I attended Jennifer Hoffmann’s Making Virtual and Blended Learning Work for Adult Learners. She modeled the session after Malcolm Knowles’ six principles of adult learning, which promotes collaborative learning over lecture:
- Adults are internally motivated and self-directed
- Adults bring life experiences and knowledge to learning experiences
- Adults are goal oriented
- Adults are relevancy oriented
- Adults are practical
- Adult learners like to be respected
I agree with all of these principles. As we design for and facilitate sessions in the live virtual classroom, they should guide our treatment of adult learners. They don’t want to be treated like novices or children.
Additionally, I always use Wlodkowski and Ginsberg’s Motivational Framework for Culturally Responsive Teaching as a rubric to make sure I have built in activities that address learner needs to increase the likelihood that they will apply the learning. The framework suggests fulfilling these four criteria:
- Establish Inclusion– Create an environment of mutual respect and connection. This can be done by posting participant and instructor bios, allowing participants to choose their own work groups, and creating a quick orientation to help students learn how to learn in the VC. An excellent example of an orientation by Insync Training: Learn How to Learn Online
- Develop a Learning Attitude– Set ground rules and mutual expectations as a class. Facilitators can gauge the needs of the participants using annotation tools to involve everyone.
- Enhance Meaning– Meet learner needs by making the content relevant and personally meaningful. Use polling and annotation tools to help participants provide feedback. Find out why they chose this class. Are they trying to solve a problem? How do they plan to use what they learn?
- Engender Competence– Create experiences where participants can perform–>receive feedback–>make adjustments–>perform. Provide simulations and simple performance assessments via the VC, web-based resources. If it is impractical to perform in the virtual classroom then give an assignment to perform back on the job with criteria that a peer or manager can use to give feedback.
Live blogging from Learning 2012
I had the opportunity to hear from Matthew Murdoch and Treion Muller, the authors of The Webinar Manifesto. We definitely play for the same team when it comes to doing interactive live virtual training. You can join their revolution by signing the Manifesto.
Matthew and Treion covered 3 of the topics in the book during the session. Here are my notes with additional resources that I think support their points.
Don’t simply use the default settings in your platform. Learn about all of tools available to make the session come alive. Think about how you could use them to to allow for maximum participation.
- Read the manual
- Apply the Manual
- Write your own manual
Shut Down the Ugly
Channel your inner marketer. Learn some basic graphic design rules and apply them to your communications and visuals.
- Email Invitations: Your invitations should look as good as your visuals for the presentation. Include a value proposition so learners know what they will get out of it. “The words you use should be just as beautiful as the graphics you use.” 9 Must-Have Components of Compelling Email Copy.
- Social Media: This is just as important as email. Again, don’t default. Make sure that you use a relevant branding image for the account and include links to make it easy for participants to register. Don’t post more than 3-4 times per week or it becomes noise. Try different benefit messages for wider appeal.
- Ban Ugly Slides: Limit the amount of text to a powerful phrase or two. Use relevant, teachable graphics. Here is an example of a PowerPoint makeover by Garr Reynolds of Presentation Zen.
Captivate or Alienate
Your visuals and the flow of your session must be dynamic. You are competing with email, texts, and Sudoku. These distractions will always be there, but you can create anticipation by using powerful images and well planned activities. I write about this in Is “Webinar a Dirty Word?
- Create Virtually Accountability: Set the expectation for participating verbally, visually, and kinesthetically. Begin the session with a highly interactive inclusion activity and let participants know they will use chat or annotation tools to participate.
- Don’t Mute: Don’t silence participants. Invite verbal participation throughout the session.
- Set the stage: Let participants know that this is not your usual webinar. Participants may be called upon by name.
- Hang 10… count to ten after asking a question. Say out loud, “I’ll give you some time to think about it.”
- Visual: Open their eyes. Map it… where we are, where we are going… use graphics.
- Kinesthetic–Push: use the mouse, move around, Pull: Download. Play: Scavenger hunt. Come back and contribute. Never break for more than 5 minutes for an activity.
I love the potential of webinars to bring thought leaders to the masses and connect learners with common goals, but most webinars don’t live up to their potential. How much should we expect from a free webinar?
Attending a webinar for me is a bit like a chef eating at someone else’s restaurant. I have to remind myself to focus on the experience and try not to critique the design… too much. I get really frustrated when a webinar I’m attending turns out to be a lecture–or worse, a sales pitch. I’ve come to expect a certain amount of promotion at free sessions, but I don’t want to spend the whole hour hearing about a product unless I signed up for a demo.
So here it is: My list of The Good, the Bad, and the Ugly of Webinars.
The Good – Webinars at Their Best
- Promotions are limited to the beginning or end of the session and clearly differentiate between the pitch and the content that attracts the learners.
- The presenter has mechanisms in place to get feedback from the audience in order to understand their interests, experience level, and what they want to get out of the session. The best presenters are flexible enough to go into deeper detail about the things participants are most interested in learning or comfortable with skipping content that isn’t relevant to the audience. They realize that every audience is different.
- The design allows for the most possible contribution from the learners. Not just a stray poll or Q&A at the end… real opportunities to contribute to the session and learn from each other as well as from the presenter. For example, invite participants to use the annotation tools and chat function at any time during the session. Collect questions as you go and pause periodically to address them. Ask for feedback to see if the session is meeting the need.
- Opportunities exist to connect with other participants such as the chat channel or a space to discuss the session in another forum. For example, encourage participants to Tweet about the session with a designated hashtag. This will help participants find each other after the session if they want to connect.
- Recorded sessions turn me on. Sometimes a critical meeting comes up and I can’t attend a session I’m really excited about. I love it when the recording is sent out the next day. I can revisit something I learned, see what I missed, or share it with a colleague.
The Bad – Missed Opportunities
- The presenter lectures, asks for all questions to be held until the end of the session or a designated Q&A pit stop. The audience is to be seen, but not heard.
- The presenter turns off chat functionality and/or does not utilize annotation tools. No passing notes in class.
- The presenter uses polls, but doesn’t really respond to or address the results. Polls should be used to pulse the audience, better understand needs, or generate conversation. They should be a meaningful activity, not just a periodic change of pace.
The Ugly – A Waste of Time
- The entire presentation is a demo of the platform not-so-cleverly disguised with content. Honestly, I don’t mind demos. I like to see what the platforms out there can do. Just tell me that’s what it is. If I’ve already seen a demo of your platform I don’t want to be tricked into sitting through another one.
Is “webinar” a dirty word? What makes a webinar good, bad, or ugly to you?