We’ve been offering standalone and blended online learning for a number of years. We started with smaller offerings (particularly around our design workshops) in response to indications from our on- site clients that they were facing time and travel constraints but were anxious nonetheless not to erode the quantity of content that they would receive in a standard workshop. In effect, “Could we shorten the time away by combining distance strategies?” These initial (and continuing) efforts combine asynchronous and synchronous elements. Around the same period, this time in response to our clients expressed needs to foster their online presentation skills and instructional skills both of which have assumed an ever-increasing proportion of their mandates, we developed two delivery workshops: Facilitating eLearning and Presenting Over the Web. Here are four of the most important lessons we have learned.

1. It’s about the Technology!

When we go online it is instructive to remember two things. First, online training is mediated by the computer screen. The screen is our classroom! Second, our learners present (thanks to decades of experience with movies, television, and now the World-Wide-Web) as sophisticated viewers of these screens. They know the classroom well and they are quick to judge, and quick to exit either literally or figuratively if their judgments are found wanting. We need to make every effort to ensure that the ‘classroom’ remains interesting. It is incumbent upon us therefore to know absolutely the functionality of whatever software platform we are using to ‘mediate’ our content and to then use this functionality to incorporate visual variety and interaction. From the outset, FKA has supported the ‘Producer’ role described by the elearninguild.

The eLearning Guild’s Handbook on Synchronous e-Learning

The Producer does not relieve the trainer of any of the responsibilities noted above—you still need to know what tools are in your toolbox and how they are used. The Producer does, however, allow the trainer to focus on the content and the learners, and provides technical support, before, during and after the training sessions. Most functionality is common across different vendor platforms: PowerPoint, whiteboard, tool access and sharing, chat options, polling, annotation, multi-media, demonstrations, Web surfing, application sharing. Learn how all of these work. Practice with them so that your transitions are seamless. Rehearse with your Producer. Never let the technology (or lack thereof) become the focus for your learners.

Meet FKA’s Producer

2. More Detailed Instructor Notes Required

Exploiting the functionality of your presentation software requires more detailed instructor notes. Most of us have experienced that ‘darn it’ feeling after a face-to-face lesson when we remembered the questions that we failed to ask because we failed to document them beforehand in a lesson plan. Multiply that sinking feeling several-fold if you move to the online environment without a very detailed lesson plan. In our own experience we found it necessary to move from standard two or three column lesson plan templates to a five-column format. In effect, you need to plan and make visible both the facilitation and the technical/software components of your planned lessons. This greater specificity applies whether you are working in collaboration with a producer or on your own. The completed plan gives you (and your producer) a vehicle for rehearsal and then keeps you on track with a flawless ‘show’ when you are facilitating online. We’ve attached a sample from our own files for your review.

Instructor Guide Sample

3. It Takes More Time - Not Less

Moving instruction online elongates training time and increases the load on trainers. Our experience indicates that the instructor facilitation-load ratio increases in the order of 20 to 30% for a given unit of face-to-face instruction. This does not negate the overall return-on-investment that accrues from valid online training (for instance, we don’t have to fly out the day before and then get home afterwards) or the fact that a live, online strategy is the strategy of choice in given situations (why would we fly out when we can conduct effective, live demonstrations online and confirm learning with application sharing)—but it does acknowledge that the time to achieve objectives is often elongated and that instructor load increases. Elongation is related to the ‘real estate’ of the screen. Three and four-hour movies are a rarity for a reason. The evidence respecting live, online learning varies somewhat but by and large one hour plus or minus a bit presents as the optimum time to maintain interest and engagement. So... where we are able in a face-to- face environment to take hourly breaks and (working skillfully) re-engage for another hourly period, this ability wanes when we are using a remote, live, online strategy. In short, it takes a longer period to deliver four hours of content online. If it were just about content delivery (as in “Presentation”) we could abide, as often as not, the longer periods. Instruction, however, is about achieving instructional intent and that requires us to gather evaluation data about knowledge and skill change. Change for its part is demonstrated through application with the content (activities, exercises, structured experiences) and feedback. Application and feedback (using largely, but not exclusively, asynchronous techniques) fit naturally between the presentation periods and it is the facilitation of this application and feedback that increases instructor load—moderating discussions, replying to e-mails, providing feedback on individual and group exercises and activities.

4. Tone Is the Key

Your voice is your image, so it is more critical than ever to project a warm, friendly, tone. Be interested and interesting. Strive for natural conversation that incorporates variety in pitch, inflection, and volume. Listen to your recordings. Reflect on what you need to do to be interested and interesting.

Summary

As we know, in any of these four areas (or others) the devil is ‘in the details’. Almost universally the advice for initial online exposure is to participate in online presentations or workshops. We fully support this recommendation. You can participate in any number of areas including, for example, FKA’s Effective Assessment or Blended DI. If you want (or need) to really grapple with the details then speak to us about Facilitating eLearning!

When logistics and budget allow, panel discussions provide an interesting and engaging presentation alternative to the single-speaker forum. Of course, like any other method they must be carefully planned and facilitated. Here for your reference are tips for the planning and facilitation of panel discussions.

Effective Assessment Workshop:

Online or Face-to-Face

We have always held that the minimum standard against which Instructional Designers ought to measure themselves is the validity and reliability of the Level 2 assessments that they create for their learners. One way of putting that into perspective is to ask: “When my learners return to the workplace will their managers perceive them to be prepared to perform to the agreed standard?” Over the last few years, again in response to client demand, we have piloted and refined a dedicated Level 2 knowledge and performance workshop. A detailed description of the workshop can be found at the following link.

Effective Assessment

The workshop is available in both public and on-site venues.

Do you know what your Internet Connection Speed is?

Here's a useful link that will let you test against different servers to see how your connection is performing.

Test Your Speed

At the recent Training 2007 Conference and Expo in Orlando, I facilitated a session “Realistic ROI Conversations” to over 120 learning professionals. A major focus of the discussions was the need to get strategic and collaborative.

Key take-aways:

• Work collaboratively in linking training initiatives to job performance and business needs
• Have discussions on client expectations - the value to be delivered and the costs.
• Educate clients on what training can and cannot do.
• Understand that training and learning is a process not an activity.
• Help clients with knowledge and skill transfer including action plans and manager briefings.
• Take a leadership role in communicating a training partnership.
• Develop and deliver relevant and practical training programs that measure performance and results.

No time for a workshop, or just need to brush up on your classroom delivery skills? Use FKA’s Trainer Certification Coach. This robust CD-based learning tool combines real classroom video with an interactive interface showcasing the skills and competencies of excellent instructors. View two different styles of lesson, as well as pre and post training activities! A self- assessment guide is also included. Regular price $199, special Learning Exchange price of $49.95 (plus shipping and handling). Click Coach to order today!

Become a member! Join other savvy learning and performance professionals in the know and become an FKA Member. Membership is f r e e, and it gives you access to the special members area of the FKA website. This area is loaded with tips, tricks, articles, forums and more. Become a member today! http://www.fka.com/megabbs/register.asp

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Attention meeting planners: looking for dynamic speakers for your upcoming company event? Consider an FKA expert. We can speak on a wide variety of training, learning and performance topics in an interactive and learner-centered format. Call us at 1-800-352-5585 or 613-829-3412.

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Don’t forget to become an FKA Member for access to lots more great training, learning and performance information: http://www.fka.com