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Transitioning Instructional Skills from the Traditional Classroom to the Virtual Classroom
20 Sep 2011 8:54 PM
"Transitioning Instructional Skills from the Traditional Classroom to the Virtual Classroom"
co-presented by Travis Eschenmann: Director AAA University and Instructional Design, and Michelle Wu: Director of AAA Training & Development
As AAA’s T&D team transitions to delivery of more virtual training programs, we have been challenged with providing our trainers with new skills needed to effectively deliver the training.
Ideas and Suggestions
Allow instructors the opportunity to learn new skills in smaller chunks.
Start with basic webinar features and advance to the more complex (breakouts).
Create an online persona.
Attend acting classes, exaggerate gestures and facial expressions, or otherwise find a way to stand out in a virtual environment.
Create a certificate program for trainers that have mastered the art of delivering instruction in the virtual classroom.
Allow instructors to pair up during delivery.
Identify a strong virtual instructor and pair them up with a new virtual instructor to see best practices.
Google best practices for delivering in a virtual environment.
There are many articles.
Tie virtual delivery skills to existing training methodology (i.e. Bloom’s Taxonomy, Gagne, etc.).
This helps to draw connections to existing practices.
Online book: “
Creating a Sense Presence in Online Teaching
It is critical to give instructors ample try to practice using the tools associated with the specific webinar technology that they will be implementing.
(recognize the investment in training trainers)
Instructors should have time to practice delivering the content in the session in front of their peers.
This provides a safe environment to collect feedback.
Record practice sessions so that the instructor can review themselves and self-evaluate.
Give instructors the opportunity to attend a virtual class and be the student to gain that perspective.
Make sure that the course is well designed for a virtual environment before it is given to the instructor.
If the activities and class exercises are well defined for an online environment it will create a better opportunity for success.
Identify a “producer” role to assist the trainer during initial classes so that they do not have to do as much multi-tasking as they are learning the process.
Provide templates for the virtual classroom.
Demonstrate how achievement of these new skills will make an instructor even more valuable to the organization and marketable in the future.
Gain instructor buy-in by giving them the opportunity to participate in the course development process.
Communicate that many physical classroom skills can easily be transferred over to the virtual classroom.
Make sure that virtual delivery is not perceived as punishment for instructors that have always delivered in the physical classroom.
Provide research that demonstrates the impact of training in a virtual environment.
Create a logo for virtual training to make it distinguishable from run of the mill webinars.