recognizing hidden meanings and motives identifying components
explain, analyze, separate, categorize, sequence, connect, arrange, divide, differentiate, compare, select, infer, prioritize
Synthesis
using old ideas to create new onesgeneralizing from given factsrelating knowledge from several areaspredicting, drawing conclusions
assemble, design, adapt, formulate, construct, combine, collect, create, compose, integrate, modify, rearrange, organize, substitute, plan, prepare, invent, what if
Evaluation comparing and discriminating among ideasassessing value of theories, presentationsresolving differences of opinionmaking choices based on reasoned argumentverifying value of evidencerecognizing subjectivity
argue, assess, decide, rank, choose, grade, test, judge, measure, explain, value, convince, recommend, discriminate, evaluate, conclude, support, predict, compare, summarize, critique, defend, justify
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Considerations for using online resources
• Without permission and instruction, participants don’t just use software features.– Provide tutorials– Get agreement
Considerations for using online resources
• Without permission and instruction, participants don’t just use software features.– Provide tutorials– Get agreement
• When you ask a lot of open and closed questions and they know how to respond, participants DO give feedback.– Put questions right on slides– Instruct participants on how to respond– More, relevant responses can be collected by having participants type in
Chat than by having them respond verbally– It takes time for people to type so BE PATIENT– If they do not answer after 45 seconds, reword and ask again
Elluminate toolsElluminateElluminate
ElluminateElluminate
What do you hear great trainers doing?Type examples of “best practices” for voice and language
Verbal language
• Choose appropriate words • Define jargon • Use standard grammar and syntax • Pronounce properly • Enunciate• Vary volume, emphasis, inflection, tone• Incorporate anecdotes and examples • Be cautious of humor• Quality of audio
Polish your message
• Keep email and verbal instructions simple and accurate
• Describe on-screen location• Proactively engage learners to assess, confirm
and prepare• “Script” key phrases and explanations• Replacing filler words with silence
Activity: Convertibles
1. It doesn’t matter2. Don’t take this the wrong way3. Staying on time is always challenging4. I apologize for the delay5. No problem
In Chat, type alternative and positive ways to say these phrases
Trainer
Participants
Content
Software
Aspects of online preparation
Trainer
Participants
Content
Software
Producer/ Host
Aspects of online preparation
Samples from online lessons
What’s the difference between a hub and a switch?
• A Hub is like a power strip. Power flows to all sockets at once.
Where are you Joining from?
1. Click Pointer tool (looks like magic wand)
2. Then, choose a pointer shape (bottom of screen)
3. Then, click next to your location on the map
Created by P
uzzlemaker at D
iscoverySchool.com
1. On the Annotation
toolbar, Click on Shapes tool
2. Choose Ellipse3. Circle the words you
find
Use the Ellipse tool to circle the
faces you see here:
1. On the Annotation toolbar, Click on Shapes tool2. Choose Ellipse3. Circle any faces you see in the image to the right.
What’s the difference between a hub and a switch?
• A Hub is like a power strip. Power flows to all sockets at once.
• A Switch is similar, but allows power to each socket individually and not necessarily to all sockets at once.
Situational Leadership II
from Compuware
Development levels
Who can define Levels D1? D2? D3? D4?
Situational Leadership IIDevelopment level 2
Please list words that describe Development Level 2. Use the text tool on the WebEx annotation tool bar.
Disillusioned
verge of quitting
low confidence
Limited competence
low commitment to the task
Out of Your Comfort ZoneActivity: “The Change Challenge”
Activity 1Instructions: Examine this picture carefully. Note as many details as you can.
Activity 1Instructions: On paper, write down 10 changes you notice. Keep your list private.
Debrief What thoughts and feelings are you having
about this activity?Please click your Raise Hand button in the Participant Panel to offer your input
Activity 2Instructions: Write down 10 MORE changes you notice. Keep your list private.
Debrief What thoughts and feelings are you having
about this activity?Please click your Raise Hand button in the Participant Panel to offer your input
Show your opinion or mood
Show Yes or No
Type Commentsor questions in Chat
Show Emoticons
WebExWebEx
Activity: List the Dis/Advantages of using Synchronous online tools over face-to-face training.
55
Advantages:
Use the Text tool to type your responses below.
Disadvantages:
1.56
Cash- vs. Accrual-Basis AccountingCash Basis Accrual Basis
*Required for GAAP*
RevenueRecognition
ExpenseRecognition
Type responses in the appropriate Chat pod.
Adobe ConnectAdobe Connect
Cash Basis Accrual Basis*Required for GAAP*
RevenueRecognition
ExpenseRecognition
1.57
When cash is received
When cash is paid out Expenses necessary to earn the revenue are recognize when that revenue is earned. The revenues and expenses required to earn them are “matched”
When revenue is earned
Cash- vs. Accrual-Basis AccountingAdobe ConnectAdobe Connect
To set up your audio
2. In the lower left corner, 2. In the lower left corner, click the Hands-free (LOCK) click the Hands-free (LOCK) buttonbutton
3. click Allow3. click Allow
4. Your mic is automatically locked ON (displays dark grey).
Click the Hands-free (LOCK) button to turn OFF.
1. Use a 1. Use a headset. headset. Desktop mics Desktop mics are noisy!are noisy!
T
Adobe ConnectAdobe Connect
Poll 6: What do you need to do next?
A. More trainingB. More practiceC. More researchD. More conversations with my teamE. Other. Type in Chat.
What are two key things you learned in this session?
Please type in Chat.
What questions do you have?
Please type in Chat.
Adobe Connect
WebEx (TC)
Elluminate
GoToWebinar
MS Live Meeting
Notes
Load and show files
PPT, + Media PPT + more
PPT + Media
Nothing is uploaded
PPT + Not all file types are supported. Check specs page.
File transfer
Yes Yes Yes Yes Handout Participants can download files like with ftp.
Audio Voip or selected vendor Conference call
Voip or Conference call
Voip or Conference call
Voip or not free call Can upgrade to toll-free $$$
Voip or Conference call
Good, wired broadband and good headset needed. Allow time for testing.
Application share
Yes Yes Yes All sharing Yes Can turn over controls to participants
Polling Yes Yes Embedded in PPT
Yes Yes All polls should be created in advance
Q & A (controlled)
Yes Yes Yes Yes Yes
Chat Yes Yes (privilege)
Yes Only to Presenters
one:one Chat is key to having participants communicate open-ended responses
Breakout rooms
Yes Yes Yes GTM Yes Mind the audio options in Breakouts
Participants need to install something?
Flash Player Yes Yes Yes Yes Allow extra time. Not a big deal if IT knows/ approves and there is no firewall blocking access.
Price point $$$ $$$ $$ $ $ Depends on "flavor," user #s and audio choice
SLS product features
