Print bookPrint book

Let's follow up an online session

Let's follow up an online session

Site: Jisc Moodle Archive
Course: Web Conferencing
Book: Let's follow up an online session
Printed by: Guest user
Date: Sunday, 27 November 2022, 6:32 PM

Session Resources

Allow participants to access the recording and resources from the session afterwards.

You could use a Virtual Learning Environment to enable access to resources online.

Learners might want to use social media tools and other fora to communicate, collaborate and compare notes after the session.

Evaluation

Allow participants to evaluate their experience.

This could be built into the session using voting, chat or other tools.

Some web conferencing tools include evaluation facilities, for use during and after the session.

Participants could evaluate the session afterwards using online survey tools.

   

For virtual training to work it should match an organisation's strategy, vision, and goals. But, how do you know the experience will be right? How do you know if it will deliver a great learning experience? What does effective and engaging virtual training look like and how would you be able to tell the difference between a great experience and a bad one? Virtual training will be effective when it reaches the intended, dispersed learners; occurs at the right time(s); and requires minimal effort once a roster is provided (the logistics, technology, communications, and evaluations all occur in a timely manner). Click on the image below to see a scorecard you can use to help track what success looks like as you embark upon finding the right virtual training experience for your organisation.

 

Assessment

PresentationPro,chevrons,circular,connected,3d diagram,isometric,segmented,shapes,spinning arrows

Let your learners have any resources they need to complete their assessment.

Be clear about what is expected.

Give instructions about how and when to submit assessment evidence.

Your Reflection

You may want to use all, or extracts of the following to evaluate your effectiveness in delivering an online teaching/learning session.

Pre Course / Session Communication

Does the pre course/session confirmation:

  • Cover details of course/session timings, objectives, pre-requisites and any pre-session work/assignments?
  • Cover details of the equipment and facilities learners will need (internet connection, headset)?
  • Explain clearly how to log into the live sessions?
  • Explain clearly how to setup audio
  • Explain what the learner should do if something goes wrong (i.e. trouble logging in to the session, failed audio connection)

 Facilitator Setup - Does the Facilitator:

  • Determine learner's personal objectives for attending the session prior to the event?
  • Determine learner's experience within an online virtual environment prior to the event?
  • Tailor the virtual classroom set up for any particular learner needs?
  • Ensure all content is correctly loaded and working efficiently?
  • Have clear contingency plans if his/her Internet connection fails or the microphone malfunctions?

 Facilitator Introduction - Does the Facilitator:

  • Confirm with attendees that the learning environment, both physical and virtual, is safe and comfortable and conducive to learning, lighting, sound, working space, equipment?
  • Confirm that the audio level and quality is acceptable?
  • Clearly explain the system's tools for enabling interaction (i.e. emoticons, chat, ticks and crosses)?
  • Clearly establish what is expected from the attendees (i.e. course/session rules)?
  • Clearly communicate what the attendee can expect from the facilitator?
  • Have a detailed Session Plan and a list of learning outcomes for the session?
  • Clearly communicate a route map for the session?
  • Clearly communicate the course or session objectives?
  • Provide instructions on how learners should respond to questions?
  • Communicate what should happen if something goes wrong i.e. loss of internet connection, malfunction of headset/microphone?

 Methods and Media for Instructional Delivery

 Instructional Methods - Does the Facilitator:

  • Use a variety of media/tools to support learning objectives and a variety of learning styles?
  • Use learning activities that are relevant to the course or session objectives?
  • Use activities to enable learners to contribute to discussions?
  • Demonstrate an awareness of learners ’comfort levels’ during interactive sessions?
  • Use real life examples, demonstrations, video or stories to reiterate learning points and stimulate interest in the session?

 Presentation and Instructional Media - Does the Facilitator:

  • Use well designed supporting presentations with consideration given to good graphics and limited text?
  • Use a range of interactive tools and other media during the session?
  • Incorporate comments in Chat into the session to include the group?
  • Use some form of interaction at least once every 3/5 minutes during the session?
  • Use each interaction tool or other media smoothly, correctly and with confidence?
  • Alter the interaction or medial used, where applicable, to support the learning objectives?

Instructor Credibility and Communications

Facilitator Delivery Competence and Expertise - Does the Facilitator:

  • Demonstrate professionalism and confidence with the technology?
  • Demonstrate professionalism and confidence with the subject matter?
  • Have a positive approach to the tools, technology or course/session content (i.e. do they avoid 'blaming' the technology?)
  • Demonstrate a consistent approach to each learner?
  • Enable each learner to reflect how they will be using their newly acquired knowledge back in the workplace?
  • Confidently handle learner questions?

Facilitator Communication & Presentation Skills - Does the Facilitator:

  • Speak clearly and fluently, at the right pace, and use voice and expression appropriate for online broadcast?
  • Ensure key learning points are explained, clarified and emphasized through voice inflection, emphasis and pauses?
  • Use the participants’ names appropriately?
  • Ensure any pauses in the presentation are adequately explained and kept to a minimum (i.e. when closing polls does the Facilitator explain what he or she is doing)?
  • Demonstrate that all verbal and non-verbal communication is anti-discriminatory?
  • Demonstrate good questioning skills using open and closed questions where appropriate?
  • Encourage questions and participation throughout the session?
  • Demonstrate awareness of any non-participation and does the Facilitator take appropriate steps to involve these individuals?
  • Provide learners with key learning points within the session and a recap at session end?

Facilitating the Group

Establishing a 'comfortable' Learning Environment - Does the Facilitator:

  • Deliver a conversational and welcoming introduction when participants log on to the session?
  • Clearly communicate the lesson plan and course/session objectives?
  • Maintain a good flow/pace to the session whilst ensuring learner needs and session objectives are both met?
  • Actively encourage participation and interaction?
  • Provide opportunity for learners to work with each other? (i.e. breakout rooms, paired chat)
  • Clear emoticons/annotations after each interaction?
  • Successfully handle any learner disruptions or negativity?
  • Make full use of all necessary tools within the virtual classroom to ensure maximum learner interaction and contribution?

Involving the Learner - Does the Facilitator:

  • Demonstrate use of listening techniques to acknowledge and understand learner contributions?
  • Use and create opportunities for learners to contribute to activities?
  • Use a range of interactive activities that encourage learners to ask and answer questions?
  • Ask follow-up questions to encourage learner reflection?
  • Demonstrate a high rate of inclusive questioning and use a mixture of facilities?
  • Respond in an appropriate fashion (and at an appropriate time) to learner's questions and responses?
  • Ensure that feedback given is specific both to the questions asked and to the learner's needs?
  • Provide alternative explanations, analogies or stories when a learner is having difficulty grasping a key point?
  • Demonstrate awareness of learner's non-verbal communication and take appropriate action?

Motivating the Learner - Does the Facilitator:

  • Continually invite relevant participation and interaction?
  • Respond with enthusiasm and encouragement to learner interaction and achievements?
  • Use a range of appropriate motivational strategies?
  • Use a variety of techniques to reinforce learning?

Closing the Session and Evaluation Methods

Evaluating the Learner Performance during the session - Does the Facilitator:

  • Actively demonstrate he/she is monitoring the learners’ progress during the session?
  • Ensure all learners’ are asked for an equal contribution? (i.e. are some learners overlooked or others asked to provide a response more often)?
  • Incorporate appropriate learning points or assessments within the session?
  • Gather information that demonstrates learner knowledge acquisition and skills transfer?

Closing the session - Does the Facilitator:

  • Ensure that learner achievements are evaluated against the original learning objectives?
  • Provide or suggest further resources to reinforce learning?
  • Provide details of where learners can obtain further advice or support after the session?
  • Ensure that there are no further questions before calling the session to a close?
  • Explain clearly to the learner how to log out of the session?

Evaluating Facilitator performance after the session - Does the Facilitator:

  • Critique his/her own preparation and session delivery and can this be evidenced?
  • Demonstrate evidence changes to session as a result of self-evaluation?
  • Evaluate the impact of external influences on the event including virtual classroom software?

Resources and Examples

Web Conferencing and its Expanded Role in Training