• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Good Webinars Gone Bad: Avoiding the Pitfalls of Webinars & Virtual Classes

Good Webinars Gone Bad: Avoiding the Pitfalls of Webinars & Virtual Classes



This slide deck is from a 12-5-13 webinar. ...

This slide deck is from a 12-5-13 webinar.

We’ve all experienced them as attendees; the good, the bad, the ugly webinars. But, what makes a good webinar good and bad webinar bad? The presenter and the presentation material are a key to the experience, but so are many other little details. Attend this session to explore many of the before-and-after details of a webinar that can make or break the experience. What is your process and webinar preparation checklist? Have you considered time zone differences in your promotional message? Have you established the location from which the presenter will participate? What information will you provide the audience when they enter the webinar? There is no fee to attend this event.



Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment
  • Have people chat where they are from. <br /> Go over the layout of the room. <br />
  • Andy <br /> My Role, related to this presentation. <br /> I have been producing and facilitating webinars for about six (6) years. <br />
  • 5 minutes for intro & short bios <br /> High-Level Areas for Consideration (Andy) – 4 minutes <br /> Technical <br /> Design <br /> Learning Design <br /> Experience Design <br /> The Team <br /> Facilitator <br /> Producer <br /> Now you know about us. Here’s a little bit about you. We asked you a couple of questions as part of the event registration. You indicated your experience with webinars and it looks like about 67% of you are currently conducting webinars while about 34% are not. So, keep that in mind as we collaborate in the session – the experienced folks help out those who are not as experienced. <br /> We also collected comments about pitfalls as part of the event registration and a number of pre-session questions were also submitted. Most of the pitfalls and questions fell into three areas; technology, design and the webinar team. We’re going to pull out major elements from those three areas and look at them through the lens of the continuum of webinar activities. For example, we’ll look at technology considerations that come into play before, during and after the webinar. <br /> Technology is somewhat self explanatory, but I’d like to explore design and team a little bit more. Design is learning design, visual design and experience design. So, not only do we need to focus on activities and interactions that will support learning, but we need to think about the entire webinar experience for the learner. <br /> File: Distribute a handout of all of the pitfalls and questions grouped into these three categories <br /> Note: consider going over some of the specific questions submitted by this small group. <br /> Poll: <br /> Now, let’s think about the webinar team. What roles are there on your webinar team? Or, if you’re just beginning to use webinars, what roles do you plan to have on your team? <br /> What roles are on your webinar team? (select all that apply) <br /> Project Sponsor <br /> Project Manager <br /> Instructional Designer <br /> Webinar Producer <br /> Webinar Product Technician/Support <br /> Subject Matter Expert <br /> Facilitator <br /> Graphic Designer <br /> Multimedia Designer <br /> Other <br /> Often times one person plays multiple roles. The thing to consider as you plan and execute webinars is what roles are needed and are all of them being filled by someone, even if that person is playing multiple roles. We’ll explore some of these roles in this webinar and what to consider when you decide to fill or not fill these roles. <br />
  • Offering a webinar is project management exercise as much or more than it is a design exercise. So, let’s start off by talking a little bit about logistics. <br /> Mention the technology, team, design AND before, during, after on the screen. I’m not going to address those specifically, but if there’s something noted that you want to explore further please indicate so and we can talk about it. <br /> Audience logistics (Know your audience). <br /> Team logistics (before and during) <br /> Details, details, details <br /> Time of day? <br /> - Be sure that your times include time-zones in all of your communications. <br /> Decide on a time that is appropriate to the time zones of the prospective attendees. <br /> Will it conflict with work? <br /> Will it be too early or late? <br /> Can they access the webinar with the technology at work or can do they need to be at home on a more open network? <br />   <br /> In addition to your audience, consider your team and schedules that need to be accommodated in content development and dry-runs. Remember that you will want to practice and test completely about a week before the event in order to provide time to make adjustments. <br />   <br /> Location? <br /> Of your presenter and your producer (need closed doors). Your organization may have a room established for production with appropriate acoustics in place. The single location allows the speakers to take visual clues from each other. <br /> Location of the audience (is the attendee alone or are they in a group setting)? <br /> Go to the webinar checklist view. Scroll through the list to emphasize the details. <br /> Pull out one of the questions/pitfalls: (Show the Pitfalls document) <br /> Facilitators don’t deliver content in enough time before the webinar <br /> Establish a documented project plan with milestones and deadlines. <br /> Schedule recurring preparation meetings throughout the project timeline. <br /> Create a team to design and develop the webinar materials along with the facilitator. <br /> Pair co-facilitators to work on the webinar materials together. <br /> Establish a drop-dead date by which materials must be shared or the webinar will be cancelled or rescheduled. <br /> Conduct a debrief with the team after the webinar and discuss the impact of receiving materials late. <br /> Also - What do you consider the perfect length of time for a webinar? Thanks. <br />
  • Test, test, test . . . test again. <br /> Chat: Tell me you worst technology horror story with technology. Tell ours from the previous time we ran this webinar – Karen’s audio. <br />   <br /> 3 big ideas about technology that I’d like to share that can address common issues . . . <br /> Will the audience be able to access your webinar? Will your team and attendees be sitting behind firewalls? <br /> It is important for the presentation team to have USB headsets and be in a room with echo damping materials such as carpeting to aid the audio. Tests need to be conducted to determine the quality of the signal and audio in general. (Audio setup wizard.) (Speed test – there’s a link to it in the pitfalls and questions document.) <br />   <br /> Be sure that the team involved in running the sessions are familiar with the platform that will be used. If you have a team, be sure that they know their specific responsibilities, but are cross-trained. It can help if they can cover for each other should there be a technical issue. Have a back-up plan and a back-up for that. In addition, a secondary client machine that allows you to see and hear the session from the participants’ view is helpful. <br /> Note – question from audience: Can you offer cost information for various popular formats? <br /> http://webconferencing-test.com/ <br /> Really do an analysis of what your needs are. Don’t go strictly on cost. <br />
  • Marketing <br /> Another common question about webinars is “how do you get people to attend?” <br /> Here you need to go back to knowing your audience. <br /> Where are they located? <br /> How do they communicate? <br /> Background in the material ( level of competence). During registration, we lightly gathered information about your experience running webinars and what topics interested you. <br />   <br /> How do you currently connect with your market? <br /> What is the title of your session? This session is Good Webinars Gone Bad: Avoiding the Pitfalls of Webinars and Virtual Classrooms <br /> Chat: Ask the group to retitle this session. <br />
  • Marketing <br /> Think of it as a campaign, not a single message <br /> Identify the locations where you can find your attendees physically and virtually. Write blurbs for those markets <br /> Who, how and where do they get their information? (LinkedIn Groups, Twitter, Professional orgs..) Each of these modes will require a different style of writing. Consider whether you will use a hashtag and keep it short if you do. <br /> Size of a good webinar depends upon its purpose. An interactive class may be best capped at 35. If your platform permits breakout rooms, you can allow more interaction and group work. For sessions requiring less interaction, sessions can be limited by the capabilities of your platform. <br /> Consider the number of people who register that will attend. <br />   <br /> Poll : What is your estimates of the percent of attendance compared to registration? Options: 30% - 45% attend; 50% - 65% attend; 70% - 85% attend; 90% - 100% attend; Varies by type of session. <br />
  • Attendance expectations <br /> Graph showing a loss of 2/3. It actually varies by type of session and the precision of your marketing and quality of the incentives; <br />   <br /> General open-call marketing or lead generation webinars – 33% Attendance <br /> Highly targeted audience with a specialized interest – 50% Attendance <br /> Customer communications events – 60% to 65% Attendance <br /> Internal training and employee communications -80% to 85% Attendance <br /> Audience charged – 95% to 98% Attendance <br />   <br /> There will always be some who do not attend for a variety of reasons. They may have had an abrupt change in their schedule or wanted to be able to view the archive even though they knew they had a conflict. <br />   <br /> Do you have materials that you will provide to those who attend? Can they earn credits or a certificate? Will there be a raffle of a copy of the presenter’s latest book? <br />   <br /> Make sure they are clear about the session’s requirements and scope. <br /> Confirmations and reminders. <br /> Your invitation and confirmation should be clear about the scope of the session contents. Indicate any business goals and expected participant achievements. <br /> Share technical requirements (audio, software, screen requirements, headphones, test access, etc.) and provide a link for testing session prior to the live session. <br /> Include a pre-event questionnaire (registration or survey)that will allow you to refine the scope to meet the group’s needs and interests. <br /> Note: Tell about the time we had the webinar and no one showed up because the event confirmation and reminders didn’t go out. <br />
  • Webinar Introduction <br /> So, there are pitfalls in logistics, technology and marketing. But, those are the activities outside the webinar itself that <br /> Open your session 10 – 15 minutes prior to the start of the program. To allow time to troubleshoot participants’ issues. <br /> Use a lobby loop to share information about the rules for participation, platform features, details about the speakers and future events, etc. You may want to include an audio track to help attendees identify audio issues. This allows you to avoid, “Can you hear me?” = unprofessional. The producer can also be a gauge as to whether the participants can hear you or not. <br /> As your attendees arrive, try to greet them by name and encourage a discussion, perhaps around their geographic region or profession and experience. <br /> Technical troubleshooting directions – leave visible instructions in a pod or the chat window. If you are hearing the comment frequently, you may have a problem of which you are not aware. If it is a single individual, the producer should initiate a private chat with them. That personal touch can also redirect someone who is not following directions. <br /> As you start the session, engage attendees immediately. Avoid long introductions of the presenters. It’s not about you, it’s about the audience. <br />
  • Audio and media <br /> Go to the pitfalls document layout. <br /> There is background noise. <br /> Set an expectation that facilitators and attendees will participate from a quiet location. <br /> Ask facilitators and attendees to run an audio setup wizard that is often present in webinar tools. <br /> Have a Producer on the team who can mute facilitators and attendees when they are not talking. <br /> Have a Producer on the team who can mute attendees whose background noise is too distracting; even if they are talking (remove their audio rights). <br /> Ask attendees to hang a DO NOT DISTURB sign on their door or cubicle to avoid interruptions. <br /> Note: Go to the Do Not Disturb layout <br /> Presenters should enter the room about half an hour prior to the session to test their audio, making sure it works and that the multiple speakers are at a consistent level. It appears more professional to complete this prior to the arrival of the attendees, but you will need a third party or secondary client to verify the level. <br /> Be mindful of bandwidth considerations. Are all of your attendees on high-speed networks that can handle your materials? Sharing video through the platform can be a particular problem. Attendees may experience screen freezes or audio delays when sharing sites such as YouTube. If you are working within a company network, test the capabilities of the system with your materials. <br /> While the use of streaming video from the presenter can aid with engagement, consider posting a single photo after starting. If you continue to use your webcam or a free-standing camera, check the angle and distance. In the image on the screen, I am sitting low and too far away. There is also a glare visible on the wall behind me. Be sure that the person is appropriately lighted. <br /> Many platforms will allow application sharing, providing an opportunity for greater explanation of material or evaluation of a students work. Be sure you are able to smoothly move in and out of the process. Don’t lose participant attention with delays. <br /> KNOW your platform! <br />
  • Technology|Design|Team <br /> Before|During|After <br /> (Andy) – 2 minute <br /> If you’re familiar with the quote on the screen or the movie the quote is from change your status indicator to a green check mark. If you’re not familiar with the quote or the movie, change your status indicator to a red X. <br /> Training that is boring in the classroom is going to be boring in a webinar (even more so). <br /> A webinar is a visual medium but it is primarily an auditory medium. While they are important, you can get by without the best visuals if you have a good facilitator. But, it is very difficult to survive with a facilitator who is monotone with little or no energy. <br /> Boring or monotone presenter was a BIG one in the pre-session feedback and questions we received from attendees. We’ll look at ways you can manage a boring facilitator in a moment. <br /> The facilitator is more important in the webinar because there are no hand gestures to animate the presentation. There are no other facial or body movement responses that the attendees can play off of and there is no shared physical space that might keep attendees engaged. <br />
  • Technology|Design|Team <br /> Before|During|After <br /> (Andy) – 1 minute <br /> We’ve listed some ways in which you might end up with a bad facilitator. If there are any other ways that you’ve ended up with a boring facilitator, please type those in the text chat. While you do, I’ll talk about ways in which you might address the situation. <br /> How do you end up with a boring facilitator? <br /> - Facilitator who has taught the course in the classroom is auto-selected for webinar <br /> - Manager or leadership wants to present (be on stage) <br /> - Instructional designer wants to present the content they created <br /> - External SME is brought in for their subject expertise <br /> While you type ways that you’ve ended up with a boring facilitator in the text chat, I’ll continue on. <br />
  • Technology|Design|Team <br /> Before|During|After <br /> (Andy) – 3 minutes <br /> What can you do? (Use the arrow pointer or the highlighter to highlight the bullet points as they are addressed.) <br /> In all likelihood you’re not going to get someone who doesn’t have energy in their voice to do so overnight. There may be any number of reasons they don’t have energy. One way of breaking down any walls that exist is to make the webinar prep a good experience for the presenter. <br /> The less energy the facilitator has, the more energy you have to have. Get them excited about the webinar! <br /> Make them a valued and contributing member of your webinar team. It needs to be a process of preparation. Involve them in that process as much as you can. <br /> Training <br /> Have an onboarding or train-the-trainer program in place (many colleges can do this for faculty who want to teach online) <br /> Have guidelines or documented best practices that you go over with the facilitator <br /> Project Plan <br /> - Guidelines and best practices <br /> Planning meetings with practice and feedback <br /> Terminology (facilitator vs. presenter), (supporting materials vs. presentation slides), etc. Get them to think beyond delivery content. <br /> Technology <br /> Recordings of good webinars (point out the good parts) <br /> Recordings of practice sessions <br /> Recording of their webinar (so they can make changes for next time). There’s nothing more impactful than seeing/listening to yourself facilitate. <br /> Team <br /> Multiple speakers <br /> Producer interjection <br /> Design (No matter what you do, some speakers are just going to be monotone and boring.) <br /> The less energy the facilitator has, the better the visuals should be. <br /> Break the low energy voice up with high energy media (video) <br /> Include activities that are technical, mental and physical (we’ll explore engagement strategies in just a few minutes) <br /> Get feedback and share it with the facilitator. Identify a time to debrief with the facilitator after the session. <br /> Exciting Energy and Tone of Voice <br /> Pre-session training/expectations/preparation <br /> Converting from ILT <br /> Multiple speakers <br /> Producer introduction and interjection <br /> Don’t switch speakers too often <br /> Recording <br /> Satisfaction survey <br />
  • Technology|Design|Team <br /> Before|During|After <br /> Pacing (Andy) – 2 minutes <br /> Pacing is an important part of keeping the audience interested and engaged. There are three components to pacing: <br /> Voice <br /> Visuals <br /> Interaction <br /> Good pacing is a balancing act. Too slow a pace is bad, but too quick a pace can also be negative. We need to think about pacing in regards to speed and frequency. <br /> Voice <br /> (speak very slowly) You don’t want to talk to slow, because you will be monotone and lack emotion. (speak very fast) But, you don’t want to talk too fast. You’ll have energy but it will seem like you’re trying to rush through content and listeners won’t be able to follow or have time to take notes or respond to prompts for interaction. A robust pace with pauses is a good strategy. <br /> Visuals <br /> As a rough rule of thumb, you should have one slide per minute. Webinar is a visual medium. In the classroom, slides are support. In the webinar, slides are the primary medium. In Adobe Connect you can also change the layout of the room as a way of changing the visual view for the attendee. <br /> Interaction <br /> The common recommendation is to change activities about every 5 minutes. (9 min according to brain theory; recommend about 5 min) <br /> When you think of interaction, don’t just think of it as a mouse click <br /> As much as you want to avoid a webinar only one mode of communication or interaction, you also don’t want too many things happening either. Too much of anything is a bad thing. <br /> Polling <br /> Chat <br /> Raise hand <br /> Think of your webinar as a conversation. It should be a balance of give-and-take and not just full of information from the presenter or jammed packed full of polls for the attendees. <br /> End on time. <br />
  • Technology|Design|Team <br /> Before|During|After <br /> Engagement (Andy) – 1 minute <br /> This is the type of screen you want to avoid when doing a webinar. Really, this is the type of screen you want to avoid no matter what medium you’re designing for. <br /> The following sequence of screens suggests how you might transform this list of bullets for a webinar. <br />
  • Technology|Design|Team <br /> Before|During|After <br /> Engagement (Andy) – 1 minute <br /> Keep it simple - Start with a main theme. Get the audience’s attention. Indicate visually that there is a transition in topic, activity, pace or otherwise. <br /> Use key phrases or terms as visuals. Consider white text on a black background for impact. Use the technique intermittently. <br /> - If you have complex visuals, build them piece by piece. <br /> Question from audience: If you have a discussion-based webinar, how to keep the visuals interesting when discussion is the key element? Key phrases and terms is a good way to do so. One other way is to use a whiteboard as your primary visual and to make summary notes of the discussion on the whiteboard as the discussion is happening. <br />
  • Technology|Design|Team <br /> Before|During|After <br /> Engagement (Andy) – 1 minutes <br /> Screen design (visuals) <br /> Remember that after audio, visuals are the most important part of the session. Good visuals should engage the audience visually and mentally. Visuals are the primary visual focus of the virtual classroom, versus the facilitator being the primary visual focus in the classroom. <br /> Whitespace <br /> Use whitespace, grouping, highlighting and other graphic design fundamentals to design screens that are easy to scan, read and digest for the attendee <br /> Reduce text (use bullets sparingly) <br /> Use bullets sparingly. Try to reduce the amount of text you use in general. <br />
  • Technology|Design|Team <br /> Before|During|After <br /> Engagement (Andy) – 3 minutes <br /> When we think of engagement in digital environments we automatically think of the mouse click. And, that is a direct way to engage the learner. It’s natural that we think of digital engagement as primarily clicking and dragging. But, true engagement is not happening unless some sort of mental processing is happening. <br /> There are a variety of ways you can engage the learner in a webinar. We’re familiar with some of the standard digital interactions like polls and chat. But, you can also mentally engage attendees without mouse clicking or keyboard input through rhetorical or open-ended questions that the attendee answers by themselves. You should also consider physically requiring the attendee to move around in their environment as part of your webinar, especially if it is a lengthy session. Physical movement can be under the guise of observing the world around us or viewing things from a new perspective. <br /> I am going to change views in the webinar room now and move to a layout with three chat areas. I’d like you to list techniques or ideas you have for engagement in each of the three areas. On the left, type in your comments or ideas for digital engagement, in the middle type in your comments or ideas for mental engagement and on the right type in your comments or ideas for physical engagement. Let’s take three minutes for this and then I’ll take us back to our normal view. <br /> Do a chat with three pods where people can enter ideas/experiences with digital engagement, mental engagement or physical engagement <br /> Debrief the chat ideas <br /> Digital <br /> Polls <br /> Chats <br /> Interactive activities <br /> Tutorials <br /> Games/simulations <br /> Digital scavenger hunts or web searches <br /> Mental <br /> Rhetorical questions <br /> Stories <br /> Puzzles / riddles <br /> Physical <br /> - Stand on desk (see things from a new perspective) <br /> Look out window <br /> Create a note on the whiteboard or write a note on a piece of paper and pin it to your cork board <br /> When you ask attendees to do something outside the normal webinar environment you need to have a way to bring everyone back together. <br /> Indicate a expected timeframe for the activity and even have a timer. <br /> Ask attendees to give an indication they are back in the room (green check mark) <br />
  • Technology|Design|Team <br /> Before|During|After <br /> Engagement (Andy) – 2 minutes <br /> There are four elements to engagement in the virtual classroom. Group engagement or individual engagement and synchronous or asynchronous engagement. Group engagement can be small group activities that might happen in breakout rooms or might include the entire group like chat or polling. Synchronous is when the entire group is working together at the same time. Asynchronous is when each person is working individually. Engagement methods are primarily group/synchronous or individual/asynchronous. The diagram on screen indicates some standard activities and where they might fall on the quadrant. The engagement methods in the middle indicate opportunities for that can be group/synchronous or individual/asynchronous. <br /> Groups (breakout rooms) vs. individuals <br /> Synchronous vs. Asynchronous <br />
  • Technology|Design|Team <br /> Before|During|After <br /> Engagement (Andy) – 3 minutes <br /> No one wants to be the webinar police, but sometimes we need to create a structure or a strategy for holding people accountable. <br /> Two of the pre-session questions submitted asked about holding individuals accountable for engagement. One question asked about engaging individual participants without playing gotcha. The other question asked about holding participants accountable for individual work. <br /> Avoid the “does anyone have a question” as a primary engagement mechanism. Call on people directly. Use other questioning methods. <br /> In a session you can set the expectation that you’re going to randomly call on people. That way it’s not an indication that someone is not paying attention when they are called on, it’s just a part of the interaction pace and protocol. You can also use a random name selector. There are a number of free or low cost programs that you can enter your participants names into then at times throughout the session you click a button to have the random selector choose a name. <br /> In between sessions <br /> Set expectations before the materials are assigned/due. Indicate agreement with those expectations. <br /> Submit materials to get access code for the next session <br /> Take an assessment. Need to get a certain grade before getting access to the next session. <br /> Provide assessment of employee progress (good and bad) to the manager. <br /> Offer a certificate of completion at the end. Require completion of materials to receive it. Remind participants throughout about the requirements to receive certificate of completion <br /> If you have other ideas for holding individuals accountable in a session or for work between sessions, please type those in the text chat. I’ll keep an eye on the text chat while Karen continues with a look at assessment and feedback. <br />
  • Assessment / Feedback (Karen) – 2 minutes <br /> Questions before event <br /> help identify attendee demographics, interests, needs, expertise <br /> Polling in event <br /> engage the participants <br /> Satisfaction Survey <br /> upon completion <br /> short <br /> Provide handouts, white papers, certificate of completion, etc upon submission in order to encourage completion (I once used a small box of chocolates) <br /> Learning Assessment <br /> Evaluation - level 2 and 3 (time dependent) <br />   <br />
  • Creating a Community (Karen) – 2 minutes <br /> Another pitfall is not leveraging the webinar for future opportunities. <br /> Poll “Do you provide an opportunity to create a discussion beyond the virtual session?“ <br /> Options: Yes or No <br /> Recording <br /> Session resources <br /> Additional resources <br /> Social Media - use of a hashtag. <br /> Physical meeting/event <br />   <br />
  • Andy <br /> Open questions. – 3 minutes <br />
  • Andy <br /> Resources – 1 minute <br /> Do not disturb sign <br /> Attendee Submitted Pitfalls and Questions <br /> Karen’s webinar checklist <br /> eLearning Guild publication? (provide a link to the publication. Need to become a member (free) to download.) <br /> http://www.elearningguild.com/publications/index.cfm?id=10&from=content&mode=filter&source=publications&topic=30 <br />
  • 4 on the 4th at 4 <br />
  • 4 on the 4th at 4 <br />
  • 4 on the 4th at 4 <br />
  • Twitter <br />
  • Andy <br /> Feedback survey – 1 minute <br /> - Receive webinar checklist for completing feedback survey <br />

Good Webinars Gone Bad: Avoiding the Pitfalls of Webinars & Virtual Classes Good Webinars Gone Bad: Avoiding the Pitfalls of Webinars & Virtual Classes Presentation Transcript

  • Andy Petroski Director & Assistant Professor of Learning Technologies Harrisburg University of Science & Technology @apetroski apetroski@harrisburgu.edu
  • Harrisburg University Andy Petroski Director of Learning Technologies Assistant Professor of Learning Technologies Harrisburg University @apetroski apetroski@harrisburgu.edu CAE&LT LTMS
  • pitfalls and expectations Do you currently conduct webinars for training? Yes – 67% No -33%
  • logistics technology | team | design before | during | after
  • technology technology | team | design before | during | after
  • marketing Who should attend? What is in it for them? Why is your session unique? technology | team | design before | during | after
  • marketing Where do they find info? Webinar technology | team | design before | during | after
  • attendance expectations technology | team | design before | during | after
  • getting started technology | team | design before | during | after
  • audio & media technology | team | design before | during | after
  • energy and tone of voice “In 1930, the Republican-controlled House of Representatives, in an effort to alleviate the effects of the... Anyone? Anyone?... the Great Depression, passed the... Anyone? Anyone? The tariff bill? The Hawley-Smoot Tariff Act? Which, anyone? Raised or lowered” --Ben Stein’s Character in Ferris Bueller’s Day Off, 1986 technology | team | design before | during | after
  • energy and tone of voice How do you end up with a boring facilitator? Facilitator who has taught the course in the classroom is auto-selected for webinar format Manager or leadership wants to present Instructional design wants to present the content they created External SME is brought in for their subject matter expertise Other? (type your experiences in the text chat) technology | team | design before | during | after
  • energy and tone of voice How do you end up with a bad facilitator? Facilitator who has taught the course in the classroom is auto-selected for webinar format Manager or leadership wants to present What can you do? • Create a good experience for the facilitator • Training and guidelines • Project plan Instructional design wants to present the content they created • Recordings External SME is brought in for their subject matter expertise • Media Other? (type your experiences in the text chat) technology | team | design • Multiple speakers • Engagement • Attendee feedback before | during | after
  • pacing What time is it?  technology | team | design   speed | frequency before | during | after
  • engagement . screen design • Remember that after audio, visuals are the most important part of the session. Good visuals can engage the audience visually as well as mentally. They are the primary focus of the virtual classroom, versus the facilitator being the primary focus in the classroom. • Use whitespace , grouping, highlighting and other graphic design fundamentals to design screens that are easy to read and digest but also require some mental processing by the attendee • Use bullets sparingly. Try to reduce the amount of text you use in general. • Use key phrases or terms as visuals. Consider white text on a black background for impact. Use the technique intermittently. • Keep it simple. Build complex visuals one element at a time.
  • engagement . screen design KEEP IT SIMPLE, STUPID K.I.S.S. technology | team | design before | during | after
  • engagement . screen design    + technology | team | design = before | during | after
  • engagement Digital • • Polls Chat technology | team | design Mental • Rhetorical Questions Physical • Stand on the desk before | during | after
  • engagement Groups Individuals Rhetorical questions Physical Movement Web Quests Interactive Multimedia Breakout Rooms Chat Whiteboard Polls Games/Sims Workbook Stories Watch a video and report back Puzzles / Riddles Synchronous technology | team | design Asynchronous before | during | after
  • engagement . accountability 1. 2. technology | team | design before | during | after
  • assessment & feedback technology | team | design before | during | after
  • create a community technology | team | design before | during | after
  • questions & feedback
  • resources • DO NOT DISTURB template • Attendee Submitted Pitfalls and Questions • *144 Tips on Synchronous eLearning (eLearning Guild) Complete the Webinar Feedback Polls to receive: • Webinar checklist *FREE Associate Membership Required
  • Gamification & Graduate Programs Event December 6, 2013 | 11:45 AM You're invited to enjoy a free presentation on Gamification for Business, Training, and Education from award-winning educator Andy Petroski, Director of Learning Technologies Master of Science program at Harrisburg University. Stay to discover our affordable full-time, part-time and online master’s degree options. http://bit.ly/I54YXZ
  • Changing Education with Active Learning December 9, 2013 | 7:00 PM EST Attend this webinar to learn how teachers are applying new discoveries linking brain function, physical activity and learning, and how you can become a leader in your school as an Active Learning Specialist. http://bit.ly/18F778H
  • Micro Instructional Design for Problem/Game-Based Learning December 17, 2013 | 3:30 PM EST Instructional design is both a process (macro) and a strategy (micro). Micro instructional design models should provide a formula for designing user experience, engagement and interaction that supports learning. Join this online session to explore David Merrill’s Pebble in the Pond (PiP) instructional design model for problem-based learning and consider how it can also be applied to game-based learning design. http://bit.ly/1keK30j
  • Harrisburg University Andy Petroski Director of Learning Technologies Assistant Professor of Learning Technologies Harrisburg University @apetroski apetroski@harrisburgu.edu CAE&LT LTMS
  • Twitter Hashtag #webinarstar Continue the conversation on Twitter after the session. Search for the hashtag #webinarstar to see what attendees are talking about afterwards. Tweet with #webinarstar in your message to participate in the conversation. #webinarstar
  • feedback survey