• 10 reasons why you need Producer support in Virtual Classrooms

    A Producer in a Virtual Classroom works in collaboration with the facilitator, and ideally is an experienced online facilitator themselves.
    Having a producer will increase the cost of the event, but must be viewed not only as an insurance policy for when things go wrong, but also as an extra pair of hands (and an extra [...]

  • 10 ways to use Virtual Classrooms

    If you view Virtual Classrooms along a learning spectrum, from short and sharp to deep and involved, from structured and designed to free flowing and organic then there really is a lot they can do!
    Here are 10 ideas for how you could use a Virtual Classroom.

    Briefings/ Orientations with Q&As
    Primer sessions to introduce concepts
    In-house knowledge exchanges
    Demonstrate [...]

  • 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.

    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 [...]