June 15, 2015
Instructor: Jennifer Hofmann
Traditional classroom trainers have skills that make training sessions successful. Management of group dynamics, deliberate use of voice techniques to manage the message (including tone, pace, volume, etc.) and the ability to 'read' the body language of a group or individual help to ensure that learning is taking place and the program objectives are being met. A skilled trainer understands how to facilitate a conversation or activity, and make adjustments to course direction when necessary.
Task your trainers with the following goal: facilitate virtual classroom learning experiences that meet or exceed the learning outcomes expected in a traditional face-to-face experience. It can be done, if you provide trainers the opportunities to become competent as virtual classroom facilitators.
VIRTUALLY COMPETENT - THE BIG PICTURE
At the macro level, virtual facilitators need to be competent in the following areas:
- Digital Literacy – the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet.
- Virtual Classroom Fluency – the ability to gauge the success of a virtual activity or conversation by reading digital cues and managing simultaneous conversations.
- Cultural Intelligence - the ability to consider the audience and facilitate interactions that are inclusive and provide needed support for the culturally diverse global audience.
- Time Management – the ability to manage a virtual event in such a way that participants are engaged and desired outcomes are met, and the event is kept to a strict timetable.
- Application of Adult Learning Principles - the ability to analyze a blended learning design to ensure the principles of Adult Learning are upheld and program objectives are met.
VIRTUALLY COMPETENT – DAY TO DAY OWNERSHIP, PREPARATION, AND EXECUTION
But what does this mean on a day to day basis? How does this impact the job description of a facilitator responsible for engaging virtual learners? While the high level competencies mentioned above are critical in the management of a class, there are additional task based competencies that are required for a virtual facilitator to be successful. These tasks can be summarized as: ownership competencies, preparation competencies, and execution competencies.
A detailed resource guide will be made available to all registered participants.
We hope you’ll join us to learn about how you or other members of your team can become virtually competent facilitators in the modern virtual classroom!