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Tips and Techniques for Designing Interactive Webinars

Tips and Techniques for Designing Interactive Webinars

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Published by Doug
How to make your webinars more interactive. Creating the learning WOW for the on-line audience.
How to make your webinars more interactive. Creating the learning WOW for the on-line audience.

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Published by: Doug on Nov 14, 2009
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02/01/2013

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\u00a9 2009 Facilitate.com
www.Facilitate.com
1 | Page
Free Webinar\u2026 Cont ac t

MoreInfo@Facilitate.com to
find out about our free
interactive webinars on
running high performance
virtual meetings.

Experience the difference!
Tips and Techniques for Designing Interactive
Webinars
Julia Young, Facilitate.com
Design Principle 1:
Start with interactive learning objectives
1.Start with what you already know from face-to-face
workshops\u2013 the principles of designing a good
interactive workshop still apply.
2.An existing workshop agenda is a good place to begin
\u2013remind yourself of your learning objectives for each
interactive exercise.
3.Ask how a virtual learning format can provide added
advantage. What can you do now that you couldn\u2019t in
a face-to-face format?
\ue000
Increase number of people who can participate
\ue000
Include people from multiple locations at the same time
\ue000
Engage participants from different cultures and backgrounds
\ue000
Link learning to on-the-job experience and practice
\ue000
Extend learning process in short bursts over a period of time
\ue000
Include participants on a need-to-know basis with modular events
\ue000
Reduce travel costs
\ue000
Extend the reach of training and learning professionals
\ue000
Provide consistent delivery across a global organization
\ue000
Extend the reach and impact of face-to-face learning events in a blended solutions
4.List out your biggest worries or concerns about running a webinar\u2013 identifying the problem is
half the solution.
5.Participate in five free webinars on topics you care about\u2013 make notes about your experience
as a participant. What interactive methods worked? When did you lose focus and start multi-
tasking? What would have kept you engaged? What grabbed your attention\u2013 why?
Design Principle 2:
Divide Learning Content into Three Areas
6.Identify content materials and information that participants can read and review on their own\u2013
this is potential pre-work material.
7.Identify knowledge and information that benefits from listening and questioning a subject
matter expert\u2013 this is likely webinar material. Could you create a podcast or video snippet to
share ahead of time or during the webinar?
\u00a9 2009 Facilitate.com
www.Facilitate.com
2 | Page
8.Identify areas of shared knowledge and experiential learning that benefits from interaction
between participants\u2013 these are areas for the pre-work and/or webinar were you need to
create virtual interactive activities.
9.Look at your existing content materials\u2013 workbooks, case studies, team exercises, tests,
discussion topics. How can these be adapted to facilitate the virtual learner?
\ue000
Turn a slide presentation into a more detailed article for pre-reading
\ue000
Provide a slide presentation in a workbook ahead of time with space and prompts for notes
\ue000
Create the solution to a case study as an example to read later
\ue000
Prepare a series of questions to go along with pre-reading that can be discussed in pairs or triads by
phone
\ue000
Find out what the subject matter expert is going to say and solicit questions from participants ahead
of time
\ue000
Create a self-assessment survey that conveys key points and applies them to the individual learner
10. Plan on 60% of your webinar being interactive\u2013 that is, with all participants actively engaged
in doing something rather than listening to someone (while doing their email).
Design Principle 3:
Utilize both Synchronous and Asynchronous Learning Methods
11. Assume a webinar is 60-90 minutes in length. Determine how many webinars you can
comfortably schedule. Everything else needs to be done asynchronously.
12. Divide learning content into distinct learning modules\u2013 expect a full day course to convert to
two or three webinars with pre- and post work.
13. Brainstorm different ways of building in interactive webinar components (see #15). Prioritize
the ideas that you would find most engaging and effective if you were a participant.
14. Be creative\u2013 brainstorm different ways of creating connections and interaction between
participants, in pairs or threes or as a whole. Define what an effective \u201clearning group\u201d would
mean for your program.
15. Explore some of the following interactive webinar activities:
\ue000
Moderated panel with Q&A
\ue000
Problem solving exercises with online brainstorming, categorizing, prioritizing
\ue000
Ideation activities prompted by images, graphics, video clips
\ue000
Storytelling and reflection
\ue000
Quick polls and pop quizzes
\ue000
Team building discussions
\ue000
Ice breakers
\ue000
Breakout groups for Virtual World Caf\u00e9 or round-robin discussions on one or more topics
\ue000
Case study analysis
\ue000
Appreciative inquiry
\ue000
Cross-table talk
\ue000
Online debate\u2013 point/counter-point
\ue000
Team challenges and competitions with voting for the best ideas/solutions
\u00a9 2009 Facilitate.com
www.Facilitate.com
3 | Page
16. Select which of the following asynchronous pre/post webinar activities would add value to
your webinar:
\ue000
Pre-reading of materials, including slide presentations
\ue000
Online introductions\u2013 sharing of photos, web sites, bios
\ue000
Expectations exchange
\ue000
Self-assessment survey
\ue000
Partnering activities in twos or threes
\ue000
Online brainstorming & prioritizing of ideas for later discussion
\ue000
Pre- and Post surveys or tests
\ue000
Prioritizing session content\u2013 student focused learning
\ue000
Action research\u2013 practice and reporting back
\ue000
Small group exercises locally or with virtual teams
\ue000
Individual and small group coaching
\ue000
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.
\ue000
Design your agenda with a distracted participant in mind.
\ue000

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
created.

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