This document provides tips for classroom trainers moving training programs online. It discusses how moving online requires careful planning, preparation of new skills and mindsets for both trainers and learners. Trainers need to refine existing facilitation skills to suit the virtual classroom by keeping learners engaged through frequent interaction using tools like polls, breakout rooms and chat. Success comes from planning engaging activities supporting learning goals, preparing learners and trainers technically, and practicing sessions. Top tips include focusing on learners rather than lecturing, using warm-up activities, engaging learners frequently and utilizing a producer to focus on learning.
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
The document discusses tips and best practices for teaching online courses effectively. It emphasizes the importance of developing standardized procedures, designing courses that are visually consistent and organized, providing timely feedback to students, and establishing a sustainable workflow. Some specific tips include creating video content for students, using tools like Blackboard and Skype, and being proactive during the first week of class to set clear expectations. The overall message is that online teaching does not need to be overwhelming if the instructor plans thoroughly and maintains an organized, routine approach.
The document provides an overview of facilitating online teaching and learning. It discusses synchronous and asynchronous learning, the role of the facilitator in online discussions, and different tools that can be used to engage learners such as Kahoot, polling, brainstorming, and virtual classrooms. The facilitator's role is to promote interaction between learners, provide guidance and feedback, and ensure learners are applying the content through activities.
The document discusses common elements and challenges of e-learning. It identifies four common elements - text, images, multimedia, and navigation. It notes that while text is important, courses should use it in moderation and combine it with other elements like images and video to engage learners. The document also outlines five major challenges for e-learning - lack of learner motivation, busy learner schedules, assumptions about learner tech skills, beliefs that e-learning lacks support, and inability to see real-world implications. It provides suggestions for addressing each challenge such as making courses interactive, modular, simple to use, and demonstrating practical applications.
This document defines blended learning and provides guidance for developing blended courses at Crowder College. Blended learning combines traditional face-to-face instruction with online learning, with 30-79% of content delivered online. The document outlines requirements for blended courses, such as having an organized syllabus and schedule in the learning management system. It also provides tips for designing blended courses, such as determining which competencies are best suited to each format and creating assessments that measure learning outcomes. Major exams should generally be taken in-person, while activities like discussions and multimedia content can be done online.
The document discusses challenges with eLearning and provides tips for improving eLearning design and implementation. It notes that while eLearning can be flexible, many users dislike it. To address this, it examines how to determine the best training approach, optimize eLearning for working memory limitations, incorporate examples and practice, and provide feedback. It also covers determining access methods, organizing content, and communicating courses to learners through multiple impressions over time. The goal is to engage learners and turn them into advocates for eLearning.
Adding creativity to e-learning webinarRichard Hyde
This document discusses techniques for making rapid e-learning more engaging and creative. It recommends avoiding simply dumping information and instead focusing on goals and actions. It also suggests using the Pareto principle to prioritize key ideas over minor details. Interactions should be linked together holistically to encourage learners to continue. Design elements like empty space are important. Stories can help bring information to life more than facts alone. The document provides examples and emphasizes creativity over authoring tool capabilities.
Start Here: Simple Steps to get going with blended learningBilal Kathrada
This is my slide presentation that I use when workshopping institutes on implementing blended learning.
It is based on what I call my 4x4x4 system: 4 Phases, 4 Pillars and 4 Stages of learning.
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
The document discusses tips and best practices for teaching online courses effectively. It emphasizes the importance of developing standardized procedures, designing courses that are visually consistent and organized, providing timely feedback to students, and establishing a sustainable workflow. Some specific tips include creating video content for students, using tools like Blackboard and Skype, and being proactive during the first week of class to set clear expectations. The overall message is that online teaching does not need to be overwhelming if the instructor plans thoroughly and maintains an organized, routine approach.
The document provides an overview of facilitating online teaching and learning. It discusses synchronous and asynchronous learning, the role of the facilitator in online discussions, and different tools that can be used to engage learners such as Kahoot, polling, brainstorming, and virtual classrooms. The facilitator's role is to promote interaction between learners, provide guidance and feedback, and ensure learners are applying the content through activities.
The document discusses common elements and challenges of e-learning. It identifies four common elements - text, images, multimedia, and navigation. It notes that while text is important, courses should use it in moderation and combine it with other elements like images and video to engage learners. The document also outlines five major challenges for e-learning - lack of learner motivation, busy learner schedules, assumptions about learner tech skills, beliefs that e-learning lacks support, and inability to see real-world implications. It provides suggestions for addressing each challenge such as making courses interactive, modular, simple to use, and demonstrating practical applications.
This document defines blended learning and provides guidance for developing blended courses at Crowder College. Blended learning combines traditional face-to-face instruction with online learning, with 30-79% of content delivered online. The document outlines requirements for blended courses, such as having an organized syllabus and schedule in the learning management system. It also provides tips for designing blended courses, such as determining which competencies are best suited to each format and creating assessments that measure learning outcomes. Major exams should generally be taken in-person, while activities like discussions and multimedia content can be done online.
The document discusses challenges with eLearning and provides tips for improving eLearning design and implementation. It notes that while eLearning can be flexible, many users dislike it. To address this, it examines how to determine the best training approach, optimize eLearning for working memory limitations, incorporate examples and practice, and provide feedback. It also covers determining access methods, organizing content, and communicating courses to learners through multiple impressions over time. The goal is to engage learners and turn them into advocates for eLearning.
Adding creativity to e-learning webinarRichard Hyde
This document discusses techniques for making rapid e-learning more engaging and creative. It recommends avoiding simply dumping information and instead focusing on goals and actions. It also suggests using the Pareto principle to prioritize key ideas over minor details. Interactions should be linked together holistically to encourage learners to continue. Design elements like empty space are important. Stories can help bring information to life more than facts alone. The document provides examples and emphasizes creativity over authoring tool capabilities.
Start Here: Simple Steps to get going with blended learningBilal Kathrada
This is my slide presentation that I use when workshopping institutes on implementing blended learning.
It is based on what I call my 4x4x4 system: 4 Phases, 4 Pillars and 4 Stages of learning.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
This document discusses effective e-learning design. It lists several principles of learning such as the modality principle, cognitive load theory, and the coherence principle. It notes that using too many words and pictures without coherence can overload learners. It also advises focusing on improving analysis and design skills to create useful learning experiences for users.
This Transforming Assessment Webinar session explored a 'Keep It Simple Sankey' approach to moving teaching online in a time of crisis. This included ideas for how to load it, teach it and assess it whilst keeping in mind the limitations faced by those rapidly moving online but also aiming to maximise student engagement in learning. See also http://taw.fi/26M2020
using digital media technologies for creative Teaching and LearningElaine Humpleby
1) The document discusses using Prezi.com and blogs for creative teaching and learning with digital media. Prezi allows for 3D interactive presentations that students can access from anywhere with an internet connection.
2) Exam boards expect students to be independent learners, digitally literate, and able to do multi-tasking, critical theory, high quality productions, and group/individual work that combines theory and practice.
3) The author's teaching has become more digitally focused, using Prezi presentations, sharing materials online between students and teachers, and using Prezi's collaboration features like meetings for group work.
10 tips for being a better online educatorPaul Richards
Being an online educator and leveraging the ability to enrich young minds with online education is something that is an entire learning opportunity on its own. Yes, teachers may need to deliver the same or similar outlines to their students as if they were in a traditional classroom, but the approach must be tailored to conform to the online culture so those students can grasp and retain the information delivered to them. With that as the core ideology of successful online learning, knowing how to be a great online educator is the key foundation to really fulfill your role and make a positive impact.
"How to Manage my Moodle course" WorkshopRobin Popow
The workshop covered how to manage access to a Moodle course, common issues that instructors face during a course, and how to end a course. Specific topics included controlling student access, tracking unread forum posts, deleting quiz attempts, tracking activity, backing up and resetting the course. Attendees were instructed to give access to their sandbox course to group members and create a discussion forum for students to reply to in order to practice these skills.
The document provides a literature review on best practices for online learning. It summarizes 10 tips for effective online learning from Grace Rubenstein's white paper. The tips include making the course interactive, allowing self-pacing, providing quick responses, using informal communication, making the most of online tools, encouraging collaboration, only using live meetings when necessary, staying connected, managing time well, and using a structured course platform like Moodle. The document lists additional references on best practices for online teaching and course design.
Cooperative learning involves students working together in small groups on research, discussion, and decision making. Each member contributes to help the group achieve a common goal. When properly implemented with computers, cooperative learning can motivate shy students to overcome barriers and work together, trading off tasks on the computer. However, teachers must carefully craft lessons and group students intentionally to ensure cooperative learning occurs and social skills are developed through structured interaction, not just by placing students together on a computer.
The document summarizes Lisa Mulka's experience creating a STAIR (Skills, Tasks, and Issues in Argumentative Reading and Writing) project for an argumentative writing class at Lansing Community College. She struggled with how to improve upon the STAIRs currently used at Jackson Community College, which students view as busywork. Her new STAIR includes interactive quiz questions and end practices to submit for accountability. While stronger than JCC's model, she remains unsure if college students will view it as anything other than busywork and wants to do more research on effective STAIR design in college composition courses.
The document proposes 10 hacks or solutions to common problems faced by teachers and schools. Each hack is presented in the same format: describing the problem, proposing the hack solution in 1-2 sentences, outlining next steps, and providing an example of implementation. Some of the hacks include moving meetings to the cloud to save time, creating a "Pineapple Chart" public calendar of open-door lessons for peer observation, designating quiet zones for teachers to work, using a tracking notebook for student behavior monitoring, and employing student tech experts to help with technology problems. The overall document advocates for low-effort solutions to improve collaboration, communication, classroom management, professional development and other issues.
Flip It! is a professional development resource about moving direct instruction away from group learning spaces so that these spaces can be transformed into more dynamic and interactive learning environments.
This document discusses the digital portfolio initiative at Harold Martin School in Hopkinton, NH. It provides an overview of the initiative's history and implementation since 2005. Teachers were initially surveyed about the benefits and challenges of digital portfolios. Students enjoyed seeing videos of themselves but were sometimes shy about being recorded. Moving forward, the school aims to further embed digital portfolios in school culture, continue the leadership committee's work, and study the impact on student achievement through longitudinal data. The initiative requires ongoing administrative support, simple tools, and balancing structure with flexibility over time.
Garret Beggan discusses the concept of a "Learning PMO" which focuses on continuous improvement. He describes three techniques for implementing a Learning PMO: 1) Harnessing lessons learned by updating templates, guides and examples to incorporate lessons, 2) Applying lessons at governance gateways by asking the right questions, and 3) Including a "lessons applied" section in key documents. Beggan then focuses on the first technique of updating the methodology to make it harder for mistakes to be made and successes to be repeated. He suggests defining lifecycle phases, artifacts, and swimlanes to guide projects through the methodology.
Web aim training others - engaging learners with various training methodsFelicia Cruz
The document discusses various methods for training others about web accessibility, including lectures, hands-on lab training, small group training, one-on-one training, and at-a-distance consulting. It provides tips for effective training strategies such as being enthusiastic, giving an overview and review, involving the audience, using examples, providing resources, and being prepared.
The document discusses various approaches to instructional design and utilizing technology in teaching. It suggests achieving a mix of deficiency, competence, socialization, and counseling models of instruction. It also emphasizes developing a student-centered approach using tools like PowerPoint, email, online discussions, and libraries to enhance learning opportunities while allowing for individual skills and constraints. The goal is to encourage active learning, feedback, and developing understanding through problem-solving and critical thinking.
How to Connect Your Classroom in World Class WaysVicki Davis
We must redefine how we teach online. Don't just have a low-engagement online classroom that just duplicates how you teach face to face. Redefine it and level it up. If you have to learn online, do it in a world class way!
This three day online training program provides facilitator skills training. Penny Valentine will serve as the instructor over the asynchronous course. The training will cover establishing an online presence, communication skills, learning theories, and tools for online teaching. Trainees will participate in discussions, assignments, and a final assessment. The goal is to help new online facilitators develop the skills needed to manage an online classroom and engage distance learners.
A survey of 1126 students and 156 faculty at a university asked about their views on technology in the classroom. Students responded that they want professors to be more interactive with course material and make better use of technology like posting slides and grades online. They would like to be able to collaborate more using technologies like wikis and video. Faculty were encouraged to ensure technology supplements rather than replaces learning and to utilize online materials so class time can be spent engaging with concepts rather than just reading slides.
The roots of a great digital learning projectSprout Labs
The document discusses different approaches to starting a digital learning project, including building your own programs, buying an off-the-shelf solution, or commissioning custom content. It then outlines Max's project to create a pilot digital learning program on report writing, including interviewing subject matter experts, developing storyboards, designing visuals and interactions, building modules in an authoring tool, and planning virtual classroom sessions to allow practice. Common pitfalls discussed include underestimating technology complexity, lacking subject expert involvement, and not providing enough learner support.
The 2014 Edition of Great Training in 10 Simple Steps by Wali Zahid, an Asian authority on workplace learning, and leader of one of Asia's longest-running Train The Trainer workshop.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
This document discusses effective e-learning design. It lists several principles of learning such as the modality principle, cognitive load theory, and the coherence principle. It notes that using too many words and pictures without coherence can overload learners. It also advises focusing on improving analysis and design skills to create useful learning experiences for users.
This Transforming Assessment Webinar session explored a 'Keep It Simple Sankey' approach to moving teaching online in a time of crisis. This included ideas for how to load it, teach it and assess it whilst keeping in mind the limitations faced by those rapidly moving online but also aiming to maximise student engagement in learning. See also http://taw.fi/26M2020
using digital media technologies for creative Teaching and LearningElaine Humpleby
1) The document discusses using Prezi.com and blogs for creative teaching and learning with digital media. Prezi allows for 3D interactive presentations that students can access from anywhere with an internet connection.
2) Exam boards expect students to be independent learners, digitally literate, and able to do multi-tasking, critical theory, high quality productions, and group/individual work that combines theory and practice.
3) The author's teaching has become more digitally focused, using Prezi presentations, sharing materials online between students and teachers, and using Prezi's collaboration features like meetings for group work.
10 tips for being a better online educatorPaul Richards
Being an online educator and leveraging the ability to enrich young minds with online education is something that is an entire learning opportunity on its own. Yes, teachers may need to deliver the same or similar outlines to their students as if they were in a traditional classroom, but the approach must be tailored to conform to the online culture so those students can grasp and retain the information delivered to them. With that as the core ideology of successful online learning, knowing how to be a great online educator is the key foundation to really fulfill your role and make a positive impact.
"How to Manage my Moodle course" WorkshopRobin Popow
The workshop covered how to manage access to a Moodle course, common issues that instructors face during a course, and how to end a course. Specific topics included controlling student access, tracking unread forum posts, deleting quiz attempts, tracking activity, backing up and resetting the course. Attendees were instructed to give access to their sandbox course to group members and create a discussion forum for students to reply to in order to practice these skills.
The document provides a literature review on best practices for online learning. It summarizes 10 tips for effective online learning from Grace Rubenstein's white paper. The tips include making the course interactive, allowing self-pacing, providing quick responses, using informal communication, making the most of online tools, encouraging collaboration, only using live meetings when necessary, staying connected, managing time well, and using a structured course platform like Moodle. The document lists additional references on best practices for online teaching and course design.
Cooperative learning involves students working together in small groups on research, discussion, and decision making. Each member contributes to help the group achieve a common goal. When properly implemented with computers, cooperative learning can motivate shy students to overcome barriers and work together, trading off tasks on the computer. However, teachers must carefully craft lessons and group students intentionally to ensure cooperative learning occurs and social skills are developed through structured interaction, not just by placing students together on a computer.
The document summarizes Lisa Mulka's experience creating a STAIR (Skills, Tasks, and Issues in Argumentative Reading and Writing) project for an argumentative writing class at Lansing Community College. She struggled with how to improve upon the STAIRs currently used at Jackson Community College, which students view as busywork. Her new STAIR includes interactive quiz questions and end practices to submit for accountability. While stronger than JCC's model, she remains unsure if college students will view it as anything other than busywork and wants to do more research on effective STAIR design in college composition courses.
The document proposes 10 hacks or solutions to common problems faced by teachers and schools. Each hack is presented in the same format: describing the problem, proposing the hack solution in 1-2 sentences, outlining next steps, and providing an example of implementation. Some of the hacks include moving meetings to the cloud to save time, creating a "Pineapple Chart" public calendar of open-door lessons for peer observation, designating quiet zones for teachers to work, using a tracking notebook for student behavior monitoring, and employing student tech experts to help with technology problems. The overall document advocates for low-effort solutions to improve collaboration, communication, classroom management, professional development and other issues.
Flip It! is a professional development resource about moving direct instruction away from group learning spaces so that these spaces can be transformed into more dynamic and interactive learning environments.
This document discusses the digital portfolio initiative at Harold Martin School in Hopkinton, NH. It provides an overview of the initiative's history and implementation since 2005. Teachers were initially surveyed about the benefits and challenges of digital portfolios. Students enjoyed seeing videos of themselves but were sometimes shy about being recorded. Moving forward, the school aims to further embed digital portfolios in school culture, continue the leadership committee's work, and study the impact on student achievement through longitudinal data. The initiative requires ongoing administrative support, simple tools, and balancing structure with flexibility over time.
Garret Beggan discusses the concept of a "Learning PMO" which focuses on continuous improvement. He describes three techniques for implementing a Learning PMO: 1) Harnessing lessons learned by updating templates, guides and examples to incorporate lessons, 2) Applying lessons at governance gateways by asking the right questions, and 3) Including a "lessons applied" section in key documents. Beggan then focuses on the first technique of updating the methodology to make it harder for mistakes to be made and successes to be repeated. He suggests defining lifecycle phases, artifacts, and swimlanes to guide projects through the methodology.
Web aim training others - engaging learners with various training methodsFelicia Cruz
The document discusses various methods for training others about web accessibility, including lectures, hands-on lab training, small group training, one-on-one training, and at-a-distance consulting. It provides tips for effective training strategies such as being enthusiastic, giving an overview and review, involving the audience, using examples, providing resources, and being prepared.
The document discusses various approaches to instructional design and utilizing technology in teaching. It suggests achieving a mix of deficiency, competence, socialization, and counseling models of instruction. It also emphasizes developing a student-centered approach using tools like PowerPoint, email, online discussions, and libraries to enhance learning opportunities while allowing for individual skills and constraints. The goal is to encourage active learning, feedback, and developing understanding through problem-solving and critical thinking.
How to Connect Your Classroom in World Class WaysVicki Davis
We must redefine how we teach online. Don't just have a low-engagement online classroom that just duplicates how you teach face to face. Redefine it and level it up. If you have to learn online, do it in a world class way!
This three day online training program provides facilitator skills training. Penny Valentine will serve as the instructor over the asynchronous course. The training will cover establishing an online presence, communication skills, learning theories, and tools for online teaching. Trainees will participate in discussions, assignments, and a final assessment. The goal is to help new online facilitators develop the skills needed to manage an online classroom and engage distance learners.
A survey of 1126 students and 156 faculty at a university asked about their views on technology in the classroom. Students responded that they want professors to be more interactive with course material and make better use of technology like posting slides and grades online. They would like to be able to collaborate more using technologies like wikis and video. Faculty were encouraged to ensure technology supplements rather than replaces learning and to utilize online materials so class time can be spent engaging with concepts rather than just reading slides.
The roots of a great digital learning projectSprout Labs
The document discusses different approaches to starting a digital learning project, including building your own programs, buying an off-the-shelf solution, or commissioning custom content. It then outlines Max's project to create a pilot digital learning program on report writing, including interviewing subject matter experts, developing storyboards, designing visuals and interactions, building modules in an authoring tool, and planning virtual classroom sessions to allow practice. Common pitfalls discussed include underestimating technology complexity, lacking subject expert involvement, and not providing enough learner support.
The 2014 Edition of Great Training in 10 Simple Steps by Wali Zahid, an Asian authority on workplace learning, and leader of one of Asia's longest-running Train The Trainer workshop.
This document provides an overview of blended learning, including definitions, benefits, modes, examples, and best practices. Blended learning combines face-to-face instruction with online learning to blend the strengths of each. It allows flexibility for students to learn both in the classroom and online. The four main blended learning modes are rotation, flexible, menu, and enhanced virtual. Examples of successful blended learning implementations include the Electrical Training Alliance, schools in San Diego, Cisco, and Ernst & Young. The document provides tips for getting started with blended learning and best practices like focusing face-time on discussions and exercises.
This document outlines the topics and activities for a training program to prepare new instructors to teach online asynchronously. The training will focus on establishing an online presence, building a learning community, and developing effective online courses. Over the course of the training, instructors will identify strategies in these areas, experiment with technology tools, and demonstrate their knowledge through assignments. The document discusses skills needed for online facilitation, as well as best practices for communication, engagement, and classroom management in a virtual environment.
Making Blended Learning Work in Vocational Education & Training (VET)Circulus Education
Podcast: Making Blended Learning Work in VET
More and more RTOs in Australia are looking at online learning or blended learning as an effective delivery method. In this podcast, Genna-Leigh (Circulus Education) discussed the topic with Sophie Lanham (Futurum) and drew out conclusion on best practice in implementing blended learning.
Podcast recorded by Circulus Education.
www.circulus.com.au
5 Tips to Increase Instructor Presence in BrightspaceD2L Barry
Presenter: Kevin Cormier, New Brunswick Community College
At Holland College in Charlottetown, PEI on May 31, 2019.
D2L Connection: Atlantic Provinces is your opportunity to connect with peers and D2L staff, exchange product feedback, share effective practices, and network with other Learning Professionals.
10 Steps to Creating a Course that POPS. Turn your knowledge into a learning experience that works using brain based science. Create fun, unique and effective online courses that people will love learning from.
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should also ensure participants leave with immediately applicable takeaways. The document offers tips for preparing, such as framing the session around problem-centered adult learning and developing thought-provoking discussion questions. It also provides guidance on structuring the class flow and leveraging online tools to maximize participation and interaction.
The document discusses preparing staff for online learning and identifies several challenges organizations face based on survey data. It provides feedback on six questions: how to increase skills and confidence; improve access; encourage collaboration; help leaders understand online learning's benefits; prepare trainers; and overcome past negative experiences. Suggestions include guiding, empowering and involving staff; improving technology access; fostering reflection and information sharing; communicating regularly; and addressing issues proactively. The goal is to build an open culture where online learning is embraced.
How To Adapt Classroom Based Fashion Courses to Online CoursesWe Teach Fashion
This document provides 11 tips for adapting classroom-based fashion courses to online formats. It recommends establishing clear communication methods and expectations, chunking content into short video or audio segments, encouraging interaction among students, and ensuring accessibility. The goal is to build rapport, facilitate active learning, and help students dedicate sufficient time to successfully complete online coursework. Adapting existing classroom content, activities, and assessments can help make the transition to online learning.
Chapter 1 Competitive AdvantageThe business that I will build w.docxcravennichole326
Chapter 1: Competitive Advantage
The business that I will build will be called InstaFitness. This will be an online platform whereby subscribers can get live exercise feeds from professional trainers. Across the country, many people are finding it difficult to live healthy lifestyles. As such, there is a demand for reliable and efficient fitness programs. Through Instafitness, users will not only have access to training schedules, but they also get live video support to ensure they stay motivated and are doing the proper exercises.
There is minimal supplier influence in the business. This is because the content required will be operated in-house and will not be sourced from third parties. Similarly, the buyer power is also low. This is because the cost of subscriptions will be relatively small, to cater for the needs of a wide variety of clientele. In this way, individual customers will have little influence on the terms of the business.
The level of competitive rivalry is high. Multiple platforms offer services that are almost similar and might make it difficult for InstaFitness to get a large market share. However, the solution to this is having loyalty programs that will help to attract and retain customers. The entry barriers are limited since one only needs a good video camera and stable video connection. The only challenge might be getting noticed given the large amount of content on the internet. The solution to this is embracing product differentiation whereby the business will have various service offerings to the target clients. The threat of substitute products is high since users can access similar content on the internet. The marketing approach should, therefore, be innovative to attract and retain clients.
The most appropriate generic strategy to be used is the focus approach. This will involve concentration on the needs of a niche in the market, leading to the development of low-cost products to cater for their needs. The focus of InstaFitness will be campus students who might have a limited spending power but are interested in keeping fit.
Citing a Discussion Posting in APA Style
If you want to cite a colleague’s Discussion posting, follow the guidelines in the
APA Manual. Note, however, that authors of formal writing published in scholarly
journals would rarely cite a Discussion posting because of its questionable
scholarly value.
So let’s say that you, student Zelda Gilroy, are participating in a Discussion topic
called “Environmental Responsibility.” You read a comment by fellow student
Chatsworth Osborne posted on June 29, 2011, and you want to cite it. In your
posting, you would write something like:
Osborne (2013, June 29) commented that people who drive gas-guzzlers
are insensitive to environmental degradation. While that might be true for
many drivers, it’s impossible to say it’s true for everyone. That kind of
generalization is exactly what has so polarized the voting public.
In the Ref ...
The document discusses various topics related to eLearning, including synchronous and asynchronous learning, engagement strategies, learner expectations, different eLearning models, and the purpose and uses of blogs. It provides examples of engaging content delivery methods and questions to consider for designing effective eLearning experiences.
The document discusses e-learning (also known as online learning), including its definition, benefits, and limitations compared to traditional classroom learning. Some key benefits of e-learning include lower costs, global reach, ability to access on any device, and consistency in content delivery. However, e-learning also lacks face-to-face interaction, requires self-discipline from learners, and is more difficult to develop effectively compared to traditional in-person training. While e-learning is suitable for delivering some types of knowledge and skills, it may lack the transformational effects of learning from an experienced practitioner through personal interaction.
Interactive webinar suggestions and guidanceBecky Russell
The document provides guidance for facilitators of CSL In Session classes. It emphasizes that these classes are interactive and aim to have participants learn from each other in addition to the presented content. Facilitators are advised to present digestible content and facilitate engaging discussions among participants. They should prepare thought-provoking questions, ensure participants have distinct takeaways they can apply, and structure classes to include both content presentation and interactive discussions. A variety of tools are suggested to promote interaction, such as using the chat feature, whiteboard, and polls.
Journeying through these pages you will learn 3 valuable things:
o How to become a better teacher by mastering the flipped classroom
approach;
o How to better engage with your students through interactive learning
experiences;
0 How to save of your personal time using 7 active learning ideas for the flipped classroom.
Here are the key aspects of perceiving and processing according to the 4-MAT system:
Perceiving:
- Sensing/Feeling: Taking in information directly through the senses and feelings
- Thinking: Thinking about and conceptualizing experiences in a more abstract, logical way
Processing:
- Reflecting: Reflecting on and integrating new information or experiences
- Acting: Taking action and applying new learning in practical, hands-on ways
The 4-MAT system proposes that all learners cycle through these four stages - sensing/feeling, thinking, reflecting, and acting - to fully learn and internalize new information. By addressing each of the four stages, instruction can be designed to engage all
E-Learning or Classroom Learning - Which is Better.pdfChloe Cheney
Do you ever wonder which learning method is more suited for you? Don’t know yet? This article will allow you to weigh e-learning against classroom learning.
How to teach speaking - teaching English as a foreign language.pdfErika Ugron
This document provides an overview and additional learning resources for a British Council online course on teaching speaking skills. It includes introductions and learning materials for three modules which cover understanding key terms, maximizing interaction, and language practice activities. The workbook encourages participants to reflect on their learning goals, note ideas from the course materials, and develop an action plan to apply what they learned.
Similar to Turning classroom trainers into online facilitators (20)
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Turning Classroom Trainers into Online Facilitators
Table of Contents
Moving Away from a Familiar Environment ...................................... 3
Moving Training Online Comes with it’s Challenges .......................... 6
Brain Rules .....................................................................................8
Keeping Our Audiences Engaged & Interacting ................................10
Three ways of interacting ....................................................13
Succes Comes from the 3 Ps ...........................................................14
8 Top Tips for Successful Online Trainings .......................................18
About Us ...................................................................................... 21
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But will it actually work?
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Turning Classroom Trainers into Online Facilitators
Moving away from a familiar environment
This question gets asked by classroom trainers across the
world every day.
Individuals and organizations believe that moving their training
programs online requires little more effort than just uploading slides
and inviting learners to the online event.
Moving training online?
How difficult can it be?
4. Share this
Ebook!
Re-Imagine the virtual classroom!
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Turning Classroom Trainers into Online Facilitators
If you are considering moving your training online, you
need to approach it like any other change initiative.
It needs careful planning, thought-out preparation, new
skills and new mindsets — not just for you and your
company, but also for your learners.
Years of experience has shown me it is not that simple.
Whenever we think about change, it’s something that we
often face with hesitancy, trepidation, maybe even fear
— a fear of the unknown.
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Turning Classroom Trainers into Online Facilitators
As youths, we were likely educated in a face-to-face
environment, and most of our training sessions may
have been in person.
Learning is very much tied to verbal and non-verbal
communication. Body language is essential for
understanding.
Moving to training online is a big change.
We need to manage it for all parties!
It’s hard to move to a virtual setting when we are so comfortable
with the face-to-face environment.
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Turning Classroom Trainers into Online Facilitators
This all adds up to frustration for the new online facilitator & the audience.
A recent poll with our audiences suggested
they were faced with the following challenges:
Taking training online comes with obstacles that we need to be prepared for & know how to overcome.
Moving training online comes with its challenges
18% Faculty comfort levels
35% Leveraging the toolset
43% Mastering the dynamic
52% Learners multitasking
55% Little or no interaction
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Read how
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Turning Classroom Trainers into Online Facilitators
The key to successful online learning is ensuring that your team
has all of the different elements thought-out and planned.
Conducting training in a live, online virtual classroom requires our
trainers refine their existing facilitation skills, and adapt them to
suit the virtual classroom.
In the virtual classroom, we must involve our learners even more
than we do in the physical classroom. If we don’t, our learners are
liable to wind up distracted or busy multitasking.
Classroom trainers need to refine & adapt their skills
Deliver a better online
learning experience
All parties must be comfortable with this new environment, starting with the delivery team.
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Turning Classroom Trainers into Online Facilitators
Brain Rules
12 Principles for Surviving & Thriving at Work, Home, & School
“Brain Rules is one of the most informative, engaging and useful books of our time.
Required reading for every educator and every business person.”
- Garr Reynolds - Presentation Zen
If you have not read this book, add it to your reading list! Author
John Medina is a developmental molecular biologist who has a
lifelong fascination with how the mind reacts to and organizes
information.
His research gives us so many concrete examples to explain
why our learners may be challenged by poor virtual classroom
offerings.
We discuss 6 essential rules for creating dynamic virtual learning
in our downloadable infographic to the left.
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Turning Classroom Trainers into Online Facilitators
Rule #4 - We don’t pay attention to boring things
This rule is no secret to most of us.
We know that dull, boring conversations turn us off.
Often learners are subjected to trainings that are uninteresting, tedious and delivered
poorly – all valid reasons for switching off and focusing on more interesting things.
That is why learners will multitask.
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Use virtual tools to engage learners!
Get the free eBook!
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Turning Classroom Trainers into Online Facilitators
We have to engage and interact with our
learners, to limit lecture and to change
activities up to keep their attention. We need
to make learning interesting & impactful.
Give your learners a reason to stay
connected during an online session-
USE THE VIRTUAL TOOLS.
So, how DO you plan to effectively engage with your virtual audience?
Hooking learner’s interest is critical
in a virtual environment!
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Keeping our audiences engaged & interacting
Consider what keeps you engaged when on
a conference call or webinar, such as:
Tone of voice
Being asked questions
Ability to provide responses
Great visuals
Monotone presenters
Drab lectures & content
Little interaction
Text-laden slides
We also know very well what
disengages us, such as:
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Turning Classroom Trainers into Online Facilitators
Our audiences are impacted both positively and
negatively based upon how you engage and
interact with them.
One trick is to change up the activities frequently, but don’t change
it just for the sake of it. The activity should support the learning.
Don’t spend valuable time on a poll simply because you have not
already conducted one.
Interact more often – on average every 3-5 minutes
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Three ways of interacting
Interaction between
facilitator & participants
Most interactions take place between a
facilitator and participants.
Whether it’s asking questions,
presenting information, or gaining
opinions, great online facilitators use
this way of interacting. But it has limits.
Participants interact
with other participants
The virtual classroom lends itself to
collaborative & social learning.
Open up the phone lines; start Breakout
Rooms; avoid suppressing conversations.
The key is to keep discussions focused,
be a moderator & keep things directed.
Participants interact
with the platform tools
Leveraging the chat function so all your
learners can contribute something is
unique to the virtual platform.
The polls and annotation tools also help
create interactions that keep learners
engaged and on topic.
1 2 3
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Turning Classroom Trainers into Online Facilitators
Planning for Success
Successful live, online learning
comes from planning out your
approach.
Plan activities that support the learning outcomes
we want an audience to walk away with.
Decide what materials you need to create, and
ensure they are designed with the platform in mind.
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Multiple speakers? Ensure success!
10 success tips for multiple speaker sessions
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Turning Classroom Trainers into Online Facilitators
Preparing for Success
Preparation is vital if we are to
have successful sessions.
Provide technical checks for facilitators and
learners to ensure the right setups are in place.
Offer clear communication on how to access the
live event - and who to contact if learners can’t.
Set clear expectations on what learners need to prepare.
Do they need webcams? Have they tested their connection?
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Practice Makes Perfect
Even after nearly a decade of
facilitating hundreds of virtual
events, I always conduct a rehearsal.
It’s key for faculty to practice to ensure:
Choreography moves smoothly between faculty
and others involved in delivering the training,
including subject matter experts, hosts or
producers, or co-facilitators.
Polls are showing the way you want and
videos are playing as they should.
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Turning Classroom Trainers into Online Facilitators
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Turning Classroom Trainers into Online Facilitators
8 Top Tips for Successful Online Trainings
Make the session about them
Avoid being the “Sage on Stage” - that all-knowing expert. Its all about the
content and what the audience needs to learn. If you are talking too much
then they are not likely to be learning.
Have a warm-up activity planned
As learners join the session, their minds are still elsewhere. Help them
transition to the topic of the training by conducting an activity that eases
them into the subject – maybe in chat or a poll.
Don’t lecture – engage!
Virtual sessions are not good lecture halls. Minimize lecturing by providing
the knowledge or information in another format, such as a document to read.
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Need a producer? We have you covered.
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Turning Classroom Trainers into Online Facilitators
8 Top Tips for Successful Online Trainings
Utilize a producer so you can focus on the learning
Using a producer/moderator (also referred to as host) allows the facilitator
to focus on the learning that needs to take place. Let a producer can handle
troubleshooting any technical issues.
Focus on what engages audiences
Make sure that those elements that engage YOU in live, online events are the
elements that you bring to the sessions.
Leverage the tool set withing the platform
Ensure that you truly understand how the technology works and what you
can do with it. Master the platform; use the tools effectively.
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Worksheet: Build WINNING Adobe Connect layouts
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Turning Classroom Trainers into Online Facilitators
Design for interaction & engagement
Achieve Success with immersive layouts!
Adapt the design to fit the modality – make sure that you have looked at the
activities you want to conduct and decided how best to replicate that virtually.
Having interactive virtual room layouts make your classes stand out.
Keep track of interactions
Ensure you allow everyone to get involved by keeping a tally of whom you’ve
interacted with and whom you haven’t. Don’t force the interaction, but provide
the opportunity for everyone to contribute.
8 Top Tips for Successful Online Trainings
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Thank you from MeetingOne!
MeetingOne is a worldwide, custom tailored
solution conferencing provider. From small
collaboration to eLearning & large-scale
webinars, we have you covered!
You now know how to transform your classroom trainers. Reach a larger audience across
the globe with our key steps to effectively move your trainings online!
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