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

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!

Design Principle: Activities/Interactions

“Clicking ‘Next’ does not mean it’s interactive.” (Except that here, it does!)

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

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

Thank you!

christopher_king@sra.com

jennifer_vincent@sra.com