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Train the Trainer Online Week 4 - Creating Collaborative Synchronous Exercises

Introductions Please introduce yourself in the chat – name, system, and position - and share one idea, fact, or nugget of wisdom that you’ve learned so far in this series of courses. Jennifer Trina

At the conclusion of this session, participants will be able to: Explain a 4-step rapid instructional design technique to help you determine which instructional objectives can be taught in a synchronous environment Define online interaction and online collaboration Explain when and how interaction and collaboration should be designed into synchronous events Discuss the different applications of serial and concurrent collaboration Consider the design implications for online meetings, presentations, and learning events.

What courses have you taken online? Please list 3 courses that you have taken online in the chat. 1 minute chat exercise

The Question Is… Can It Be Taught Online? Use this 4-step rapid instructional design approach to make the right decision.

Step 1 Identify the goal and performance objectives.

Answer These Questions For Each Objective 1. Is the audience geographically dispersed or co-located? 2. Is the content unstable? 3. Will this program be taught repeatedly over a long period of time or delivered just a few times? 4. Does the participant need to have real-time access to an expert or a trainer in order to learn the content effectively? Why or why not? 5. If real-time access to an expert or a trainer is required, can that person teach from a distance? Why or why not? 6. Would collaboration and/or discussion between the participants substantially enhance the learning? Why or why not? 7. Can you test the objectives in an online environment? Write your name next to one question that you’d like to discuss with the class.

Let’s Look at a Simplified Example… Suppose you were asked to design a program that taught new trainers traditional classroom presentation skills. If you made a decision based on just that information, you might decide that the content was not appropriate for an online presentation. But let’s look at some potential individual learning objectives for this program.

At the end of the program, participants will be able to: 1.Complete a thorough audience analysis 2.Prepare and organize an effective presentation 3.Identify effective presentation skills 4.Use visual aids in an effective manner 5.Demonstrate the characteristics and competencies of an effective stand-up presenter

Break-out Room Exercise You will be split into break-out sessions and given an objective to analyze using the 7 questions. Please select one person to report back to the class whether you think the objective can be taught online or not.

At the end of the program, participants will be able to: 1.Complete a thorough audience analysis 2.Prepare and organize an effective presentation 3.Identify effective presentation skills 4.Use visual aids in an effective manner 5.Demonstrate the characteristics and competencies of an effective stand-up presenter

Step 2 Determine your assessment techniques.

Assessment is Critical Because direct trainer observation of participants is not available with the loss of eye contact and body language, assessment of knowledge and skills transfer using testing devices may be even more important to ensure that learning actually took place.

Step 3 Determine the design by deciding the best way to teach and assess each objective. (Remember, if you can test it online, you can teach it online.) Chat Exercise: Brainstorm in the chat different assessment techniques.

Assessment Techniques Live polls, feedback mechanisms, Pre-tests, embedded tests, post-tests, course evaluations, presentations, etc.

Step 4 Distinguish between need-to-know and nice-to know. The need-to- know goes into the course. The nice-to-know goes into the supplemental resources for participants.

Let’s Practice What was the last Face-to-Face learning event that you attended? Using the 4-step technique, do you think it could be taught online? If so, why? If not, why? Take 3 minutes to think about this and then prepare to share with the group.

Instructional Design for the Synchronous Classroom Best Practices

Design Tips Chunk and group your learning objectives Create interactions/collaborations every 3-5 minutes Change voices/opinions/perspectives

Design Tips Don’t imply that synchronous is more important than asynchronous Build in ways to ensure that self directed work happens Design with realistic technology expectations Don’t let the tools dictate the design

Design Tips Pilot and revise Don’t assume that re-design will take less time than designing a new program Include technical instructions, sheet shots, etc., in leader guides Design participant materials; don’t just distribute slides

Break Time! Let’s take a _________ minute break!

Online Interaction vs. Online Collaboration

Online Interaction Definition: Communication between two or more people or between people and technology. Purpose: Continuously propel a dialogue forward by providing content and feedback. Promotes “lower-order thinking.”

Why is Interaction Important? Chat Exercise

Why is Interaction Important? ‘Asks’ participants to be engaged in event Provides feedback to the facilitator about how the participants feel about the event _

3 Ways to Promote Interaction 1.Communication between facilitators and participants. 2.Communication among participants. 3.Interaction between participants and technology you’re using.

Collaboration Kicks up interaction to a higher level.

Collaboration – Going Beyond Individual Results Much more participant-centered – problem-solving, process-development, and team-building, for example. Go well beyond lower-order thinking required by interaction. Ultimate Goal: To help participants achieve results beyond what they might have achieved individually.

Have We Collaborated? Think about our class so far, have we collaborated? If so, how or when? Please answer in chat.

Collaboration Best Practices Don’t confuse “collaboration” with “communication” Do provide participants with achievable and well-defined outcomes Don’t encourage lecture Do allow the participants to assist one another in the learning process Do recognize, and reward, the results of online collaboration

It’s All About You Components of online collaboration have little to do with the tools and everything to do with the people using the tools. In short, collaboration is a human interaction no matter how it is achieved.

What did you do to get ready for this online class?

Getting Ready for Online Collaboration The Participant Participants need to be comfortable with the technology –Minimize “fear factor” –Develop fluency – not a “foreign language” Create an effective learning environment Follow ground rules Complete Intersession Work

Getting Ready for Online Collaboration The Facilitator Be a participant first Master the collaboration tools –Practice/Rehearse (in your teaching environment) –Pilot Practice recognizing the “body language in the bandwidth”

Effective online collaboration generally is not a spontaneous occurrence. Trainer must be ready to facilitate Participant must understand how to contribute Exercises must be well-planned

In order to encourage collaboration, opportunities must be provided for people to work together. Levels of Interaction and Collaboration

Serial – John talks, then Sarah talks, then Mary talks, etc. Generally, a trainer wouldn’t ask 15 people in a row to answer the same question verbally. It would take too much time Once finished speaking, little incentive to remain engaged for the rest of the discussion It can become boring – later participants say “I agree with everything said so far…”

Concurrent – include “voice” of all participants by: Designing exercises for participants to work together in small groups Designing exercises that allow of the participants in the class to participate concurrently as a large group If not included, some will become frustrated because opinions not heard Others will opt out and accomplish personal tasks – check , etc.

Creating concurrent collaborative exercises, during which all of the participants are working at the same time, minimizes lecture and increases the opportunity for participants to learn from one another in addition to learning from the trainer. Examples: Breakout room, group chat, multi-user whiteboard, etc.

Why Interact and Collaborate?

Why Interact & Collaborate? To support participant engagement To support learning outcomes

Learning Event Formats Please brainstorm in the chat possible learning event formats.

4 Event Formats and Design Basics for Each Success in the synchronous environment starts with the right design for the right type of session.

Online Meetings Provide a status report, an update, or to assign work tasks.

Presentations by SME’s Presentations by Subject Matter Experts provide exposure to new knowledge and the opportunity to clarify concepts.

Marketing Webinars Build energy and disseminate information about a new product or corporate strategy.

Learning Events Allow attendees to come away with new actionable knowledge or skills. Higher-order thinking Not passive Participants think, reflect, and respond to content Realize measurable learning outcomes Never last longer than 2 hours – break in between 1 st and 2 nd hour

Next Steps Now that the program design, learning environment, and collaboration level have been considered, the next step is to create collaborative synchronous exercises. When used effectively, synchronous tools like audio, whiteboards, chat, breakout rooms, application sharing, and synchronous web browsing can support the learning design and program collaboration goals.

Questions? Comments? Emotional Outbursts? Please complete a short evaluation of this training: