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129 Tips On Using Technology in Virtual and Physical Classrooms
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
129 Tips on Using Technology in Virtual and Physical Classrooms i
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129 Tips on Using Technology in Virtual and Physical Classrooms ii
Fifty-six Tips for Instructional Design and Presentation Skills for the Classroom. . . . . . 14
Ten Tips for Mobile and Social Learning for the Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
129 Tips on Using Technology in Virtual and Physical Classrooms 1
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 class-
room 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 can’t see? How do you keep students from mul-
titasking? (Should you?) What if students don’t answer your questions or respond
to your online polls? What if someone’s 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
129 Tips on Using Technology in Virtual and Physical Classrooms 2
throughout sessions. She frequently speaks at industry events on using virtual class-
room tools to support learning. Karen co-authored The eLearning Guild’s Handbook on
Synchronous eLearning, and authored Up and Running with WebEx Training Center for
lynda.com.
Mary Nicholson has been teaching online courses for over 15 years. Mary’s focus and
specialty is the design of interactive online activities and the use of social media tools
for creating dynamic online communities of practice. Her work and presentations are
based on the best practices she includes in her own classes and workshops. Mary holds
a PhD degree in educational psychology, an MEd degree in educational technology, and
a BS degree in industrial education, all from Texas A&M University.
Upcoming Programs The eLearning Guild’s Online Forums are two-day online
conferences that offer 10 live, interactive, 75-minute sessions on
May 9 & 10: Simulations for eLearning the newest tools, strategies, and trends in learning.
June 6 & 7: Using Technology for the Virtual,
Physical, and Blended Classroom • Learning—Watch Live and On-demand
July 18 & 19: eLearning Engagement and • Expert Speakers, Quality Sessions
Interactivity
• Current and Relevant Content
Aug 15 & 16: Collaborative & Social Learning
Sep 19 & 20: mLearning: Planning, Analysis,
and Design Looking for more tips on using technology for
the classroom? Join our June Online Forum!
Read full descriptions online at
www.GuildOnlineForums.com
How to Attend...
REGISTER FOR THIS ONLINE FORUM BEST VALUE—ALL ONLINE FORUMS
Register for an individual Online Forum and get access to the Become an eLearning Guild Member-Plus and get access to all
live event, plus the recordings of all 10 sessions for 12 full Online Forums—the live events plus the 800-session archive—
months. for 12 full months.
Prepare and practice: Before you launch a Google+ Hangout for online learning,
I suggest practicing with a few friends. It takes a while to get used to teaching in
this format. Make sure you know exactly what you’re going to teach and what
tools you will be using with Hangouts before you start.
Jeremy Vest
Screen share: Share your screen in a virtual classroom to teach things such as
software step-by-step.
Jeremy Vest
View more apps. In a Google+ Hangout, if you click the “View more apps” text,
you can add applications that will help with online education such as SlideShare
for presentations and Cacoo that lets everyone draw diagrams and flow charts.
Jeremy Vest
Jeremy Vest
Google Drive allows you to access and share documents within Google+ Hangouts.
Jeremy Vest
To keep learners focused on the virtual classroom session, ask lots and lots of
questions throughout the session. Add your questions to your slides along with a
reminder about how to respond: via poll, emoticon or status indicator, or by typ-
ing in chat. Ask for some kind of response every five minutes.
Karen Hyder
129 Tips on Using Technology in Virtual and Physical Classrooms 6
Karen Hyder
Don’t limit yourself; be creative with the features of the virtual classroom. De-
sign good instructional activities, THEN consider how the features can create the
same experience. A poll isn’t just a survey—it can be a knowledge check, a vote,
or data gathering for potential sales. A whiteboard isn’t just a way to capture
ideas—it can be a way to report out from breakout discussions, answer scaven-
ger-hunt questions, or co-create a story. A pointer from the annotation toolbar
isn’t just a way to point out key information on your slide—it can be a way for
participants to highlight incorrect items (“spot the nots”) or illustrate processes.
Anne Scott
Anne Scott
Anne Scott
129 Tips on Using Technology in Virtual and Physical Classrooms 7
If your plan is to use a variety of virtual classroom features, it’s helpful to prepare
participants on how to use these features effectively before the learning activ-
ity 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 con-
tent 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 indi-
vidual 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. Cre-
ate 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
Chuck Barritt
There is a learning curve when using new online tools to facilitate interactions;
provide more time for training facilitators.
Chuck Barritt
129 Tips on Using Technology in Virtual and Physical Classrooms 8
For the virtual classroom, don’t rely on simple directive or information-only de-
signs. Instead pre-plan active learning that includes polls, chats, and
breakout rooms.
Chuck Barritt
Develop a virtual learning facilitator’s guide that includes both the instruc-
tion 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, micro-
phone requests, chat windows, polling questions, whiteboards, and so on.
Chuck Barritt
Chuck Barritt
Susan Stewart
Virtual breakout rooms are tools … a means to an end, not the goal itself.
Susan Stewart
129 Tips on Using Technology in Virtual and Physical Classrooms 9
Consider your intent. What do you want to accomplish with virtual breakout
rooms?
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 micro-
phones 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 break-
out audio for both those participating via VoIP and those participating via
teleconference?
Susan Stewart
129 Tips on Using Technology in Virtual and Physical Classrooms 10
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-confer-
encing 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 informa-
tion. 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, it’s 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, head-
sets, 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
Susan Stewart
129 Tips on Using Technology in Virtual and Physical Classrooms 11
Susan Stewart
Practice, practice, practice … and it still won’t be perfect. Always have a Plan B
(and C and D!) in case you encounter problems such as having audio issues or too
many or too few participants. Invite participants to join in being active learners
with you in the process of using breakout rooms; encourage their suggestions for
improvement and ask them to tell you what worked well for them as participants.
Use the participants’ feedback and let them know how their feedback has shaped
the breakout process and activities.
Susan Stewart
• Ask participants to use the “away” indicator if they are not available to par-
ticipate in breakouts so that other participants or breakout room facilita-
tors don’t waste valuable time waiting for the missing participant to arrive
or interact.
• Avoid awkward silences and vocal pile-ups. Suggest that participants use
the hand-raising tool to indicate their desire to speak.
• Ask participants to say their names when they begin speaking and indicate
when they have completed their thought so others in the breakout room
know the floor is open.
Susan Stewart
For 3-D virtual worlds, make sure visual, verbal, and written directions extend,
rather than detract from, the immersive design. (For example, extensive informa-
tion on a relatively small notecard is difficult to read; offer avatars an alternative.)
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.)
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.)
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?
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.)
Ensure the physical features of your 3-D virtual environment (signage, paths,
directions, and instructions) guide participants smoothly through the learning
experience.
For 3-D virtual worlds, employ frequent usability testing, with a range of audi-
ences, to ensure all works as intended.
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.
For 3-D virtual worlds, take quizzes to a higher level by simulating situations in
which participants must apply new knowledge.
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.)
Cynthia Clay
129 Tips on Using Technology in Virtual and Physical Classrooms 14
Be one with the teams you support and train. Since I work in a call center, it is
easy for me to just pop up onto the floor. I sit out with the employees a lot so that
I can hear what is going on and help out and coach. Trainers don’t always know
the realities of the job because the job itself can disconnect us from our learners.
Being a part of those teams helps me to stay relevant and can bring more real-
world examples into the classroom.
Krista Grande
Rather than wait for learners to ask (random) questions, script questions you
can ask during the training that will generate discussion and confirm learners are
grasping the subject.
Karen Hyder
Improve the quality of the visuals you use. If you’re still decorating the corners
of slides with Microsoft’s Screen Beans, it’s time to find some photos, diagrams,
tables, or other graphics that actually support instruction and aid memory.
Karen Hyder
Including your script text on your slides might be helpful when the file needs to
serve double duty as a handout, but makes the file less helpful as a presentation.
Limit on-slide text and put the details in a separate handout file.
Karen Hyder
129 Tips on Using Technology in Virtual and Physical Classrooms 15
When designing training, you don’t always need to begin by stating the objec-
tives. 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 micro-
phone open, go ahead, and wave those hands around as you are presenting—you
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
Chuck Barritt
Chuck Barritt
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 distract-
ed with other items in their local environment.
Chuck Barritt
129 Tips on Using Technology in Virtual and Physical Classrooms 16
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 partici-
pant. Assume each activity takes 10 to 20 percent longer than planned. Look for
creative ways to ensure participation.
Chuck Barritt
Chuck Barritt
Consider developing short tutorials on how to register and use the virtual class-
room 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 physical-
classroom facilitators.
Chuck Barritt
Chuck Barritt
129 Tips on Using Technology in Virtual and Physical Classrooms 17
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, ice-
breaker, 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 distrac-
tions 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
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
Chuck Barritt
129 Tips on Using Technology in Virtual and Physical Classrooms 18
Let participants know when they need to interact with the virtual-classroom
interface or complete an activity. Verbalize things like “I’m 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 doesn’t 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 show-
ing the participant’s view. If this isn’t 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 gath-
er their feedback. Consider developing custom survey tools for virtual learning.
Chuck Barritt
In a 3-D virtual world, make the learner part of the story, not just a spectator.
In a 3-D virtual world, establish an orientation period or rules of conduct for ava-
tars within the learning event. (For example, if planning a lecture, tell participants
how backchat will be handled.)
Work with subject matter experts to understand your audience and build exist-
ing knowledge into your design.
Evaluate learners’ skill level prior to bringing them into 3-D virtual world train-
ing. (For example, US Department of Homeland Security instructors knew of
prior courses taken by learners before beginning the Virtual Asset Assessment
Field Trip.)
Vary the methods for students to learn information. (For example, in a post-trau-
matic stress disorder site, students encounter the stimulus in the form of trau-
matic “memories.” Memories block their path and require learners to interact or
suffer from constant interruptions as they try to shop in a mall.)
For 3-D virtual worlds, add assessments to guide participants in what they need
or want to learn.
For 3-D virtual worlds, use storytelling to convey the “challenge” of what partici-
pants need to accomplish. (For example, in war-games training, teams must make
strategic decisions under the looming threat of a nuclear disaster.)
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 comfort-
able experiencing.)
For 3-D virtual worlds, carefully select and test the storylines and scenarios used
to elicit performance.
For 3-D virtual worlds, incorporate reasons for trainees to return to the environ-
ment. (For example, consider developing weekly themes or follow-on events.)
For 3-D virtual worlds, consider takeaways that the participants can use when
applying new skills to the job.
For 3-D virtual worlds, embed follow-up activities or coaching to ensure that
new skills are applied properly.
Cynthia Clay
Don’t just hit virtual learners with information. Take them through a discovery
process. The process might begin with presenting relevant information but
should rapidly move to case challenges in which your learners have the opportu-
nity to discuss, discover, and apply solutions.
Cynthia Clay
129 Tips on Using Technology in Virtual and Physical Classrooms 22
Anne Scott
• Your target audience is spread out and individuals aren’t able to come to a
central training location without great costs or time out of the office. (Self-
paced online training would also fit in this case.)
• Your course participants can successfully complete all the learning activi-
ties while being isolated in remote locations. (The instructor is not physi-
cally in same room to help with activities; hands-on activities would not be
observed.)
• Your course will be delivered more than one time so that the facilitator
and others can achieve a return on their development investment. (Virtual
classroom learning is not to be used in place of a web conference or confer-
ence call.)
• Your course content and learning activities require a live instructor to in-
teract with the participants and provide coaching and feedback. (A physical
classroom would also fit in this case.) Your course content does NOT re-
quire the live supervised handling of tools, props, or equipment. (A physical
classroom might be a better solution in this case).
129 Tips on Using Technology in Virtual and Physical Classrooms 23
• Your course content does not require immediate personal connections, prac-
tice, 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 knowl-
edge and skills.
Chuck Barritt
Validate that tasks and learning objectives are best taught using a virtual class-
room. 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 what’s being brought up on the screen. Network bandwidth is-
sues can impact each participant’s view differently.
Chuck Barritt
Remind everyone that the virtual class is being recorded. Keep in mind that a
recorded session won’t replace the interactivity and engagement of the live
virtual class.
Chuck Barritt
Consider how assessments and other knowledge checks can be delivered in a vir-
tual classroom. High stakes exams might require a proctored examination tool and
process. PG&E uses proctored Questionmark Perception for high-stakes testing.
Chuck Barritt
129 Tips on Using Technology in Virtual and Physical Classrooms 24
Blending simultaneous physical training sessions with live virtual classroom ses-
sions might seem efficient, but this can be challenging for the trainer. Consider
using a producer or identifying an in-room facilitator to serve as the voice and
hands of the physical group. Be sure to include polling and chat-based interac-
tions, remembering to allow time for groups to relate responses to the facilitator
to post.
Karen Hyder
Mary Nicholson
Mary Nicholson
129 Tips on Using Technology in Virtual and Physical Classrooms 25
Cynthia Clay
Cynthia Clay
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For a 3-D virtual world, distribute read-ahead material for the more complex
games and scenarios.
If training involves complex games or point systems, make sure rules are acces-
sible throughout the game.
For 3-D virtual worlds, build gaming elements and guidelines into the design. Can
participants collect points for knowledge or behaviors?
Steve Wheeler
Steve Wheeler
Youth cultural influences have a strong impact on technology use, influencing the
way they communicate.
Steve Wheeler
Steve Wheeler
Steve Wheeler
Mary Nicholson
129 Tips on Using Technology in Virtual and Physical Classrooms 28
Develop activities that get participants working together in the virtual class-
room. Try using breakout rooms or assign a few participants to subject-specific
chat windows.
Chuck Barritt
Cynthia Clay
Karen Hyder