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The New Normal: Learning and Collaborating in a
Virtual Classroom
Jennifer Vincent and Christopher King
TOC Annual Institute
April 28-30, 2014
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Are you in the right place?
• Ready to convert ILT to VILT?
• Struggling to get started?
• Trying to determine if my ILT a 1:1 ratio to VILT?
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Case Study
Very large federal agency; widely
dispersed audience;
Office of Resolution Management, responsible
for handling EEO complaints (estimated to
cost the organization $75K per complaint)
Three Day Hybrid Conference for EEO
Managers
• 10 hours of V-ILT
• 11 hours of face-to-face learning
• Virtual keynote
• Integrated Performance Support solution
21 Hours of V-ILT
Courses
• Converted all ILT to V-ILT
• Revised existing V-ILT design
• Integrated Informal Learning to support LOs
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Should you convert the course at all?
• Conduct upfront analysis?
– Do people have to be together in person to achieve the learning
objectives?
– Is the learning enhanced by collaboration with other learners
and/or synchronous access to subject matter experts?
– Do learners benefit from the motivation and flexibility of a live
instructor?
– How quickly do I need to deploy this training; how often is the
content updated?
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Keys to Success
Design
FacilitationProduction
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Keys to Success
Design
FacilitationProduction
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So you’ve decided to convert to a virtual
classroom. What’s next?
What changes? What stays the same?
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Key V-ILT Design Principles
V-ILT
Pace
Documentation
Chunking/ Sequencing
Types of interactions
Tailoring to the platform
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Pace
EVERY 3 MINUTES
Poll
Question the
students
Animate the screen
Raise hands
Change status
Chat box response
Whiteboard
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Design Principles: Chunking/Sequencing
• Attention suffers after that
• Distractions build
Virtual sessions should not exceed 2 hours
• Activates the concept of spacing to increase memory transfer and learning
• Informational LOs can be delivered:
• Informally – asynchronously – socially – whatever – pick your buzzword and re-sequence as needed to put these in between V-ILT sessions
Divide 6 hour courses into 3 sessions
• Continues the learning beyond the event
• Connects spaced events to keep students engaged
Inter-session work
Must set expectations up front – it’s been a long time since
your adult learner had homework!
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Design Principle: Activities/Interactions
“Clicking ‘Next’ does not mean it’s interactive.”
(Except that here, it does!)
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Design Principle: Tailoring for the
Platform
How familiar are your
students with the platform?
• Reduces cognitive load & frees student to focus on content
Pre-Meeting Review
Sessions
• Games and pre-meeting activities can help
Quick Review of
Interface to Start the Sessions
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Design Principle: Documentation
Facilitator guide
Participant guide
Job aids
How to learn in a virtual classroom
Classroom tip sheet
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Instructor Guide TemplateSlide/Layout Reference Timing Facilitator Producer
Slide 5
2-3 mins SAY:
So you’ve decided this is the thing you want to do? Good – what’s next?
To frame your thinking let’s do a little call and response. Thinking about your physical classroom design, what changes in the virtual classroom?
Good, now again thinking about your physical classroom design, what stays the same in the virtual classroom?
Excellent, now you’re starting to see the subtle differences!
Let’s talk now about some design principles for the virtual classroom.
Note pod exercise
DO: Get ready to capture the comments from the crowd. Open two note pods, one per question. One is titled “Changes” the second is titled “Same”. Use the note pods to capture the feedback
DO: Move forward to next slide when facilitator is ready.
Slide 6
1 min SAY:
Those design principles are:
• Pace
• Chunking/Sequencing
• Types of interactions
• Tailoring to the platform
• Documentation
Let’s talk about each, starting with Pace.
DO: Move forward to next slide when facilitator is ready.
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Best Practices of Design
Breakout rooms
• Allow adequate time
• Your students may be virtual but these things still take about the same time as the physical classroom to get organized
Plan interactionsUse a wide variety of
Tools/Activities
Write out clear instructions/expectations for every
activity
Avoid PPT overload:
Average 12-15 slides per hour of
V-ILT session
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Keys to Success
Design
FacilitationProduction
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Best Practices of Facilitation
Create and maintain a
collaborative environment
A producer is not optional
Be prepared to multitask
Set ground rules
Provide appropriate
feedback and clear instructions
Assign a leader; don't spend the
limited time making them self organize
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Keys to Success
Design
FacilitationProduction
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Elements to consider
• What is a producer?
• Why is planning important?
• I am a content expert and have teaching experience.
Why do I need to rehearse?
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Best Practices of Production
At least one rehearsal session with the facilitator
and producer
A producer is not optional
Producer/Facilitator MUST eliminate their own distractions just
like the students (phones, email,
music, etc.)
Make contingency plans
Test learning environment
Don’t get complacent
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Experience
• Developed 21 hours of V-ILT for use in a conference with
250 attendees
• Developed 53 Courses spread across 6 learning
programs
• Piloted 37 courses
• Developed 2 virtual learning series
• Developed single and multi-session VILT courses
• Developed standalone VILT courses
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Final thoughts:
• Bottom Line: This isn’t rocket science, but it’s not
a mindless activity either. Be thoughtful, creative,
and don’t be afraid to experiment!
• You aren't alone, either:
– Certificate programs
• Synchronous Facilitator certificate from InSync
– eLearning Guild, ASTD, etc.
– See the Bibliography on the handout