• Question participants effectively to ensure complete understanding

    Questioning participants on new concepts in a classroom setting – not simply sharing or discussing experiences – is often unproductive. The core reasons for this?


    The majority of questions tend to be fact based


    Few, if any, questions check for participant understanding of key concepts


    Insufficient thinking time provided by the facilitator for participants to think and reflect, [...]

  • 8 common mistakes to avoid in implementing a virtual classroom

    Here’s a top 8 list of common mistakes many make in implementing a virtual classroom.

    Not introducing participants to each other at the start
    Failing to provide virtual ground rules
    Not defining participants’ roles and responsibilities
    Forgetting to provide technical support details up-front
    Failing to prepare participants for the environment
    Having the facilitator go it alone
    No technical ‘Plan B’
    Thinking we’re all [...]

  • Maximize training results by prioritising content

    People’s time is valuable – ensure that any training is designed to improve results by focusing in on the things that truly matter.

    1.
    Focus on the most important areas

    Identify areas of application: participants learning should be based on activities they do, and problems they must solve

    Identify areas of necessary high proficiency
    Create learning activities [...]

  • Don’t guide interactions, but do guide collaborations for more effective virtual classrooms

    Telling virtual classroom participants explicitly how to do a task does not improve learning. Studies show that when a facilitator guides the online interactions of participants learning is less successful.
    All this changes, though, when participants are guided on how they should collaborate with each other; for example, by providing guidance on how participants should ask [...]

  • Provide fully and partially worked examples to support problem solving

    Owing to the limitations of working memory, understanding new concepts and applying those concepts to solve a problem requires structured support.
    Support learning in your organisation – whether with training interventions, resources, or coaching – by ensuring problem solving using new concepts is mastered through a gradual switch from worked examples to full problems.

    Step by step…

    To [...]