designing interactive online learning - cindy huggett€¦ · apply a 3-step design model to create...

1© 2020 Cindy Huggett Consulting, LLC

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Reference Guide

DesigningInteractive

Online Learning


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Copyright © 2020 by Cindy Huggett Consulting LLC.

All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or

other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and

certain other noncommercial uses permitted by copyright law. For permission requests, write to Cindy Huggett ([email protected]).

mailto:[email protected]


Agenda

Part 1: Essentials of Online Learning Design Topics covered in this section include learning how to: Define 3 types of live online sessions (and when to use each one) Compare successful face-to-face classes with successful online learning

experiences Recognize the various formats, media, and tools that can be used and

combined to create a multi-part online learning series

Part 2: Designing Engaging Live Online Events Topics covered in this section include learning how to: Apply a 3-Step design model to create interactive online learning programs Recognize the importance of engaging participants through activity Design live online programs with five rules of engagement in mind Recognize the importance of capturing attention in opening activities Learn technical “how-to” skills for using common virtual classroom tools with

emphasis on creatively using them

Part 3: Designing the ExperienceTopics covered in this section include learning how to: Sequence activities to achieve learning outcomes Capture participants’ attention with effective visual aids Design complete facilitator guides for consistent deliveries Incorporate evaluation principles into a learning design to measure outcomes

In addition, you’ll complete “Action Assignments” in-between each live event.


Defining Online Learning

What is Online Learning?

Asynchronous Synchronous

A self-paced learning experience for participants to explore and learn on their own. Learners complete activities on their own time and in their own space. Activities and discussions may takeplace in an online platform, such as SharePoint, Microsoft Teams or anLMS.

A highly-interactive, live online learning experience. It’s facilitator-led and has defined learning objectives. Participants are connected individually from geographically diverse locations, using an online classroom platform, such as Adobe Connect, WebEx or Zoom.

Your Definition:


Three Types of Live Online Events

• Collaboration & Action Items• Use a platform like GoToMeeting, Skype, WebEx

Meeting Center, Adobe Connect for Meetings, or Zoom for Meetings

Meetings

• Speaker presenting information to large audience (like an evening newscast)

• Use a platform like GoToWebinar or WebEx Event Center, or Adobe Connect for Webinars, or Zoom for Webinars

Webcasts

• Learner centered experience, focused on learning objectives, usually small audience

• Use a platform like GoToTraining, WebEx Training Center, Adobe Connect, or Zoom

Training


Training Ingredients

There are many different types of training solutions, ranging from the traditional classroom environment to self-paced e-learning to podcasts. Each type can be used to enable learning, and each type also has its pros and cons.

In-PersonClassroom

Asynchronouse-learning

Live Online Classroom

Pre-recorded videos

Pre-recorded audio

(podcasts)

Discussion Boards /Social

Media

Video Conferencing

One-on-OneCoaching

Performance Support / Job Aids

Self-Study Simulations OJT


Blended Programs

Blended programs are a combination of many different modalities and methods throughout one training curriculum. See below for a sample blended program:

Part 1: Program Kickoff(30 min online event)

Part 2: Assignment

to Read Workbook and Watch

Video(30 min

self-directed)

Part 3: Live Event

with Facilitator

(60 min skill

building & practice)

Part 4: Assignment to practice

in the workplace

(45 minute activity)

Part 5: Live Event

with Facilitator

(60 minute skill

building & practice)

Your Blended Programs:


Three-Step Design Model

Select best format for

each learning objective

Shape appropriate

learning activities

Structure a logical flow

Use this 3-step model when designing online training programs.

Step Description

Select best format for each learning objective

What do learners need to know and/or do as a result of this training program? What’s the best way for them to learn each one? This determines the baseline structure of your online learning program.

Shape appropriate learning activities

Use activity ideas from the classroom content and make full use of the virtual classroom software tools available to engage learners.

Structure a logical flow Create a design that flows logically from the learner’s perspective. For example, teach simple concepts before complex ones, and provide context for learning new things. Also, ensure variety and interest.


Learning Objectives

The content of any training program should be firmly grounded in participants’ performance objectives. In other words, before developing training, the designer should know what participants need to know or do at the end of the training. These outcomes are called the learning objectives.

According to the Mager model, learning objectives typically have three parts: Action, Condition, and Criteria. For example:

Given the most recent product update, learners will correctly identify all the ways a current customer would be affected.

In addition, Benjamin Bloom defined three domains of learning: Knowledge, Skills, and Attitude. Knowledge items can be broken down even further into six major levels, called “Bloom’s Taxonomy.”

Using Learning Objectives to Determine Format

Knowledge Can often be learned in a self-directed activity

Skills Must be practiced to master

Attitude Usually learned in social settings

Four Factors to Consider when Choosing the Best Format:

1. What type of learning objective?

2. What technology is available?

3. Do participants need to be together to learn it?

4. What are the learner backgrounds?


The Participant Experience

Move from … To

Isolated Connected

Uncertain Confident

Distracted Engaged

Tips to encourage connection, confidence and engagement:


Five Design Principles for Engagement

There are five key design techniques when creating an interactive virtual class:

5 Keys to Engaging Participants with Interactive Design

Set Expectations Communicate with learners ahead of time, and at every opportunity, to let them know it will be an interactive event.

Start Early Have on-screen activities ready for learners upon login.

Select Activities for Maximum Involvement

When choosing activities, go for ones that involve as many participants as possible (for example, group chat instead of individuals speaking).

Create a Social Experience

Choose activities that let learners interact with each other for dialogue and discussion.

Seek & Sustain Engagement

Maintain an appropriate yet quick pace in the classroom, Keep learners involved and engaged in activities that lead toward the learning outcomes.

When creating facilitator guides, be sure to write in prompts for the trainer to engage learners throughout the session. This includes prompting them to:

• Confirm for understanding before moving onto the next topic• Use participant names frequently for engagement• Make use of the “attentiveness indicator” to actively draw in participants


Opening with Interactivity

When does a virtual event begin?In Advance Upon Login At Start Time

Set expectations in advance of the

session. What should participants anticipate and how should they

prepare? How can you help them have a

positive experience?

Set the stage for an interactive program

by getting participants to engage from the moment they log in. Use this time to connect them to the tools, the content, and to each other.

Set the program up by starting with an

engaging activity right away, such as typing in chat, responding to a poll, or writing on the

whiteboard.

What specifically will you do in your next virtual event to open with interactivity? List at least one idea for each category listed above.


Common Virtual Classroom Tools(available in most platforms)

Tool Sample Activity Ideas / Uses

Chat Ask questions, get participants typing and adding input. If private chat is available, create pairs and let participants chat with each other.

Share Documents (i.e. slides, PDFs, etc)

Use as visual aids to enhance learning. Could also use in combination with drawing tools to create interaction and get participant input.

Drawing Tools Use to draw attention, highlight key words on a slide or shared document.

Whiteboard Brainstorming, drawing, just like chart paper or a classroom whiteboard.

Polling Ask single answer, multi-answer, or short answer questions to get input from participants. May also be used for tests or quizzing.

Raise Hand Invite participants to indicate agreement with statements and questions by ‘raising hand.’

Status Indicators (Agree / Disagree)

Use to ask simple polling questions that have yes/no responses.


Advanced Virtual Classroom Tools(available in some platforms)

Tool NotesVideo/Multimedia Play pre-recorded videos or audio files. Use for

demonstration and discussion.

File Share Transfer documents to participants during a live event. Use for case studies, class examples, etc.

Video (webcam) Replicate eye-to-eye contact with live video streaming.

Q&A Primarily used for large audiences (i.e. webcasts), as a way for participants to submit questions and see responses.

Screen Share Used for demonstrating software or other files that are not able to be uploaded into the platform.

Breakouts Create independent small groups via subconferencing. Used for small group discussion, role play, etc.


Activity Planner

Use this sheet to plan out a virtual training activity

Learning Objective / Topic:

Tool(s) Used:

Activity Description:


Questioning Guidlines

Asking questions in the virtual classroom requires different techniques than asking them in the traditional classroom. There are two keys:

Be Precise• Ask specific questions• Use one question at a time• Choose simple,

straightforward words• Plan questions in advance• Ask follow-on questions to

encourage dialogue• Consider the following

technique:Lead with a yes/no question, then ask follow on questions to expand and elaborate

Be Prescriptive• Consider the many ways to

respond in the virtual classroom

• Let participants know how to respond – which tool to use

• Provide instructions for responding

• Set expectations for responses (quantity & time)

• Offer variety or choice in response method (when appropriate)


Sequencing Learning Using ROPES

The ROPES model provides a structured way to sequence learning lessons:

Review / Relate To briefly review participants’ general knowledge of and experience with the topic.

OverviewTo establish a connection between the participants and the training content, that engages them and motivates them to learn.

PresentationTo present the content to participants in ways that help them retain the information. (Note: This does not imply the use of lecture as a learning method)

ExerciseTo enable the participants to apply, discuss, or relate the training content to their own situations in order to build their skills.

Summary To summarize and clarify what was learned.

Review / Relate

Overview

Presentation

Exercise

Summary

Use this outline to structure your lesson:


Visual Aids & Slides

The best visual aids make the worst handouts, especially in virtual classes.

Make bullets

graphical

Choose colors

carefully

Include slides with

activity instructions

Put just one idea per slide

Use san serif fonts

Use

photos, images,

and vector art


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Appendix &

Resources


Appendix A: Virtual Learning Roles

Key Roles in Online Learning Success*

Designer Responsible for the overall program design, including live online sessions. Ensures outcomes by creating learner engagement with relevant activities that match program objectives.

Facilitator Responsible for the content delivery during live online sessions, and for engaging learners with interactive dialogue. Is often a Subject Matter Expert (SME) in the content.

Learner Responsible for their own learning in a blended curriculum. Has to manage their own time in order to complete daily activities in the online platform, and maintain attention and engagement during the live online sessions.

Producer Responsible for learner engagement throughout a program through behind-the-scenes technical action and partnering with the facilitator(s).

Coordinator Responsible for administrative and logistical details of a learning program. Often the primary point of contact with the organization’s Learning Management System (LMS).

* Adapted with permission from The Virtual Training Guidebook: How to Design, Deliver, and Implement Live Online Learning by Cindy Huggett © 2014 ATD Press


Appendix B: Evaluation Principles

How will you measure the effectiveness of your learning programs? What is your evaluation strategy? Use these 9 principles to measure the success of your virtual training programs.

Strategy NotesDefine the business problem that needs to be solved.

Determine measurable outcomes.

Design an interactive, relevant online program.

Set participants up for success.

Ensure everyone knows the expected outcomes.

Use the platform tools creatively.

Ask “level 1” questions about the platform, presenter, and program.

Check for application, not just knowledge or recall.

Focus on measurable, observable behaviors.


Program Name Reviewed by

Area Noted? CommentsEstablisheslearningframework

Overall program design appropriate for desired learning results

“Logistics” of the program design is appropriate for learning outcomes (i.e. timing, # of sessions, # of participants, etc)

Includes Learning Objectives

Lists clear, measurable learning objectives related to participants job/performance expectations

Program activities reinforce the learning objectives

Develops interactivity

Creates opportunities for interaction withappropriate frequency (about every 4 min)

Program activities are designed to engage Topic and activity sequence are

appropriate for learning

Materials Participant materials are formattedappropriately and promote learning transfer

Visual aids support best practices of minimal text and engaging graphics

Facilitator/Producer guides provide clear direction and guidance

Measures success

Learning objectives are central focus of program design

Program activities check for knowledge and learning transfer

Uses technology effectively

Uses all available classroom tools Creates variety of interaction using the

tools

Other __________________________________

__________________________________

__________________________________

__________________________________

Virtual Class Design Quality Checklist


About Your Facilitator: Cindy Huggett, CPLP

Cindy is a pioneer in the field of virtual training. She’s been providing virtual training solutions since the early 2000s, and is a recognized industry expert in teaching training professionals how to design and deliver interactive online classes.

Cindy is the author of four books on virtual training: Virtual Training Tools and Templates: An Action Guide to Live Online Learning (2017), The Virtual Training Guidebook: How to Design, Deliver, and Implement Live Online Learning (2014), Virtual Training Basics (1st edition 2010 and 2nd edition 2018). She’s coauthored two ASTD Press Infolines, “Simple, Effective Online Learning” and “Designing for the Virtual Classroom”, has contributed to many compilations, including the ASTD Handbook: The Definitive Reference for Training & Development and 101 Ways to Make Learning Active Beyond the Classroom, and written several articles for T+D magazine.

Cindy partners with her clients to help them transition from the face-to-face to the virtual classroom, and works with them to design online and blended learning solutions. Her clients include global organizations of all sizes, including several in the Fortune 100 list.With over twenty-six years of overall professional experience, Cindy has worked in various industries including technology, construction, higher education, retail and the public sector. Her management and global experience includes serving as the regional Director of Training and Operations for an international software training company, and the Learning and Development manager for a global mechanical contractor.

Cindy holds a Master’s degree in Public and International Affairs from the University of Pittsburgh, and a Bachelor’s degree from James Madison University. Cindy was also one of the first to earn the prestigious Certified Professional in Learning and Performance (CPLP) designation.

A recognized leader, Cindy served on the national ATD (formerly ASTD) Board of Directors, and selected by the Triangle Business Journal as a “40-Under-40” Award recipient. She also co-founded a non-profit organization to promote volunteering and community service in her local area. She’s passionate about helping others succeed and brings that dedication and commitment to every project she undertakes.

Cindy regularly tweets about workplace learning issues (@cindyhugg), and she provides many training resources on her website: www.cindyhuggett.com.


Notes