\u00a9 2009 Facilitate.com
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16. Select which of the following asynchronous pre/post webinar activities would add value to
Pre-reading of materials, including slide presentations
Online introductions\u2013 sharing of photos, web sites, bios
Partnering activities in twos or threes
Online brainstorming & prioritizing of ideas for later discussion
Pre- and Post surveys or tests
Prioritizing session content\u2013 student focused learning
Action research\u2013 practice and reporting back
Small group exercises locally or with virtual teams
Individual and small group coaching
Session feedback survey
Design Principle 4:
The importance of pre-work
17. Describe the ideal \u201cprepared participant.\u201d How can you get all participants to this level of
readiness? How will you know if they are?
18. Solicit questions ahead of time. This helps prepare participants for a good conversation as well
as help you adjust your material to match the interest of this particular group.
19. Determine the importance of trust and social capital (willingness to engage as a group) that is
needed to support your learning objectives. How can you create connections head of time to
build the right kind of trustworthy environment for your interactive webinar?
20. Pair up participants for a 15 minute phone conversation about the pre-reading to build in
accountability and improve the quality of preparation.
21. Get to know the participants yourself and establish your own virtual facilitator personality.
Establish the equivalent of your \u201cfront of room\u201d presence through the content, tone and
individuality of your communications.
Design Principle 5:
Include Individual, Small and Large Group Activities
22. Interaction before the webinar sets the expectation for interaction during the webinar.
23. In a workshop, participants often learn as much or more from each other as from the
presenter\u2013 this applies to webinars also.
Design your agenda with a distracted participant in mind.
Be sure to design your agenda with: tight content; lively speakers; no more than 10 minutes or three
slides of talking before a fully interactive exercise; and, more than fifty percent of time spent
collecting and responding to ideas, questions, perspectives from participants.
24. People are more likely to be typing than listening\u2013 give them something to type about.
25. There is little air time when one person talks at a time\u2013 use online meeting tools to allow
everyone to talk at once and then summarize and reflect on what you have collectively