2. Thursday, January 16, 2014
Accomplishing Online What You
Accomplish Onsite
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
3. Thursday, January 16, 2014
Webinar Cons…and Pros
• Con: You aren’t staring out at the sea of
faces, so you don’t really know how engaged
your audience is
• Pro: Less pressure
• Con: There is a camaraderie factor with inperson sessions that doesn’t exist online
• Pro: People are there for the stated
purpose only; no side chat, fewer
distractions, more focus
From “How to Run Great Training Webinars” | Dan Freeman
www.alatechsource.org
4. Thursday, January 16, 2014
Webinar Cons…and Pros
• Con: People are not as engaged with your
material because they don’t have physical
documents with them.
• Pro: That isn’t really true.
• Con: Some people are more comfortable
than others with the online format.
• Pro: For those people, there is an
additional layer of learning going on and
they are likely to leave more
comfortable than they came.
From “How to Run Great Training Webinars” | Dan Freeman
www.alatechsource.org
5. Thursday, January 16, 2014
Running Your First Webinar
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
6. Thursday, January 16, 2014
Practice, Practice, Practice…
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
7. Thursday, January 16, 2014
Make Cheat Sheets!
• Having documentation is absolutely essential:
• It gives you a checklist of everything you
need to do to launch so you can think
about it less
• It is a training tool so you can ensure that
others will be able to run an events
• If there’s some emergency and an
untrained person must run the event, the
show can still go on
From “How to Run Great Training Webinars” | Dan Freeman
www.alatechsource.org
8. Thursday, January 16, 2014
Designing/Delivering Engaging Learning
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
9. Thursday, January 16, 2014
Reflections & Observations #1
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
10. Thursday, January 16, 2014
Presenting Online
vs.
In-person
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
11. Thursday, January 16, 2014
Greeting Them at the Door:
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
12. Thursday, January 16, 2014
Being Responsive
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
13. Thursday, January 16, 2014
Similarities and Differences
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
14. Thursday, January 16, 2014
Running the Event: 1 Person or 2?
• The ideal way to do it: 1 Presenter, 1
“Producer”
• Producer is responsible for technical aspects:
• Launching event; ensuring all settings
are correct
• Handling audience technical questions
• Troubleshooting
From “How to Run Great Training Webinars” | Dan Freeman
www.alatechsource.org
15. Thursday, January 16, 2014
Develop a Plan for Tech Problems
• You need two types of tech problem plans:
• A plan for the common problems
individual attendees may experience
• It may take some time to figure out
what these are
• A plan for a major disaster
From “How to Run Great Training Webinars” | Dan Freeman
www.alatechsource.org
16. Thursday, January 16, 2014
Develop a Plan for End-User Problems
• It might take some time before you can figure out what the most common
problems are going to be, but you can get a good grip on that by running lots
of practice sessions.
• Write a script(s) that you can paste into chat. Here’s one of ours:
• Sorry you are having a problem with your audio. I'm assuming you are listening via the audio
broadcast. If you're audio got interrupted, wait 10-15 seconds, and it should come back.
• Be prepared to deal with people who are angry/stressed/panicky
• The best approach is a customer service approach, even though the people
attending probably aren’t customers.
From “How to Run Great Training Webinars” | Dan Freeman
www.alatechsource.org
17. Thursday, January 16, 2014
Develop a Plan for the Disaster
• Disasters can take a lot of forms, but the
bottom line is that we’re talking about a
situation where your event gets severely
disrupted or terminated.
• The first step in building a disaster plan is
accepting the possibility that this could
happen.
• You can minimize the possibility, but not
eliminate it.
From “How to Run Great Training Webinars” | Dan Freeman
www.alatechsource.org
18. Thursday, January 16, 2014
Develop a Plan for the Disaster
• Before deciding what you will do, examine
what you can do:
• Does your platform give you a way to gather
the e-mail addresses of all participants? If so,
get that together as part of your preparation.
• If the event “dies”, can you quickly relaunch?
• Given the size of your group and significance
of your event, what’s the possibility of
rescheduling?
From “How to Run Great Training Webinars” | Dan Freeman
www.alatechsource.org
19. Thursday, January 16, 2014
Develop a Plan for the Disaster
• Develop template e-mails to send to
participants:
• We just crashed; please re-join
• We will need to reschedule
• Keep in mind that people are generally
pretty understanding when these technical
problems occur.
From “How to Run Great Training Webinars” | Dan Freeman
www.alatechsource.org
20. Thursday, January 16, 2014
Reflections & Observations #2
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
21. Thursday, January 16, 2014
Building Engagement and
Audience Participation
Into Online Instruction
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
22. Thursday, January 16, 2014
Stories that Stick
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
23. Thursday, January 16, 2014
Finding Your Comfort Zone
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
24. Thursday, January 16, 2014
Engagement via Social Media
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
25. Thursday, January 16, 2014
Engagement via Social Media
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
26. Thursday, January 16, 2014
Engagement via Social Media
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
27. Thursday, January 16, 2014
Engagement via Social Media
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
28. Thursday, January 16, 2014
Polling to Facilitate Engagement:
A Sample from Dan
What is your level of experience with webinars?
• I have been a webinar instructor/facilitator.
• I have attended webinars.
• My institution does webinars, but I’ve never
attended.
• This is my first webinar.
From “How to Run Great Training Webinars” | Dan Freeman
www.alatechsource.org
29. Thursday, January 16, 2014
Reflections & Observations #3
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
30. Thursday, January 16, 2014
Different Formats
for
Online Presentation
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
31. Thursday, January 16, 2014
The Visual Component of Presentations
• The visual component of a webinar is
usually a slide deck.
• This is much more important in a
webinar than an in-person
presentation.
• Without slides, it’s just a voice.
From “How to Run Great Training Webinars” | Dan Freeman
www.alatechsource.org
32. Thursday, January 16, 2014
Building Your Slides
• You don’t need design sense and you don’t
need artistic ability.
• Base your slides on your outline.
• Include images to keep it interesting. (More
on this in a moment.)
From “How to Run Great Training Webinars” | Dan Freeman
www.alatechsource.org
33. Thursday, January 16, 2014
Building Your Slides
• While most webinar platforms will
recognize PDFs and Word Docs, it’s
best to work in PowerPoint because:
• PowerPoint is universal (more or
less).
• It’s easy to export to other
formats from PowerPoint.
• Stick with “common” fonts.
From “How to Run Great Training Webinars” | Dan Freeman
www.alatechsource.org
34. Thursday, January 16, 2014
How Many Slides?
• The number of slides you use will vary
heavily depending on your presentation
style.
• A general guidelines is one slide per 90
seconds, but your results may vary!
• Think of your slides from an attendee
perspective—do you have enough to keep it
interesting?
• Using charts and graphs? Slow down!
From “How to Run Great Training Webinars” | Dan Freeman
www.alatechsource.org
35. Thursday, January 16, 2014
Images on Your Slides
• Don’t go too text heavy—use images,
even if its just ClipArt
• There are TONS of sources of free
images on the web:
• Wikimedia Commons
• Flickr (check CC license)
• OpenClipArt.com
• You don’t need to spend a ton of time
worrying about relevance, colors, etc.
Modified from “How to Run Great Training Webinars” | Dan Freeman
www.alatechsource.org
36. Thursday, January 16, 2014
Building Interactivity into Your Event
• Polls
• Exercises
• Open-ended Questions
From “How to Run Great Training Webinars” | Dan Freeman
www.alatechsource.org
37. Thursday, January 16, 2014
Using Screen Sharing
• Use it; don’t abuse it
• Great tool for demo’ing software,
websites
• Not a great tool for sharing your
slides
• Mind the lag!
How to Run Great Training Webinars | Dan Freeman
www.alatechsource.org
38. Thursday, January 16, 2014
Reflections & Observations #4
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
39. Thursday, January 16, 2014
How to Bring
Your In-person Strengths
To Online Presentation
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
40. Thursday, January 16, 2014
Facilitation
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
41. Thursday, January 16, 2014
Listening
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
42. Thursday, January 16, 2014
Inspiring Action
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
43. Thursday, January 16, 2014
Reflections & Observations #5
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
44. Thursday, January 16, 2014
Finding Your Comfort Zone
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
45. Thursday, January 16, 2014
Comfort Through Engagement
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
46. Thursday, January 16, 2014
Hitting Your Own Target
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
47. Thursday, January 16, 2014
Reflections & Observations #6
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
48. Thursday, January 16, 2014
How To Teach Online: A Visual Summary
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
49. Thursday, January 16, 2014
How To Teach Online: A Visual Summary
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
50. Thursday, January 16, 2014
How To Teach Online: A Visual Summary
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
51. Thursday, January 16, 2014
How To Teach Online: A Visual Summary
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
52. Thursday, January 16, 2014
How To Teach Online: A Visual Summary
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
53. Thursday, January 16, 2014
Resources
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
54. Thursday, January 16, 2014
Questions, Comments, and Next Steps
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
55. For More Information
Dan Freeman
50 E. Huron St.
Chicago, IL 60614
312.20/5413
dfreeman@ala.org
Paul Signorelli & Associates
1032 Irving St., #514
San Francisco, CA 94122
415.681.5224
paul@paulsignorelli.com
http://paulsignorelli.com
h
ttp://buildingcreativebridges.wordpress.
com
dfreeman@ala.org
Twitter: @paulsignorelli
@trainersleaders
56. Thursday, January 16, 2014
Credits & Acknowledgements
Rodin’s Thinker: From Wrote’s Flickr photostream at http://tinyurl.com/jwpp276
Practice: From Tom Hart’s Flickr photostream at http://tinyurl.com/ldyflzr
Welcome: From Margaret Almon’s Flickr photostream at http://tinyurl.com/k48jh6a
Mail: From Donovan Beeson’s Flickr photostream at http://tinyurl.com/mtbddaz
Listen, Act, and Understand: From Steven Shorrock’s Flickr photostream at http://tinyurl.com/l5mjagn
Fireworks: From Aristrocrats-Hat’s Flickr photostream at http://tinyurl.com/kbx3kdh
Bullseye: From Nicole Cho’s Flickr photostream at http://tinyurl.com/mcjt7rx
Question Marks: From Valerie Everett’s Flicker photostream at http://www.flickr.com/photos/valeriebb/3006348550/sizes/m/in/photostream/
How to Teach Online -- Freeman and Signorelli
www.alatechsource.org
Notas del editor
Michele Martin, whose Bamboo Project blog remains a wonderful resource on a variety of topics, wrote one of the best pieces we’ve ever seen for anyone diving into online training-teaching-learning:
“9 Lessons Learned from Running My First Webinar,” posted in January 2008
http://michelemartin.typepad.com/thebambooprojectblog/2008/01/what-i-learned.html
Her nine tips include:
Quadrupling your prep time for online sessions over the amount of time you spend on face-to-face sessions
Write a script
Practice, practice, practice (to which we would add, “then practice some more”)
Having at least two people involved (our own addition is to never overlook the important of a first-rate producer)
Deviating from the script and not shying away from the use of humor
By the way, did we mention the importance of practice when we were reviewing Michele’s tips on the previous slide?
Here are more tips from Dan:
The technical aspect of running a webinar is always going to be a series of many small steps.
It’s not likely that any of these steps are going to be a huge challenge, but there are going to be a lot of them and they will all be essential.
You need to be able to complete these steps without thinking about it so you can focus on your content, not the technical steps.
Before you actually do a live session, you should practice enough that you can launch and prepare the session without looking at a cheat sheet. That being said…
Jennifer Hofmann, an e-learning consultant and president of InSync Training, LLC, combines summaries, tips, and examples to familiarize trainers and others with the challenges of creating and conducting successful online sessions. The introductory chapter to the book includes a valuable and detailed table of features commonly found in live online learning environments; the table is accompanied with illustrations to help readers understand how each feature works. The second chapter, “Facilitating in the Synchronous Classroom,” is a wonderful primer which outlines facilitators’ roles in directing learning while helping participants communicate and collaborate online; reminds presenters and facilitators that flexibility and an ability to work well in stressful situations are key components to success in online presentations; and discusses key resources—including the use of a producer or assistant—for those engaged in online presentations. The remainder of the book provides suggestions for facilitating effective communication, managing the online learning environment and technology, and conducting online meetings and other live events. Among the appendices are a “Synchronous Software Features Checklist,” “Synchronous Classroom Management Checklists,” additional “Recommended Resources for Synchronous and Blended e-Learning,” and a glossary of terms for those unfamiliar with online learning.
Let’s stop for a moment so you can think about what we’ve been discussing.
Feel free to ask questions.
Here’s one for you:
What experience do you have that suggests onsite learning does or does not trump online learning?
Unless you arrived for today’s session more than 30 minutes early, you found the two of us waiting for you at the virtual door—and this is something we would do onsite as well as online.
Being there when learners arrive provides a magnificent opportunity to quickly establish the sort of environment that fosters learning successes. When we’re face-to-face with learners, we chat with them before our onsite sessions begin. When we’re online, we engage in the same sort of chat via the chat window or any other opportunities we have to interact through the various online platforms we use.
Deferring or ignoring a learner’s questions in a face-to-face setting is one sure way to kill the learner’s interest. The same is true in an online setting.
Catching and responding to questions posed via chat is essential, so it’s important to encourage rather than discourage interactions at that level, and it’s also very important to let people know up front that you may not have time to respond to all questions during your live session and that you’re open to follow-up questions via email or any other means of communication available to you and your learners.
We’ve been in sessions with a small number of learners and been able to keep up, and we’ve also been involved in sessions with hundreds of learners, where the chat questions and comments race by at the speed of light. The key in either situation is to remain responsive and accessible—which is challenging and invigorating at the same time!
Bonnie Elbaum, Cynthia McIntyre, and Alese Smith, all affiliated with the Concord Consortium in Massachusetts at the time their book was published, offer what they consider to be the seventeen essential steps of preparing online learning sessions which will keep instructors and learners equally engaged. The book opens with a section on preparing an online course and includes tips on how to build a course outline, set clear deadlines to encourage effective learning, and planning for quality. The middle section of the book moves into elements of designing a course which helps students maintain their focus, develop effective collaborations which foster learning, and literally stay on course. The concluding section on how to teach online is followed by an extensive checklist which summarizes the contents of the entire book for anyone involved in developing and delivering online learning opportunities.
What’s helpful to us here is the reminder the great online teaching-training-learning has much in common with great onsite teaching-training-learning: it requires tremendous preparation and follow-through.
Let’s stop for our second reflection and observation exchange:
What do you do in training-teaching-learning that is the same onsite as online?
What do you do in training-teaching-learning that is different onsite as opposed to online?
Chip and Dan Heath really created a seminal work for all of us with Made to Stick. It reminds us of the power of strong storytelling as a tool in learning and many other venues, and offers a simple formula with six principles tied together with the acronym “SUCCESS”:
Simplicity
Unexpectedness
Concreteness
Credibility
Emotions
Stories
Rena Palloff and Keith Pratt, building from work which began while they were Ph.D. students in 1993, offer an educators' view of how to create and sustain effective online learning opportunities which lead to communities of learning. Their focus is on "teaching and learning" rather than on technology (p. xvii); the result is rewarding and inspirational. The first of the two sections of the book concentrates on the philosophy and mechanics of developing communities of learning online; the second section explores hands-on methods for producing those communities and includes explicit guidance on how to inspire collaboration by providing learners with clear guidelines as well as effective facilitation and feedback (pp. 111-125). A chapter on transformative learning (pp. 129-143) makes a strong case for how effective online learning can be by providing learners with time for engagement and reflection, and also reminds readers that effective online learning is a learner-centered process (p. 135). Sample course outlines, syllabi, lists of learning objectives, and online course guidelines make this an indispensable tool for anyone involved in online presentations and online learning. (Note: updated edition was published in 2007.)
If you want to build engagement, turning to social media outlets to supplement interactions can be extremely effective, as we discovered when we used Facebook private groups as a way to connect learners via weekly optional office hours online
description of how this worked, as documented in blog:
http://buildingcreativebridges.wordpress.com/2013/01/17/learning-social-media-with-our-learners-pt-2-office-hours-in-facebook/
Google+ Hangouts offers similar opportunities for online office hours, and more…
http://buildingcreativebridges.wordpress.com/2013/01/31/learning-social-media-with-our-learners-pt-3-office-hours-in-a-google-hangout/
Live facilitated chats on Twitter are fairly common approaches to creating engaging learning opportunities…
http://buildingcreativebridges.wordpress.com/2013/02/07/etmooc-tweet-chat-navigating-streams-and-rivers/
Skype is yet another option, particularly for just-in-time one-on-one learning opportunities…
http://buildingcreativebridges.wordpress.com/2010/01/22/skype-and-low-cost-e-learning-delivered-at-the-moment-of-need/
Polling can be very successful in at least two ways:
You can gain information about your learners so you can engage in last-minute course corrections.
You can engage the learners by making them participants in the session—you learn about them while they are learning from each other.
This sample from one of Dan’s earlier online sessions might help you see ways you can immediately apply this to your own work.
Let’s stop for our third reflection and observation exchange:
What do you do to build engagement and audience participation in training-teaching-learning?
An interesting point of divergence between the two of us:
Dan cites the general 90-seconds-per-slide guideline
Paul has heard a variety of opinions and explored a variety of options on this one, and has experience keeping slides up for as little as a few seconds and as long as several minutes as long as learners are engaged in some fashion such as online chat or an exercise or discussion.
Another interesting point of divergence between the two of us:
Dan uses a combination of bullet points and images.
Paul tends to keep slides as text-free as possible and tries to create a visual narrative flow that complements the overall flow of brief text headlines and the overall flow of a presentation. (Good resource for this: Cliff Atkinson’s Beyond Bullet Points)
Let’s stop for our fourth reflection and observation exchange:
What different formats do you use for online presentations?
If you’re already a trainer-teacher-learner who engages in experiential learning—facilitating as much, if not more, than lecturing—you have a skill well worth cultivating with online learners. Much of what is extremely effective online involves an ability to not only share information you have, but to engage learners by encouraging them to interact with each other via chat as well as video-conferencing interactions if you have those capabilities.
Think Google Hangouts, here, and you’ll see what we mean:
In a very high-end example of connecting learners via Hangouts, photographer John Butterill has arranged for live virtual photo walks that reach a variety of learners—including those who are homebound. If you want to see an extremely moving example, check out Butterill’s video on YouTube at:
http://www.youtube.com/watch?v=y1Uv7as5ZmI
Listening always serves us well in onsite settings as we listen to what our learners are saying and adjust our lessons to respond to what we hear. This is just as essential online as we monitor what is taking place in chat and respond to comments and questions that come our way.
Great learning that sparks results often comes from immediately applying what is learned and from creating an environment in which the learning is supported. If we encourage our learners by suggesting concrete actions to be taken immediately after they leave us, we increase the possibility that they will absorb and retain what we offer. And if we’re in a position to be sure that their colleagues and supervisors will support their attempts to use what they’ve learned, we’re in an even better position to foster success.
Let’s stop for our fifth reflection and observation exchange:
How do you bring your in-person strengths to online presentations?
Whether we’re new to the art of presentation of are experienced presenter-trainer-teachers benefitting from the useful reminders Weissman provides, he carries us through the presentation cycle with lots of guidance, including warnings of how we can go wrong: not offering clear points, not offering a clear benefit to our audiences (what in it for them, not us), not creating a clear flow of thought and information in our work, offering more details than an audience can absorb, or creating presentations that last too long
He also offers the structure that telling a good story provides: taking listeners from where they are (Point A) to where they need to be (Point B) in ways that focus on them rather than on us. He provides a concise survey of structures we can incorporate into presentations to make them flow and reminds us of the importance of “verbalization”—rehearsing our work out loud “just as you will on the day of your actual presentation” (p. 164) numerous times so that the story that is at the heart of all we do will flow naturally from us to those who are depending on us to make that all-important journey from Point A to Point B. Furthermore, he models the very skills he is trying to develop by incorporating presentation stories throughout his book in an effort to help us understand the process viscerally as well as intellectually.
We could spend days, weeks, or months exploring our own comfort zones, but what it really comes down to in a session like today’s in thinking about the possibilities we’ve explored as well as what you already feel comfortable doing in familiar settings, then pushing yourself to go a bit further to see how you and your learners can have more fun.
After all, learning that is fun, engaging, and responsive to an immediate need is likely to be learning that sticks. It’s up to us to identify how close we can move toward success for ourselves, our learners, and all they serve.
Let’s stop for our final reflection and observation exchange:
How would you describe your own comfort zone?
Let’s do a quick summary of what we’ve discussed…
We began with a reminder the online learning can be every bit as effective as onsite learning, and looked to Michele Martin’s Bamboo Project blog for some tips on how to be successful in your own first webinar.
We then discussed some similarities and differences between onsite and online learning, including the idea that in both settings we need to start by welcoming and engaging our learners.
We talked about a variety of ways to engage learners, even exploring the idea of virtual office hours and one-on-one online instruction through Facebook, Google Hangouts, live chats via Twitter, and sessions using Skype.
Our review of online-presentation formats included slides that are visually appealing, and we also reminded you of some possibilities including screen-sharing.
We concluded with sections on bringing your in-person strengths to online presentations as well as finding your comfort zone, and that included the overall reminder that if we and our learners listen, understand, and act, we will all be engaged in effective and productive training-teaching-learning.