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129 Tips On Using Technology in Virtual and Physical Classrooms
129 Tips On Using Technology in Virtual and Physical Classrooms
Using Technology
in virtual and
Physical Classrooms
ii
Introduction
Dear Colleagues,
Only a few decades ago, the word classroom meant one thing: A physical room
in which educators and students gathered for the purpose of formal learning.
Computer and communications technology, however, has expanded the meaning
of classroom to include any physical or virtual space for formal learning. Rather
than spending time and money to get educators and students in a physical room,
we now have the option to log in to a virtual classroom from wherever we each
might be: at home, in the office, in a coffee shop, or on the move.
Having two distinct types of classrooms also allows educators and designers to
use the best features of each by blending the classrooms. For example, you might
teach the theories and basics of first aid in a virtual classroom, but then teach
and hone specific techniques in a physical classroom. Or you might have several
students who cannot travel to the physical classroom, so you use a virtual classroom to connect synchronously with both virtual and physical students.
For educators and designers trained and experienced only with the physical
classroom, however, virtual classrooms (and virtual worlds) can be daunting.
How do you engage students you cant see? How do you keep students from multitasking? (Should you?) What if students dont answer your questions or respond
to your online polls? What if someones network or Internet connection drops or
is slow? How do you select the appropriate virtual-classroom (or virtual-world)
platform? And perhaps most importantly, how do you make the time not only to
learn the new technology, but also to design effectively for it?
In this eBook, experts provide 129 tips for educators and designers who want to
make the best use of these technologies. Whether you are brand new to virtual
classrooms and virtual worlds or have been working with them for a while, you
should find something in here for you.
Sincerely,
Chris Benz
Director of Online Events, The eLearning Guild
throughout sessions. She frequently speaks at industry events on using virtual classroom tools to support learning. Karen co-authored The eLearning Guilds Handbook on
Synchronous eLearning, and authored Up and Running with WebEx Training Center for
lynda.com.
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Encourage learners to contribute questions by typing in chat rather than unmuting their audio and asking aloud, but dont allow yourself to be derailed by the
questions as they show up. Wait until you have a break in the content and then
respond to the questions in batches.
Karen Hyder
Dont limit yourself; be creative with the features of the virtual classroom. Design good instructional activities, THEN consider how the features can create the
same experience. A poll isnt just a surveyit can be a knowledge check, a vote,
or data gathering for potential sales. A whiteboard isnt just a way to capture
ideasit can be a way to report out from breakout discussions, answer scavenger-hunt questions, or co-create a story. A pointer from the annotation toolbar
isnt just a way to point out key information on your slideit can be a way for
participants to highlight incorrect items (spot the nots) or illustrate processes.
Anne Scott
Anything is possible with a whiteboard and attendee access to annotation tools!
A text tool allows for brainstorming, a pen or highlighter lets participants call out
important (or incorrect) points, a pointer can claim space. One of my favorite ways
to use a whiteboard is to split the screen into several separate areas using lines,
then assign team activities such as breakout sessions, scavenger hunts, or trivia
games. Each team has its own section of the whiteboard to use in responding.
Anne Scott
In virtual classrooms, its important to plan beyond your PowerPoint presentation. While there is a great benefit in leveraging the features available in a virtual
space, trainers can easily become frustrated if they dont know where and when
to click. Its helpful to prepare the virtual trainer by scripting out the entire sessionfrom both a technology and a speaking perspective. Consider a three-column facilitator guide that includes the PowerPoint slide, the spoken script, and
technology notes. When possible, the ideal is having a separate producer role
to handle technology elements, such as opening polls and whiteboards.
Anne Scott
If your plan is to use a variety of virtual classroom features, its helpful to prepare
participants on how to use these features effectively before the learning activity begins. One way is to create a separate pre-work session that provides an
overview of the features prior to the training event. Another way is to kick off
your virtual course with an icebreaker that uses multiple tools. For example, have
participants place a pointer or dot on a map to identify their locations, then ask
them to type their cities and states into chat.
Anne Scott
Good instructional design includes giving participants time to reflect on the content and how they will integrate it back into the real world. There are several
ways to achieve reflection in the virtual classroom. For a broad summary, ask
participants to share key takeaways or action steps on a whiteboard. For specific
goal setting, have participants type their goals into chat, then the facilitator can
download the chat transcript and email progress-assessment reminders to individual participants.
Anne Scott
Create some whiteboard slides that can be used for anonymous polls. Place a
question with various responses on the slide and have your audience use the
drawing tools to draw symbols on the response of their choice.
Mary Nicholson
Find your inner disc jockey when you are presenting in a virtual classroom. Create a theme song for your session and play the music as your participants join the
session. When the music ends, the session begins.
Mary Nicholson
In virtual classrooms, it is often helpful to have a second instructor or a producer
attend all sessions to help filter participant questions and run the classroom
software.
Chuck Barritt
There is a learning curve when using new online tools to facilitate interactions;
provide more time for training facilitators.
Chuck Barritt
For the virtual classroom, dont rely on simple directive or information-only designs. Instead pre-plan active learning that includes polls, chats, and
breakout rooms.
Chuck Barritt
Develop a virtual learning facilitators guide that includes both the instruction and the use of the technology (polls, chats, and layouts) for each part of the
course. Provide more detail and practice time for new facilitators.
Chuck Barritt
Make sure both the facilitator and participants are comfortable with the virtual
classroom technology, including status emoticons, raised-hand changes, microphone requests, chat windows, polling questions, whiteboards, and so on.
Chuck Barritt
When doing an application demonstration in a virtual classroom, use menu
commands instead of keyboard shortcuts. Verbalize any keyboard and mouse
activity. Keep in mind the participants may see a smaller version of your screen;
explain how to use zoom and full-screen controls.
Chuck Barritt
Reference your webinar outcomes and objectives. Consider breakouts in the
overall design of the virtual class. Use of breakout rooms should serve to clearly
advance your efforts to meet your outcomes and objectives.
Susan Stewart
Virtual breakout rooms are tools a means to an end, not the goal itself.
Susan Stewart
Consider your intent. What do you want to accomplish with virtual breakout
rooms?
Are you interested in generating a large number of ideas?
Do you want to foster cross-fertilization of ideas?
Do you want small groups to chew on knotty problems together?
Do you want breakout-room participants to co-create something?
Do you want to have participants discuss provocative questions?
Susan Stewart
Explore your audio options when considering using breakout rooms in virtual
classes. Some questions to consider:
Will the participants have access to VoIP through headsets with microphones or microphones and speakers (internal or external)?
What is the quality of the VoIP option with the platform you are using?
Does the platform offer an integrated audio solution that supports breakout audio for both those participating via VoIP and those participating via
teleconference?
Do you have access to a teleconferencing service that has a sub-conferencing option? If so, can the teleconferencing host activate this option?
Are participants required to change their audio options on their telephone keypads to join the teleconference?
Does the teleconference service offer a web-based interface for managing sub-conferences?
Help them help you. A handful of teleconferencing services offer and support
sub-conferencing on a regular basis they are gems! Another handful offer
sub-conferencing but have had very few clients use that feature. The sub-conferencing guides or codes may be out of date or incorrect. The web-based interfaces
may have changed or the process for activating the interfaces may be unclear
or convoluted. Offer to help your service troubleshoot the problem by being a
test participant. Be bold in pushing for clarification and correction of information. Provide clear and specific feedback if you encounter challenges so they can
improve their services and provide targeted support.
Susan Stewart
Test it out! Whether you choose VoIP or teleconferencing, its essential that
you test out the audio in the main room, change audio options to obtain audio in
breakout rooms, test audio in the breakout rooms, and return to the main room
audio. This will enable you to create clear instructions for the participants, locate
any nuances in the process that might trip you up if you are not aware of them
prior to the session, and identify errors in instructions from the teleconference
service or the platform guides and obtain technical support.
Susan Stewart
Test it out with others! Get some volunteers who have setups (computers, headsets, Internet connectivity, and telephones) similar to the participants, and have
them test out the transitions to the breakout audio with you. This will allow you
to determine if the solution you have selected will work for your target group.
You will also have the opportunity to clarify your instructions to the participants
and become more facile in activating audio sub-conferencing (if necessary).
Susan Stewart
Use breakout room facilitators. Depending on the online sophistication and
experience of your participants, they may be at ease with jumping into a breakout
room, chatting, managing the audio, and using good breakout room etiquette or
they may be anxious and need lots of support to engage. Having breakout room
facilitators provides support to the participants and to the learning process because they can serve as a bridge between the expert and the novice participants.
Susan Stewart
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For 3-D virtual worlds, encourage participants to pick the right avatars for the
right learning environment. (For example, an avatar in the shape of a blood clot
could be used to teach how a heart attack happens.)
Lee Taylor-Nelms & Trey Reyher
Weigh the pros and cons of the 3-D virtual world selected for training needs and
adjust training expectations accordingly. (For example, some virtual worlds will
not allow for avatar customization.)
Lee Taylor-Nelms & Trey Reyher
Incorporate character animation into the 3-D virtual world design.
Lee Taylor-Nelms & Trey Reyher
Pay attention to the art of cinematography, creative writing, and the role of
architecture in delivering a compelling training experience. Do the elements
included in your virtual environment support the learning material?
Lee Taylor-Nelms & Trey Reyher
Extend the 3-D virtual environment by combining 2-D and 3-D elements. (For
example, include a tool, such as a wiki, to encourage collaboration and extend the
3-D experience.)
Lee Taylor-Nelms & Trey Reyher
Ensure the physical features of your 3-D virtual environment (signage, paths,
directions, and instructions) guide participants smoothly through the learning
experience.
Lee Taylor-Nelms & Trey Reyher
For 3-D virtual worlds, employ frequent usability testing, with a range of audiences, to ensure all works as intended.
Lee Taylor-Nelms & Trey Reyher
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For 3-D virtual worlds, be sure to sufficiently analyze and address technological
barriers before deploying. New users need to understand basic navigation and
communication within the environment and can easily derail a training session
without advance support.
Lee Taylor-Nelms & Trey Reyher
For 3-D virtual worlds, encourage backchat as a valuable form of crowdsourcing.
Lee Taylor-Nelms & Trey Reyher
Include heads-up displays (HUDs) and real-time data to provide feedback to
learners in discovery-based 3-D learning environments.
Lee Taylor-Nelms & Trey Reyher
For 3-D virtual worlds, design instrumentation feedback or interactivity of objects in the environment.
Lee Taylor-Nelms & Trey Reyher
For 3-D virtual worlds, take quizzes to a higher level by simulating situations in
which participants must apply new knowledge.
Lee Taylor-Nelms & Trey Reyher
For 3-D virtual worlds, activate multi-collision sensors or other types of tech
tools to track unique avatar identity and length of participation. (For example,
the post-traumatic stress disorder site used sensors to know how many unique
visitors spent time in different areas.)
Lee Taylor-Nelms & Trey Reyher
Break the repetitive, sequential nature of delivering a one-way presentation in
the virtual classroom. Design exercises that combine emoticons, polls, and chat
discussions. These combo activities engage learners with the content and with
each other.
Cynthia Clay
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When designing training, you dont always need to begin by stating the objectives. Instead begin with a realistic challenge or scenario for your audience to
resolve. The content of your training should provide information they will use to
solve the problem.
Mary Nicholson
Smile while you are presenting in a virtual classroom even if there is no camera
for your audience to see you. Your audience will be able to hear your smile as
you are talking. If you are a person who talks with your hands, lock your microphone open, go ahead, and wave those hands around as you are presentingyou
will sound very natural.
Mary Nicholson
Ideally, each virtual class is less than three hours in length. Consider dividing
longer courses into short segments spread out over multiple days.
Chuck Barritt
Virtual classroom size should be smaller (20 to 30 participants) than in physical
classrooms so the instructor can address each online participants needs. Too
many participants are harder to engage.
Chuck Barritt
Physical classroom activities dont always transfer to the virtual environment.
Design instead for virtual learning from the start. Consider how projections,
physical room layouts, flipcharts, whiteboards, and social dynamics all are different when they are on an individuals computer screen.
Chuck Barritt
In virtual classrooms, motivation, visuals, and interactivity are critical because
participants are taking the learning in their own distraction-filled environments.
Chuck Barritt
At the start of a virtual class, create initial motivation to draw everyone into the
content. Provide ongoing motivation to keep everyone from becoming distracted with other items in their local environment.
Chuck Barritt
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For the virtual classroom, build in reflection by learners in to accommodate different learning styles. Try giving learners a few minutes to work on a solution
individually before calling on each to share.
Chuck Barritt
To support virtual classes, integrate the use of discussion boards and forums,
email, independent assignments, social networking, collaboration tools, and so on.
Chuck Barritt
When teaching a virtual class, allow plenty of time to engage with each participant. Assume each activity takes 10 to 20 percent longer than planned. Look for
creative ways to ensure participation.
Chuck Barritt
Include activities beyond the virtual classroom, especially between classes.
Use collaboration tools such as Yammer along with individual pre-work and/or
between-session assignments.
Chuck Barritt
Consider developing short tutorials on how to register and use the virtual classroom as pre-work to get participants ready for upcoming classes.
Chuck Barritt
Ensure that the virtual-classroom facilitators have the skills needed for the
virtual classroom. Plan on some coaching and training even for the best physicalclassroom facilitators.
Chuck Barritt
When conducting large virtual classes, include a co-facilitator or producer to
help handle participant questions, especially when the primary facilitator is new
to the technology.
Chuck Barritt
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Have the facilitator get into the virtual classroom before the participants arrive.
Facilitators should arrive 30 minutes early. Encourage participants to arrive at
least 15 minutes before to account for technical issues. Display a puzzle, icebreaker, or other pre-training activity to get participants involved while waiting.
Chuck Barritt
For small groups, try welcoming each person individually as he or she enters the
virtual classroom. (Ideally 20 to 30 participants.)
Chuck Barritt
Establish ground rules at the start of a virtual class. Describe how to be an active
participant and use the text chats and polls. Ask participants to remove distractions from their environment.
Chuck Barritt
Get everyone comfortable with the technology early by starting off each virtual
class with an interaction, such as poll questions, chats, or raising hands.
Chuck Barritt
Use good voice skills because audio is the primary communications method in
the virtual classroom. If possible, add a photo of the facilitator, or better yet, live
video to establish a personal connection and credibility.
Chuck Barritt
Show appreciation of participation in the virtual classroom through verbal feedback and positive text chats.
Chuck Barritt
When using audio in a virtual class, practice active listening. Be sure to restate
any questions and respond to the person by name.
Chuck Barritt
Have the virtual learning facilitator switch between requesting volunteered
responses and calling on specific participants. Keep track of who has not been
responding and get them involved.
Chuck Barritt
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Let participants know when they need to interact with the virtual-classroom
interface or complete an activity. Verbalize things like Im going to start a poll
now and I need you to type in the chat window.
Chuck Barritt
Resolve any behavioral issues in the virtual classroom by suggesting the topic
be covered later, or that the topic is out of scope. Type the issue or question on
a displayed Note pod (Adobe Connect) labeled parking lot. If that doesnt help,
refer back to the ground rules, or, if needed, dismiss the problem participant.
Chuck Barritt
To help a facilitator see what the participants see, have a second display showing the participants view. If this isnt possible, ask a participant to sit next to the
facilitator in the same room.
Chuck Barritt
For select virtual classes, plan on doing exit interviews with participants to gather their feedback. Consider developing custom survey tools for virtual learning.
Chuck Barritt
In a 3-D virtual world, keep lecture to a minimum.
Lee Taylor-Nelms & Trey Reyher
In a 3-D virtual world, use a story or a challenge to gain participants attention
early in the event.
Lee Taylor-Nelms & Trey Reyher
In a 3-D virtual world, make the learner part of the story, not just a spectator.
Lee Taylor-Nelms & Trey Reyher
In a 3-D virtual world, match the attention-getting stimulus to the environment.
Lee Taylor-Nelms & Trey Reyher
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Evaluate learners skill level prior to bringing them into 3-D virtual world training. (For example, US Department of Homeland Security instructors knew of
prior courses taken by learners before beginning the Virtual Asset Assessment
Field Trip.)
Lee Taylor-Nelms & Trey Reyher
For 3-D virtual worlds, consider a non-linear, learner-directed approach. (For
example, in the orientation area of a post-traumatic stress disorder site, learners
can choose which PTSD symptoms to explore.)
Lee Taylor-Nelms & Trey Reyher
Vary the methods for students to learn information. (For example, in a post-traumatic stress disorder site, students encounter the stimulus in the form of traumatic memories. Memories block their path and require learners to interact or
suffer from constant interruptions as they try to shop in a mall.)
Lee Taylor-Nelms & Trey Reyher
For 3-D virtual worlds, add assessments to guide participants in what they need
or want to learn.
Lee Taylor-Nelms & Trey Reyher
For 3-D virtual worlds, use storytelling to convey the challenge of what participants need to accomplish. (For example, in war-games training, teams must make
strategic decisions under the looming threat of a nuclear disaster.)
Lee Taylor-Nelms & Trey Reyher
For 3-D virtual worlds, design with the target audience in mind. (For example,
given the anxiety triggered in those with post-traumatic stress disorder, the
traumatic ride allows learners to choose the ride level they feel most comfortable experiencing.)
Lee Taylor-Nelms & Trey Reyher
For 3-D virtual worlds, carefully select and test the storylines and scenarios used
to elicit performance.
Lee Taylor-Nelms & Trey Reyher
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Your course content does not require immediate personal connections, practice, or role play. (Small-group virtual learning might get around this case.)
Chuck Barritt
Give your participants time between each virtual class to apply their new knowledge and skills.
Chuck Barritt
Validate that tasks and learning objectives are best taught using a virtual classroom. Weigh the cost and benefits of developing for a virtual classroom versus
self-paced online learning or a physical classroom.
Chuck Barritt
Provide a dedicated help-desk phone number or some other way for participants
to get help when having trouble connecting to a virtual classroom. Keep that
person on call during the entire class.
Chuck Barritt
For the virtual classroom, build time into the development schedule to have
facilitators practice before going live.
Chuck Barritt
In a virtual classroom, check in with the participants from time to time to ensure
they are seeing whats being brought up on the screen. Network bandwidth issues can impact each participants view differently.
Chuck Barritt
Remind everyone that the virtual class is being recorded. Keep in mind that a
recorded session wont replace the interactivity and engagement of the live
virtual class.
Chuck Barritt
Consider how assessments and other knowledge checks can be delivered in a virtual classroom. High stakes exams might require a proctored examination tool and
process. PG&E uses proctored Questionmark Perception for high-stakes testing.
Chuck Barritt
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One of the significant disadvantages of the physical classroom is the opportunity for a few learners to dominate the discussion despite the best efforts of
the facilitator or trainer. When you ask a question in the physical classroom, its
common for the same two or three participants to answer aloud. When you ask
a question in the virtual classroom, however, each learner has the opportunity to
respond simultaneously in chat.
Cynthia Clay
Blending synchronous interactive virtual classes with asynchronous peer-topeer collaboration results in the richest learning experiences. Keep an instructor
in the mix, but put your learners on center stage.
Cynthia Clay
2013
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Develop activities that get participants working together in the virtual classroom. Try using breakout rooms or assign a few participants to subject-specific
chat windows.
Chuck Barritt
Ignite crowdsourcing techniques by encouraging co-collaboration in virtual
environments. (For example, in war-games training, participants collaborate by
working in teams to make critical decisions.)
Lee Taylor-Nelms & Trey Reyher
Create a social, interactive learning environment in the virtual classroom. Capitalize on your learners eagerness to share what they have experienced.
Cynthia Clay
In the physical classroom, waiting for verbal responses to open-ended questions
can be time consuming. Introduce the use of Twitter or Yammer as a text-based
backchannel and encourage participants to contribute to the discussion silently. Build in pauses when you can scan posts and respond.
Karen Hyder
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