The Virtual Facilitator

By Cynthia Clay

Here are some tools to help you create more interactive online learning experiences.

As web conferencing is increasingly being used by organizations to meet the learning needs of remote or dispersed employees, you may be called up to facilitate a virtual classroom. If you want to capture learner’s attention, engage their minds, and encourage behavior change, you must do more than display a slick, slide presentation. You must  successfully repurpose traditional classroom content for dynamic, interactive delivery in a virtual classroom setting. Go beyond raised hands, polling, and chat to create a collaborative, online learning experience.

Effective online training

According to Robert O. Brinkerhoff in Telling Training's Story, training programs are successful when learners

• apply the learning soon after training
• have a realistic expectation of training and identified at least one application
• are prepared and supported by the manager
• receive incentives, rewards, and encouragement
• engage in training close to a pressing need
• are given tools and resources to apply learning on the job

You can identify a virtual training program and assess its effectiveness using these criteria:

Interactivity tools

The virtual facilitator should practice and master the interactivity tools built into the web conferencing platform. Each tool helps to engage the learner in the active learning process.

Having fun with chat

1. Let it Flow: Allow participants to chat freely about a topic with each other. Encourage them to comment on others’ entries. Speak aloud key points, as entries appear. Use people’s names and refer back to their earlier points.

2. Small Group Chat: Open multiple chat pods (or chat windows) for separate groups. Have them chat about the same or different topics. When the chat session is done, request a spokesperson from each group to summarize key points out loud (if using teleconferencing), or summarize and connect key points yourself (if using VoIP).

3. Recognize and Reward: Thank and praise the first learners to chat. Offer simple prizes, if appropriate. Notice when someone begins to chat later in the session and thank them for adding their thoughts.

Popular polling options

1. Engage the Brain: Don’t just present research results. Ask participants to guess/estimate with a multiple choice poll. Present the data and compare it to their poll results.

2. Yes/No: Gauge the level of experience by using fast Yes/No polls.

3. True/False: Quiz the class at opening to create interest in the topic. (Share results for each question.)

Pros and cons of streaming video

Many web conferencing platforms offer the opportunity to use streaming video. With an inexpensive web camera you can send a live video of yourself as the presenter to the learners’ desktops. Some facilitators choose not to use this feature because it’s uncomfortable to be on camera for an hour or two, and they fear it will distract their learners; however, it adds another visual element that captures attention and builds connection.

Whiteboarding wizardry

1. Group Grid: Create a slide with a matrix. Assign each square in the matrix to a participant. Ask learners to type an example in their assigned square.

2. Team Challenge: Ask for five volunteers to complete a team challenge to draw an object or animal together on a whiteboard. Explain that they can organize their process first but once they begin no one may speak. Watch the picture develop (It’s often funny) . Debrief by asking probing questions about teamwork.

Creating a warm environment

As you begin to use web conferencing, it may feel as if you are speaking in a closet (with little visual feedback). It helps to remember that you are speaking to real people with real needs—talk to them. Try these techniques to warm up the web environment:

•  Review participant list and learn their names prior to the session.
• View photographs of learners, if possible, and keep them at your computer during the session. (Or cut out magazine photos, one for each learner.)
• Email everyone prior to the session and introduce yourself; ask for their learning goals and expectations. (Better yet, call them individually.)
• Use people’s names throughout the session.

Tag team: using a host and facilitator

The virtual classroom experience is significantly enhanced if you share the responsibilities with a Host (or Producer). Rather than paying attention to all of the technical details at the same time that you are attempting to facilitate a collaborative learning experience, use a Host to handle details behind the scene. You can banter with your host, ask him or her to share examples or ideas while people are typing chat messages, and kick logistical problems to the host so you don’t slow down the session.

Examples of repurposing a classroom exercise

What is the difference between an interactive web training session and a collaborative web training session? Why does this distinction matter? Consider the following examples and potential solutions.

Exercise 1: Participants break into three groups to discuss the benefits of delegating for the Organization, the Manager, or the Employee. Allow 5 minutes for discussion. Each group records ideas on a flipchart page and chooses a spokesperson to present the results to the class.

Solution:

Assign people to groups 1, 2, or 3 based on last name (e.g. last name A-F is group 1). Open three chat pods: one for group 1 to chat about benefits for the Organization; one for group 2 to chat about benefits for the Manager; one for group 3 to chat about benefits for the Employee. Allow 3 minutes for chat discussion; then assign a spokesperson from each group to present the themes that emerged during the chat. (Unmute the spokesperson’s phone line.)

Exercise 2: Learners work in groups of four to review ten performance appraisal comments. They decide whether each comment belongs in the Hall of Shame (vague, subjective, and judgmental) or the Hall of Fame (objective, specific, and motivating). Each group prepares a flipchart with two columns: Hall of Shame and Hall of Fame and places each of the ten statements in one of the columns. Facilitator debriefs the exercise by identifying similarities and differences between the groups and asking for explanation or clarification.

Solution: Present a set of polling questions using five to seven performance appraisal comments. Have participants select either Hall of Shame or Hall of Fame for each poll. Display results poll by poll. When learners disagree, ask those who chose Hall of Fame or Shame to explain their reasons (Two options: Use the chat feature; or if using teleconferencing for audio, have learners unmute their phone lines to discuss their responses.) Invite participants to rewrite the Hall of Shame comments using Chat or Whiteboard.

Exercise: 3: Facilitator presents a six-step model to address performance issues. The facilitator may choose to model a positive example or show a video example. Learners complete a worksheet to prepare to role play or practice the model in an on-the-job situation. Learners break into groups of three to practice playing one of three roles: Manager, Employee, or Observer. In each round, participants rotate roles. Observers take notes and give feedback. Facilitator debriefs the exercise by soliciting examples of effective techniques or phrases.

Solution: Facilitator presents an overview of a six-step model to address performance issues. The facilitator and host present a positive scenario applying the model. Next, the facilitator guides learners step-by-step through a worksheet (sent in advance), as learners prepare to practice the model in their own on-the-job situation. Then, the facilitator asks for a volunteer to practice or role-play using the model. Learner plays the role of Manager; Host plays the role of Employee; the other participants observe and give feedback. The facilitator coaches the “Manager” as he/she applies the model. Finally, the facilitator asks for feedback from observers in two chat pods: What Worked and What Suggestions Do You Have?

Final tips

To design an interactive, collaborative learning experience, answer these questions:

• What are the learning objectives for this session?
• How can I engage the learners throughout the session?
• How can I make lectures short (3 – 5 minutes) and interesting?
• For every 60-minute session, where will I include 10 – 20 interactions using chat, polling, whiteboards, and icons?
• At what points will I encourage peer-to-peer collaboration?
• At what times will I call on learners to give specific examples or responses?
• How will I ensure that every person in the session participates?
• What pre-class assignment will engage their interest and commitment to learning about this topic? What relevant examples or challenges will I request in advance?
• How can I interact with a host or co-facilitator to stimulate interest and capture attention?
• How will I encourage learning transfer?

Prior to the web session

• Send an introductory email telling participants what to expect during the session
• Solicit relevant examples and problems
• Send handout pages; give an easy assignment to be completed before class
• Do not send out slide deck (even though learners may request it)

At session opening

• Review learning objectives
• Go over housekeeping issues (e.g., mute your phone line; close other programs)
• Ask for their expectations
• Practice interaction and collaboration quickly

             --Chat (say “hello” to everyone)

             --Poll (“How much experience with this topic?”)

             --Raise Hand or Thumbs Up (pose a simple question)

             --Whiteboard

• Describe level of participation expected
• Tell them you will be calling on people by name
• Ask them to suspend multitasking

Following the session

• Send slide deck for reference
• Send post-session survey requesting examples of on-the-job application
• Tie certificates of course completion to active participation during session