At the e-Learning Guild Learning Solution Conference this week, I facilitated a discussion on Challenges and Solutions for Global Web Conferences.  Here are the 9 tips I discussed with the group to ensure a successful global web conference:

1. Logistics: Select a date and time that is convenient for participants.  In addition to determining time zone conversions, you’ll also want to check international holidays and the work week of your target countries (hint: it’s not always Monday –Friday).

2. Language: Select the language you will use during the web conference.  If English, use international English that is free from cultural connotations.

3. Images: Select images that reflect the cultural and ethnic identity of the audience.  If your audience does not wear business suits and work in an office, then remove images of Western office workers from your materials.

4. Colors: Review the colors used in your web conference materials and check for color symbolism alignment.

5. Content: Use culturally appropriate content and examples.  Be careful with references to sports, politics and jokes that may not be meaningful to your global audience.

6. Learning Styles: Select exercises that are aligned with the culture of the audience.  A review of Geert Hofstede’s dimensions of national cultures is a good starting point.

7. Facilitation: Speak clearly and enunciate.  It’s more difficult to follow spoken language when you cannot see the person speaking, and this is especially true in the person is speaking a language that is not your native language.

8. Rehearsal: Rehearse with someone from target country.  By taking the time to rehearse, you will be much more likely to catch potential problems highlighted in the previous seven tips. If you cannot find someone from the target country, rehearse with someone who is not from your native country who will also be able to point out cultural references in your materials that are appropriate and those that need adjusting.

9. Learner Support: If you have a second person helping to ‘produce’ your web conference, use chat to reiterate key learning points as facilitator speaks.  These key points should be determined ahead of time and prepared in a Word document from which the producer cuts and pastes.  This is not to say that the producer should transcribe the facilitator’s script into the chat area.  Instead, the chat area is used to highlight key learning points only.

If you have either attended or facilitated training in a virtual classroom you know that maintaining a high level of interactivity is key to keeping participants engaged.  Here are ten ideas for exercises to try in your next virtual classroom session:

1. Discuss a picture
Display a picture that illustrates a concept you are teaching.  Ask the audience to call out or type in chat what they observe in the picture.  You can do this as an icebreaker by showing an image of an optical illusion then ask or poll people on what they observe in the image.

2. Discuss a video
Just like in a face-to-face setting, it’s good use multi-media to add variety to the classroom.  The best practice for video is to load it and play it within your virtual classroom, rather than try to stream it live.  If you want to use a video from Youtube, try using the Youtube Downloader tool to get a version of the movie that you can upload into your classroom.  Short 1-2 minute videos work best.

3. Play a game
Young and old alike always enjoy playing games.  Plan a game for a section of your training where you think energy may wane, or for the end of session to end on a fun note. You can display a slide with empty boxes that represent the letters of a phrase and a clue at the bottom of the screen, like the Wheel of Fortune game.  Then go down the participant list and ask each person to guess a letter.  Use the annotation tools to write letters on the screen as people guess.  Try other games like Jeopardy or hangman.

4. Poll before revealing content
To get a point to stick, ask participants to reflect on a concept by creating a poll.  Post the poll first, gather input, then reveal the content.  Your poll could be fact-based (“what is the #1 cause of x?”) or opinion-based (“Based on your experience, why does x happen?”)

5. Prioritize a list
Focus the group on where their priorities lay by asking them to call out items while you make a list on the whiteboard or poll pod.  For example, ask “What are the qualities of a good mentor?”  Once you’ve gathered the typed list of qualities, copy and paste into a poll and ask participants to select the top 3 qualities that make a good mentor.   Your poll results will reveal the most important qualities, as prioritized by the group.  Use the poll results as the basis of a discussion.

6. Scavenger hunt
If your participants need to know how to access information on a website or how to use an application, place some questions about the website on the screen such as a poll question and a question to respond to via chat.  Then ask them to open a new browser and go to the site to search for the answers to the questions.

7. Whiteboard squares
Draw squares on the whiteboard and ask participants to type their name in a square to claim it.  Then ask participants to write the answer to a question in their square using the drawing tools.

8. Partner chat
In a traditional classroom, trainers often ask participants to discuss a topic with a partner or in a small group. You can replicate this exercise in the virtual classroom using chat.  With Adobe Connect, you can post multiple chat pods on the screen.  Prior to posting the pods, use the ‘rename’ function to rename the chat pod with the chat partner names.  Post a question on the screen for participants to discuss, then watch the screen explode with activity.

9. Virtual role play
Without the visual clues and body language of a face-to-face setting, it’s difficult to carry out a traditional role play exercise in a virtual classroom.  However, scripting the role play provides a starting point.  On a slide write a script for 2-3 characters where each person speaks twice.  Ask for volunteers to read the script.  You may find that participants who are reading the script will continue the role play on their own – the script helps to get them started. Facilitate a discussion around the role play afterwards.  This activity is described in full in The Book of Road Tested Activities.

10. Chat takeaway goal
As you conclude your session, ask participants what their #1 takeaway goal is after completing the training.  Ask them to type a response in chat.  Tell participants you will email them the goal as a reminder in 3 weeks.  Thanks to Anne from Sodexo who shared this idea at the ACL Conference in 2010.

For more ideas on activities to include in your virtual classroom, get a book like The Book of Road Tested Activities or visit Thiagi’s Training Games site, and look for activities that you can convert to virtual settings.

This weekend marks the end of daylight saving time in the U.S. which means we will set our clocks back one hour. The times of year when daylight saving time goes on or off  can cause a confusing day or two as we adjust to the change, whether we had prepared for it or not.

Daylight saving time can also be costly in the virtual classroom if you are not prepared for it.  If you will be doing a live virtual event in the fall or spring near the daylight saving time switch, pay close attention to time zone differences since not all states or countries observe daylight saving time uniformly.

What this can mean for virtual instructors or participants is that if did not take into account daylight saving time changes when announcing the start or end time of your session and, you may accidentally indicate the wrong time.

For example, in the U.S. Arizona  and Hawaii  do not observe daylight saving time.  Elsewhere around the world, people change their clocks, but not the same date as we change in the U.S. Many countries in Europe marked the end of daylight saving time on October 30 this year as compared to November 6 in the U.S.  And in other parts of the world such as Africa, Asia and parts of Latin America do not observe daylight saving time at all.

To help make sense of which locations are changing their time and on what days, use online resources such as  Daylight Saving Time by Country and Daylight Saving Time Around the World 2011.

These tools can help you to avoid showing up in your virtual classroom an hour early or late.  And for those of you who are setting your clocks back an hour this weekend, enjoy the extra hour of sleep!

Photo credit: Flicker simpologist

It’s Halloween and a spookier day than normal with monsters out and about. Are there monsters lurking in your virtual classroom?  If so, here are a few ideas on how to handle them:

Wireless Goblin: This monster likes to appear right as you are about to start your virtual classroom session, especially if the instructor’s computer is on a wireless network.  The Wireless Goblin disrupts the wireless network, causing loss of access to the virtual classroom.  To handle this monster, ensure that the instructor’s computer is on a wired Internet connection.  Have a back up internet connection in place as well such as a portable wireless hotspot.

Chained Mummy: The Chained Mummy visits those who are scheduled to participate in your virtual classroom and chains them to their email or other tasks, causing them to show up late to your course.  The Chained Mummy is relentless and even if the enrollee manages to break free of the chains to email, he will quickly chain the enrollee to another task, causing him/her to arrive even later in the virtual classroom.  To combat this monster, prepare a brief email message and send to enrollees the morning of your session and one hour before your session to remind them of the start time and classroom URL.  Log on to the session early and 10-15 minutes before the session starts, begin sending instant messages with the start time and classroom URL to those who have not yet joined the virtual classroom.

Silent Ghost: The Silent Ghost terrorizes virtual facilitators and appears when you ask participants a question and expect them to respond verbally or via chat.  The dead silence that occurs while you wait for a response from participants can be agonizing.  The Silent Ghost loves impatience and will never leave your classroom if you rush to fill the silence after you ask a question.  To overcome the Silent Ghost use three techniques: (1) asked pointed questions, (2) tell participants how to respond, either through audio, chat or both, and (3) pause and count to 10 to allow time for participants to un-mute, gather their thoughts to type a response.

Noisy Ogre: The Noisy Ogre causes the opposite problem of the Silent Ghost.  The Ogre causes background noise to flare up as the facilitator speaks, making it difficult for participants to hear.  Example include not muting the phone, banging on the desk, or breathing into the phone. The Noisy Ogre can be quickly defeated by instructing participants on how to mute their phone or microphone.  Also, some virtual classroom tools and conference call lines allow the instructor or a third party to mute all lines when the Ogre comes around.

Exercise Zombie: The Exercise Zombie feeds itself on poorly designed exercises in the virtual classroom.  He comes to life during the most important sections of virtual classroom instruction, the interactivity, and thrives on confused and frustrated participants.  To keep the Exercise Zombie away from your virtual classroom, make sure you rehearse your exercises with a mock audience.  Instructions that may be crystal clear to you, may be murky to others.  By rehearsing, you can find and fix the exercises so they will run smoothly in your live session.

Photo credit: Flickr – Simon Owen Design

As the number of organizations with a global footprint continues to grow, the training function in an organization must keep pace with this trend by offering training solutions designed for global audiences.  To reach global audiences efficiently, many organizations offer training delivered in a virtual classroom using web conferencing technology.

Successfully delivering training in the global virtual classroom requires more than simply placing your slides from an in-person training into your virtual classroom tool, as many have learned the hard way. Both the course materials and facilitation techniques must be adjusted for delivery in the global virtual classroom. The importance of making adjustments applies to those who regularly facilitate in-person training with for global audiences and are asked to facilitate that same training in a virtual classroom, as well as those who regularly facilitate in a virtual classroom for national audiences and want to add international participants to that mix.

I recently wrote an Infoline on Facilitating in the Global Virtual Classroom, published by ASTD Press, to explain best practices for facilitators and instructional designers who deliver or plan to deliver training in a global virtual classroom. The Infoline describes how to adjust your delivery style, language and content for the global virtual classroom.  It also includes ideas on how to keep participants’ attention, work with a producer, techniques for rehearsing and dealing with global logistics.  The Infoline is based on years of experience of facilitating in the global virtual classroom and it includes tips on what I wish I had known when I was new to this area.  If you find the content helpful or would like to share something that I missed, I’d enjoy hearing your feedback.

Has this ever happened to you:  you announce a training session that will be delivered in a live virtual classroom and someone who would like to attend but cannot asks if he or she can get access to the recording.  Recording virtual classroom training is usually just a matter of learning how to set up the recording and how to retrieve it so you can share it with others.

Recording a session can be beneficial, however, the real question to ask is whether or not it makes sense to record and how the recording could impact the live session.  For example, last week at my work at the World Bank, we offered a session on women’s security issues when traveling in Latin America.  Some women who wanted to attend had conflicts and it was tempting to record the session so they could listen to it on their own.  However, we wanted participants to share personal experiences during the session and we thought that recording might inhibit sharing, so we opted for no recording.

Think about bringing a video camera into a face-to-face training session, announcing to participants that you will be recording the training, then posting on the company intranet.  Would participants behave differently because of the camera in the room?

While recording training in a virtual classroom is much more subtle (participants may not even know that they are being recorded), thinking through the impact of a recording is worthwhile.  Here are few items to consider:

Tell participants they are being recorded

Announce at the beginning of the session that you are recording and explain how the recording will be used and who will have access to it.

Encourage people to attend the live session

Don’t offer the recording to people as an equal substitute for participating in the live virtual classroom.  Offer the recording to those who may need to leave early or to those who participated and want to review some sections of the course.

Record sessions that focus on process, policies, and systems

Sessions that are business oriented are good candidates for recording. Examples include training on software or web applications, new hire orientation, training on a new industry regulation, etc.

Use discretion when recording sessions that encourage self-reflection, personal stories.

Sessions where you want participants to share personal stories or experiences may not always be good candidates for recording.  This includes leadership training, career management, communications training, conflict resolution, etc.  Typically at the beginning of these types of training sessions the facilitator contracts with participants to agree that what is shared in the classroom, stays in the classroom.  If you record this type of training, a participant may decide not to speak up and add to the discussion for fear of the recording getting into the hands the wrong person.

Edit the recording

There may be some session where you have encouraged personal stories that are not appropriate to share with a wider audience, however the session also includes valuable gems that are worth sharing with those who couldn’t attend the training.  For example, let’s say your leadership training includes a personal testimonial from a senior leader who is the course sponsor who has weathered thousands of issues of all types.  You may want to share his/her valuable insights with a broader audience.  If you decide to record a session like this, use your power as the producer to edit the recording, keeping the gems and removing information that may be too personal.  You will gain the trust of your participants using this technique if you tell them that you will edit the recording prior to releasing it.

I’m training for the Knoxville Marathon which means working out has become part of my weekly routine.  It sounds strange, but as I’ve been training for the marathon, I’ve noticed some similarities with preparing for online facilitation and it got me thinking about a regimen for online facilitator fitness.

 Be 100% prepared for the day of the event

A runner, like other athletes, repeats his/her training over and over so that s/he is 100% prepared on the day of the event.  Due to so much preparation, prior to the day of the event  s/he has experienced a range of what could go wrong (shoelace breaks, thunderstorms, etc.).  If you’ve spent the time to learn the features of your virtual classroom tool, practiced with a few different mock audience audiences, you’ve no doubt had to troubleshoot different situations in the virtual classroom:  audio didn’t work, you forgot to prepare a poll, switching between application sharing and your PowerPoint slides was clunky.  A large amount of practicing is the best way to ensure you will be a peak performer on the day of the event.

Warm Up Before You Start

The runner does not arrive at the starting line as the start gun goes off, nor should the online facilitator login to the classroom as the session is scheduled to start.  Login at least 30 minutes early and do a final check to make sure everything is working correctly in the meeting room.  Warm up your voice with some voice exercises and rehearse any last minute items as needed.

Fuel Your Body

To keep going in a race, a runner eats the right breakfast and brings along sports drinks and other food to fuel her body.  Likewise, you never want to start a virtual training on a empty stomach or when you are dehydrated.  Eat well before your session and keep water handy.

Focus and Eliminate Distractions

Athletes are known for their ability to focus their mind to accomplish remarkable feats.  Likewise, the online facilitator needs to focus completely on the task at hand and eliminate potential distractions.  Put a do not disturb note on your office door or front door at home, silence your cell phone,  close applications on your computer that you won’t use during your session,  and if at home, put pets in a place where they won’t disturb you.

I hope these tips give you some ideas on how to improve your online fitness for virtual events.  Happy training!

Most trainers understand the importance of beginning a training session with an icebreaker to get participants warmed up and ready to learn. Icebreakers in the virtual classroom serve an important dual purpose of not only warming up participants, but also getting participants comfortable with the interactive tools in the classroom.

Icebreakers in the virtual classroom require a bit of planning and preparation, just like every aspect of training in the virtual classroom. There are quick and simple icebreakers such as posting a map of the US/the world and asking participants to point to their location or asking participants to type their location in chat. In this post, I’ve gathered additional ideas for icebreakers that go beyond these simple interactions by taking icebreakers designed for the physical classroom and adjusting for virtual classroom delivery.

Two Truths and a Lie:  Participants share two truthful statements and one untrue statement about themselves with the group and the group determines which statements are which.

You’ve probably participated in or led this icebreaker at some point in your career in a physical classroom.  To adjust this for the virtual classroom, prepare a slide with the instructions at the top “Think about three statements you will share with the group:  two true and one untrue.  Statements can be about family background (I am an only child), hobbies and interests (I sing in a choir), likes and dislikes (I enjoy opera) or past accomplishments (I was the champion diver at my high school) or anything else you can think of.” Open a new chat pod on the bottom of the slide and model the activity by typing in your three statements (prepare this ahead of time so you can copy and paste).  Ask participants to guess which one is untrue.  Give participants two minutes to type their statements in chat, then begin with the first person who responded in the chat area and ask the group to guess which one is the untrue statement.

Interview the Facilitator: Instead of the facilitation team introducing themselves, participants interview the facilitator. 

Start by placing a slide on screen with your photo and name.  Tell participants that instead of a traditional facilitator(s) introduction, the participants will think of a question that the facilitator(s) will answer.  Tell participants to type a question into the chat.  Briefly answer the questions, grouping similar questions together and acknowledging duplicates.  To conclude, emphasize the importance of asking questions to get to know a person and increase learning.

Getting to Know You: Upon introducing themselves to the group, participants share something that the group does not know about them.

For a small virtual class (~12 participants), prepare a slide with large empty squares equivalent to the number of participants.  Ask participants to ‘claim’ a square by writing their name at the top.   Tell them to draw a simple picture that illustrates their hobby using the whiteboard drawing tools and the rest of the group will guess what they drew.  When everyone is done drawing, start at the top left square and ask the person to introduce himself or herself by saying their name and their office location.  Then ask participants to guess the person’s hobby based on the drawing they see.  Continue until all participants have introduced themselves.

This activity works best with small groups, so for a larger class (12+ participants), prepare a slide with participant photos and names.  Start at the top right of the slide and ask participants to introduce themselves verbally and tell the group a hobby or interest.

Paper Clip: Participants introduce themselves, using common office supplies

Gather a variety of office supplies, take a photo and upload into the virtual classroom.  Ask people to select an image from the page when they introduce themselves and describe what the item says about one of their values, characteristics or interests.  For example, one participant introduces herself and picks the picture of the highlighter marker because it reminds her of painting and she likes to draw as a hobby.  Make sure that there are more images of items in the photo than there are participants.

Photo credit: Flickr Per Henning

I’m at the ASTD International Conference & Exposition in Denver, CO and trying live blogging for the first time.  Mary Myers and Robert Pearson from Maritz Canada are speaking on Driving Engagement & Performance: Gamification & Learning

Fun can change behavior for the better. The presenters showed a video that covered how people don’t want to take the stairs, they want to take the escalator, but by gamifying the stairs, there was a 66% increase in the number of people taking stairs.  More of these types of videos are on the funtheory.com.

Definition of gamification:  the application of game mechanics to a non-game environment

Paul Lawrence, Harvard University, an organizational psychologist, teamed up with dean of business school and wrote a book called the Four Drive Model:  all behavior stems from 4 drives:  aquire, defend, create and bond

1. Drive to acquire: stuff, things, relationships, status

2. Drive to defend:  defend the things we’ve acquired (relationships and other stuff we’ve acquired)

3. Drive to bond: be social, connect, build community

4. Drive to create: drive to learn, drive to create a better community, better planet

When we think about behavior change, the tactics must address all four of these drives.  If you neglect one of these drives, you wont be successful.

Game dymanics include reward, status, acheivement, self expression, competition.

 Ford Case Study:  Professional Performance Program

Professional Performance Program provides dealer training  through an online portal (online resources, video, discussion forum).  Everyone must create a training program and get certified annually to become better sales or customer service people.  The existing program was successful, however people needed to take more training, so they applied game theory to the portal.

The setting of the game was a “garage.” Employees could earn badges, display them in a trophy case.  People had to do a bundle of actions to complete a badge:  watch an online e-learning, watch a video, participate in a discussion forum.  Badges were aligned to specific business objectives.  The game is nimble so that as business objectives change, the badges change.   By changing the game over time, it keeps it sustainable, fresh, new.

Within first three days of launch, servers hosting the portal went down due to heavy traffic.

What surprised the team who developed the game was the high level of engagement in informal learning.  People were engaged in the game, and also happy to learn about resources that had always existed but they discovered them through the game.

This program launched on January 9 and in the future they hope to let participants pick their own avatar car to use in the game.

Results from the project:

1.  Percent of training plans (TP) completed.  As of April 2011, 89% of TP completed, vs April 2012 95% created a TP

2.  Percent of employees who met their Q1 milestone by deadline 2011 was 87%  in 2011 vs 94% in 2012

3. Total users:

Week 1 (Jan 8-15) 8,745
Jan : 11,202
Feb 12,998
March 13,847
April 14,297

Examples of gamificaiton ideas from the audience:

1. Continuing education to keep licenses current at an insurance firm: create a game similar to the one that the presenters shared.  Maybe have the participants start with a wrecked car or damaged house and they slowly restore it back to new as they earn points.

2.  Moving communications through layers of an organization:  use the game of telephone, hot potato

3. Change the terminology in a learning event:  instead of a quiz, call it a trivia challenge

4.  Verizon need more peer interactions so build  a system for rewarding behavior for good coaching.  People get points when they coach staff in a timely manner.

Recommended Books on Gamification:  The Gamification of Learning by Karl Kapp, Gamificaiton by Design by Gabe Zichermann

What’s one feature that exists in a virtual classrooms and virtual meetings but not in face-to-face settings? The chat box! The chat feature allows participants and facilitators to communicate throughout a session. When used effectively, chat can enhance your session in many ways. Here are six tips to keep in mind to maximize the chat feature in the virtual classroom:

1. Work with a producer

It’s difficult to lead a session and follow an active chat box. So, a good work around is to partner with producer and assign him/her the role of managing the chat messages. Alternatively, work with a co-facilitator and take turns speaking and monitoring chat.

2. Say it and type it for maximum clarity

Type any verbally posed questions in the chat area to ensure that participants understand your intention. For example, the facilitator poses the question while the producer simultaneously types the question into the chat area. Be clear about how you want participants to respond to any question that you pose —via chat or verbally.

3. Tell participants at the beginning of the session that the facilitation team is monitoring the chat area.

If you tell your audience to use the chat, you give them permission to type. A failure to encourage the use of chat as you start your session will leave people wondering if they should use it or not. Maybe a brave soul will get the ball rolling, but don’t leave it to chance!

4. Be deliberate with responses

Use the @mention technique, commonly used in social media, to signal who is the intended recipient.

5. Create a text file with key messages and links in advance

It’s easy to get distracted in a virtual meeting so using chat to reinforce key messages is a way to bring a person’s focus back to the screen. You can also use chat to share links to resources that you want people to check out.

6. Let participants answer each other’s questions 

Encouraging this behavior helps to build a sense of community and trust among participants.

7. Weave chat comments and questions into your verbal discussion

When a participant asks a good question or adds an interesting comment via chat, mention it verbally and name the person to help personalize the discussion.

And finally, in case you are a facilitation team of one, your best option is to pause periodically to review the comments posted in the chat area and respond verbally. You can do this by building in small breaks in your content to review the chat box or pause and review the chat while participants are working on an exercise.

The chat feature is probably the easiest and most commonly used feature in a virtual classroom. So make the most of it by using it early and often in your next virtual meeting or virtual learning event.