the agony and the ecstasy:converting traditional ilt to the virtual classroom
DESCRIPTION
In a world of reduced funding and increasing velocity, organizations are delivering more training online than ever. Successfully converting traditional ILT to Virtual Instructor-Led Training (V-ILT) needs more than just awareness of virtual classrooms. It demands: understanding of learning models and adult learning principals; resourceful delivery models; and a fluency in virtual instructional design. Effective V-ILT requires a different toolset which are not always 1:1 matches to familiar ILT tools. Creative approaches to familiar concepts provide stability for participants, reducing cognitive load for better learning. This presentation reviews best practices and hard-won design tips for converting ILT to V-ILT.TRANSCRIPT
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Session 501: The Agony and the Ecstasy:
Converting Traditional ILT to the Virtual Classroom
Christopher King and Jennifer Vincent
DevLearn 2013
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Your hosts today
Chris King
Jennifer Vincent
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Should you convert the course at all?
1. Do people have to be together in person to achieve the learning objectives?
2. Is the learning enhanced by collaboration with other learners and/or synchronous access to subject matter experts?
3. Do learners benefit from the motivation and flexibility of a live instructor?
4. How quickly do I need to deploy this training; how often is the content updated?
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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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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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On being a Producer
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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
Create ground rules Use a wide variety of Tools
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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Best Practices of Delivery
At least one rehearsal session with the
facilitator and producer is not optional
A producer is not optional
Producer/Facilitator MUST eliminate their
own distractions just like the students (phones,
email, music, etc.)
Set ground rules Always review the interface
Assign a leader; don't spend the limited time
making them self organize
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Final word on Converting ILT to V-ILT
• Bottom Line: This isn’t rocket science, but it’s not a mindless activity either. Be thoughtful, 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