Did you know? InSync has operated an entirely virtual team since 2000. Over the last 20 years, technology platforms like Skype, Dropbox, WebEx, and Outlook have enabled us to communicate, collaborate, and constructively deliver our value proposition to our clients and learners.

In many ways, our organization implemented this employment model before it became commonplace. Today though, more companies include remote teams or allow for telework. Heck, even some federal government jobs here in the US allow team members to work virtually!

The workplace is a-changin’ folks. But, the need for clear roles and responsibilities has not changed.

In modern blended learning, what learners think about information presented during the training experience matters. In fact, our research shows that this learner reaction perfectly defines the concept of intellectual engagement.

Intellectual engagement relies on intent. Did we design this content in a way that encourages learners perceive it as relevant, timely, and efficient? Did we deliver the information thoughtfully so that learners understand what the business expects of them?

Scenario-based learning offers a powerful instructional design option. This process “uses interactive situations to engage non-engaged learners in active learning strategies.”

Designers leverage available technology to create experiences in which learners can solve problems and interact with provided situations to learn new skills.

We talk a lot about learning journeys. The modern learning landscape has evolved, and standalone programs no longer exist.

Learners reasonably expect personalized, relevant training experiences. Designers understand that their role has changed to accommodate complex perpetual learning programs that resemble winding pathways.

But what about facilitators? How has their responsibility shifted in the age of learning journeys?

Even though virtual classroom platforms have existed for over 20 years, many learners and learning professionals struggle to thrive in this environment.

One of the reasons is that the same technology "bells and whistles" that designers and facilitators use for engagement activities can distract and overwhelm our audiences.

Recently, the InSync Team worked with a large corporate client on an extensive blended virtual program roll out.

With multiple two-hour live, online sessions and self-directed activities supporting thousands of learners in Company X’s offices across the global training program, logistics proved to be a veritable logic puzzle. Not only did content need contextualization (and regionalization in some cases), but each live session needed a supportive and talented instructional team.

Success depended upon the correct placement of all the puzzle pieces. And while our team has a long history of designing, staffing, and managing large virtual initiatives, this process provided a helpful reminder about the truth of planning global programs: we need to keep calendars and clocks top of mind.

The virtual classroom offers a flexible, dynamic learning environment for modern learning blends. We often think about questions such as:

• When can we most appropriately incorporate virtual classrooms into our instructional designs?
• How do we best leverage virtual classroom tools like chat, breakout rooms, and synchronized web browsing?
• What techniques can facilitators use to engage learners when we can’t see them face-to-face?

But one question often gets overlooked: How can the instructional team advocate for virtual learners?

This week, America celebrates Independence Day. We come together at barbecues, on the beach, and with family and friends to commemorate the signing of the Declaration of Independence.

While the United States of America has officially existed since 1776, the virtual classroom has only provided a viable training option for about 20 years.

In honor of this holiday, we urge you to declare your independence from outdated training and embrace the possibilities of modern blended learning.

This post is part of an occasional series “Advice from the Virtual Trenches” where we share real lessons learned when virtual and blended learning didn’t go as planned.

If you’ve ever attended a virtual learning event or webinar, you know that hiccups can and will happen. Access links may not work, audio may disconnect, video may freeze, background noise may disrupt instruction. Add in the element of human error, and the possibilities for technical difficulties become seemingly endless.

Thoughtful instructional design helps ensure that content presented in this learning environment aligns with platform capabilities. But instructional teams offer “on the ground” support and expertise to preemptively avoid and successfully troubleshoot these common modern learning challenges.

We asked our facilitators for their stories about how they handled it when things went wrong in the most unexpected ways. These stories serve as advice from the virtual trenches that you can take back to the job for insight into the possibilities of instructional adaptability!

When the InSync Training team reflects on the most successful modern learning experiences, one L&D professional holds a special place in our hearts: the virtual facilitator.

With nothing but their voices, access to technology, and their ingenuity, they literally bring learning to life.

Today, we celebrate their contributions to learning and performance in the first ever Virtual Facilitator Day! Every year, on the third Wednesday of June, we will take an entire day to honor their skills, commitment, and engagement.

Join the party by sharing your stories about extraordinary facilitators on Twitter with #VirtualFacilitatorDay. We know the impact of successful facilitation reaches far and wide, and we look forward to hearing about your experiences.