In a world of reduced funding and increasing velocity, organizations are delivering more training online than ever. Successfully converting traditional ILT to Virtual Instructor-Led Training (V-ILT) needs more than just awareness of virtual classrooms. It demands: understanding of learning models and adult learning principals; resourceful delivery models; and a fluency in virtual instructional design. Effective V-ILT requires a different toolset which are not always 1:1 matches to familiar ILT tools. Creative approaches to familiar concepts provide stability for participants, reducing cognitive load for better learning. This presentation reviews best practices and hard-won design tips for converting ILT to V-ILT.

1. Session 501:
The Agony and the Ecstasy:
Converting Traditional ILT to the Virtual Classroom
Christopher King and Jennifer Vincent
DevLearn 2013

2. Your hosts today
Chris
King
Jennifer
Vincent
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3. Should you convert the course at all?
1. Do people have to be together in person to achieve
the learning objectives?
2. Is the learning enhanced by collaboration with
other learners and/or synchronous access to
subject matter experts?
3. Do learners benefit from the motivation and
flexibility of a live instructor?
4. How quickly do I need to deploy this training; how
often is the content updated?
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4. Case Study
Very large federal
agency; widely
dispersed audience;
Office of Resolution
Management, responsible
for handling EEO
complaints (estimated to
cost the organization
$75K per complaint)
Three Day Hybrid
Conference for EEO
Managers
21 Hours of
V-ILT
Courses
• 10 hours of V-ILT
• 11 hours of face-toface learning
• Virtual keynote
• Integrated
Performance Support
solution
• Converted all ILT to VILT
• Revised existing V-ILT
design
• Integrated Informal
Learning to support
LOs
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5. So you’ve decided to convert to a virtual
classroom. What’s next?
What changes?
What stays the same?

6. Key V-ILT Design Principles
Tailoring to
the platform
Documentation
Pace
V-ILT
Chunking/
Sequencing
Types of
interactions
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7. PACE
Animate the
screen
Raise
hands
Change
status
Question
the
students
Poll
Chat box
response
EVERY 3
MINUTES
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Whiteboard

8. Design Principles: Chunking/Sequencing
Virtual sessions should not exceed 2 hours
• Attention suffers after that
• Distractions build
Divide 6 hour courses into 3 sessions
• Activates the concept of spacing to increase memory transfer and learning
• Informational LOs can be delivered:
• Informally – asynchronously – socially – whatever – pick your buzzword
and re-sequence as needed to put these in between V-ILT sessions
Inter-session work
• Continues the learning beyond the event
• Connects spaced events to keep students engaged
Must set expectations up front - it's been a long time since
your adult learner had homework!
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9. Design Principle: Activities/Interactions
“Clicking „Next‟ does not mean it‟s interactive.”
(Except that here, it does!)

10. Design Principle: Tailoring for the
Platform
How familiar
are your
students with
the platform?
PreMeeting
Review
Sessions
• Reduces
cognitive load
& frees student
to focus on
content
Quick
Review of • Games and
Interface to pre-meeting
activities can
Start the
help
Sessions

11. Design Principle: Documentation
Facilitator
guide
Participant
guide
How to learn
in a virtual
classroom
Job aids
Classroom
tip sheet
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12. On being a Producer

13. Best Practices of Design
Breakout rooms
• Allow adequate time
• Your students may be
virtual but these
things still take about
the same time as the
physical classroom to
get organized
Create ground rules
Use a wide variety of
Tools
Write out clear
instructions/expectations
for every activity
Avoid PPT overload:
Average 12-15 slides per
hour of V-ILT session
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14. Best Practices of Delivery
At least one rehearsal
session with the facilitator
and producer is not optional
Set ground rules
A producer is not optional
Producer/Facilitator MUST
eliminate their own
distractions just like the
students
(phones, email, music, etc.)
Always review the interface
Assign a leader; don't spend
the limited time making them
self organize
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15. Final word on Converting ILT to V-ILT
• Bottom Line: This isn‟t rocket science, but it‟s not
a mindless activity either. Be thoughtful, and
don‟t be afraid to experiment!
• You aren't alone, either:
– Certificate programs
• Synchronous Facilitator certificate from InSync
– eLearning Guild, ASTD, etc.
– See the Bibliography on the handout
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16. Thank you!
christopher_king@sra.com
jennifer_vincent@sra.com