• 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 [...]

  • 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 [...]

  • Virtual classrooms: tell participants their role and responsibilities up front!

    Don’t leave the success of a virtual classroom to chance! Tell you participants explicitly what’s expected from them.

    Participation

    Contribute proactively
    Don’t wait to be called on: gain attention visually with chat or gesturing
    Be prepared to be called on to contribute at any time
    Ask if unclear

    Listening

    Listen attentively, do not multitask
    Respect different views, they help refine thinking
    Limit your side [...]

  • Blend for devices based on usage

    The above says it all.
    Short and often, to longer and more sustained.
    Make sure you take this into consideration when you design for each device…

  • Question Marks

    I came across an interesting research paper from the Journal of Educational Technology & Society on the subject of online assessment last week. This is a key topic in e-learning as along with courseware it’s the most widespread formal use of e-learning in organisations.
    Marking Strategies in Metacognition-Evaluated Computer-Based Testing looks at the effect of marking [...]