Key Learnings in Designing & Delivering Virtual Classrooms to

Sustainably Drive Change

Leeann C. Naidoo

Programme Director, Humble Designer of Learning Experiences & Proud Faculty Member

CHOOSE ONE OF THE FOLLOWING OPTIONS IN YOUR ON-SCREEN POLL:

1. Help! Don’t know where to start!2. Haven’t started but know what needs to be done

3. Have started but struggling a bit4. Have started and making good progress

5. Doing well in this space & just here to explore new avenues

6. Mastered it already!

Poll 1 – How ready are you to transition to virtual learning & online classrooms?

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Contents

1. Evolving Learning Frameworks for Virtual Learning

2. Digital Pedagogies & what learning in the ‘new normal’ entailsa. Institution / facilitator perspectivesb. Student perspectives

3. How to have fun while making an impact!

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Evolving Learning Frameworks

1. Converted the interactive, facilitator-led classroom module into a webinar …

2. … sometimes with a pre-recorded video to make it fancy!

3. Eek!

4. Made the font larger! L

5. Time is equal

6. Increased the delegate numbers to achieve ‘economies of scale’ just because we needed to justify the spend on the fancy new technology and report back on ROI… sigh!

7. Talked at the delegates … sometimes speaking louder, other times softly, sometimes fast, other times slowly…rather patronising, in hindsight!

8. … we did other silly things as we learned … about how we learn.

12 years ago – the key mistakes we made in transitioning from Classroom to Virtual Learning

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https://www.institute4learning.com/resources/articles/multiple-intelligences/

Multiple Intelligences

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Source: https://www.google.com/url?sa=i&url=http%3A%2F%2Fwww.psy.gla.ac.uk%2F~steve%2Fcourses%2Fceredocs%2Foldwikis%2Fg7.pdf&psig=AOvVaw2xfuwFM_KL3JDUmQ9kFFqu&ust=1588278129860000&source=images&cd=vfe&ved=2ahUKEwj-gpOfu47pAhUT8RoKHQLFDrMQr4kDegUIARCIAQ

Edgar Dale’s Cone of Learning

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Characteristics of Face-to-Face and Online Learning

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.tes.com%2Flessons%2FZrdGn4caE079RQ%2Fblended-learning&psig=AOvVaw1dhcjOJy4wHQUbtyh9CFRm&ust=1588279345420000&source=images&cd=vfe&ved=2ahUKEwi59OLiv47pAhUm5IUKHY8vAAAQr4kDegQIARBE

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Source: https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.pinterest.com%2Fpin%2F392657661251896147%2F&psig=AOvVaw3407_Yh8VJdzSO5vlhHk2E&ust=1588276125025000&source=images&cd=vfe&ved=0CA0QjhxqFwoTCPDDyfKzjukCFQAAAAAdAAAAABAD

Learning – the new ‘normal’

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Bloom’s Taxonomy

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Create

Evaluate

Analyse

Apply

Understand

Remember

Flipped ModelTraditional Model

Outside Class

New Material

In ClassOutside Class

In Class

Learning in the new ‘normal’

1. Work is done … on screen2. Socializing is done …on screen3. Entertainment is done … on screen4. Hobbies like reading and drawing are done … on screen5. Sports … done on screen 6. Playing music is done … from a screen7. Learning is done …guess what … on screen!

What is the new ‘normal’?

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Digital Pedagogy

1. Macro-level design considerations 2. Micro-level design considerations – pre, during & post learning intervention

Considerations for a Digital Pedagogy

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https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.tes.com%2Flessons%2Fp7w9YpkZdec-iw%2Fflipped-classroom&psig=AOvVaw3irxAEq1yqhdgGWWn092Nv&ust=1588276677439000&source=images&cd=vfe&ved=0CA0QjhxqFwoTCMjW7I62jukCFQAAAAAdAAAAABAK

Macro & Micro Design for Virtual Learning

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Framework for designing online environment

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Learning Activities

Constructivism

Behaviourism Cognitivism

Content Learner support

Source: Mishra 2002

- Learner guide- Mentor support- Online library- Social interaction- Synchronous chat- Counselling

- Participation in discussion forum- Email contact- Reading of lessons

- Objective-based course units- Self-assessment online

1. Course Goal: What is the primary outcome of the course?

2. Objectives: What specific learner-centred, measurable objectives are needed to lead learners to the overarching course goal?

3. Assessment: How you will assess student learning toward this objective and ultimate goal?

4. Teaching strategies: What teaching activities do you and students use to meet objectives?

5. Tools: Face-to-face/Online Tools and Resources - how are the face-to-face and online activities integrated to lead to the objectives and goal?

https://courses.lumenlearning.com/virtuallearningdesigndelivery/chapter/5-blended-learning-design/

Macro-level Design Considerations

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1. Learner To Content

The ‘learner to content’ interaction refers to the interaction between the online learner and the content or subject matter. If a learner interacts with the content or subject matter, then changes in the learner's understanding occur. How should you design your module content to make it more engaging?

2. Learner To Facilitator

The ‘learner to facilitator’ interaction refers to the interaction between the online learner and a facilitator or content expert. This type of interaction occurs via electronic dialogue, e-mail, conferencing, or electronic online classroom discussions. How will you engage your class through a virtual classroom? How many individual reflections and group interactions and plenary sessions would make sense in the time you have available?

3. Learner To Learner(s)

The ‘learner to learner’ interaction can occur outside of or in group settings with or without a facilitator present. This type of interaction occurs when online learners engage in discussions moderated by the facilitator. At the same time, online learners' groups may be given responsibility to act autonomously for conducting group projects, or other forms of group-lead activities. How might you use polls and breakout room functionality? How many times will make sense in a 3hr segment? Are you comfortable setting up the polls and breakout rooms?

https://elearningindustry.com/top-5-tips-to-convert-your-traditional-course-into-an-elearning-format

Micro-level Design: Pre-session interactivity considerations

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https://elearningindustry.com/top-5-tips-to-convert-your-traditional-course-into-an-elearning-format

Micro-level Design: Considering what Assessment methods would be appropriate

Observation§ An assessor§ Criteria agreed upon before assessing§ Students know of criteria prior to assessments§ Mostly used in assessing practical skills

Product/Project § An assessor§ Criteria agreed upon before assessing§ Students know of criteria/score sheets prior to assessment§ Mostly used in assessing development of products

Questioning § Questions are set with model answers§ Mark allocation is explicit and unambiguous§ Mostly used in assessing theoretical or abstract aspects

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Micro-level design: Align your choice of assessments to module outcomes

https://sites.psu.edu/onlineassessment/gather-evidence/

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1. Ensure the setting is such that the session will be recorded – this is essential!

2. Introduce the objectives and structure for each ‘live’ learning segment.

3. A guideline:• 20 minutes of joint facilitator and students recapping content • 20 minutes of discussion / problem solving / adapting learning / integration of learning • 10 minutes of feedback, reflections, note taking and referencing, it’s application in the

workplace or to the individual / group assignment and exam. • Last 10mins for a body break / leg stretch/ screen break / energiser / readiness for next

segment

4. Apply blended learning considerations to make the session more engaging – slides, videos, sound clips, group work, gamification.

5. Make the information you’re providing ‘bite-sized’ by gradually introducing information to learners through smaller, more digestible lessons. Use polls, quizzes, research and games to ensure learners have fully absorbed information before moving on.

https://blog.insynctraining.com/5-facilitation-tips-to-increase-engagement-in-virtual-classrooms

Micro-level Design: During the session

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Micro-level Design: During the session6. Keep all avenues of communication open - some participants will prefer to

speak while others will choose to text on the chat group. Acknowledge feedback just as if it were stated aloud.

7. Use the information provided by the participants. So often, facilitators run a poll and say “Thank you," but don’t incorporate the results of the poll (or whiteboard activity or chat activity) into the conversation. This can make participants feel as if the interaction isn’t relevant. Make a point of strongly connecting the feedback and contributions to the content, e.g. ‘75% of you responded in the affirmative. That is consistent with other groups, and is interesting because….’.

8. Don’t just deliver training sitting down – it kills the energy. Stand, perch, walk, sit. Mix it up. Webcam Zoom can give you a wide berth – use it.

9. Long check-ins or conversations don't work - it has to be quick, as people disengage quickly. Time-box length of answers – this keeps engagement high.

10. Encourage the group to energise each other. Quick simple things like stretches, high fives, show me your coffee cup, tell me the story of your t-shirt, or where was the most interesting place those pairs of shoes have taken you.

https://blog.insynctraining.com/5-facilitation-tips-to-increase-engagement-in-virtual-classrooms

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https://elearningindustry.com/top-5-tips-to-convert-your-traditional-course-into-an-elearning-format

Micro-level Design: After the session

1. Review and revise. Assess what worked well and what did not. Use the chat functionality to source feedback. Revise similar future exercises to ensure you obtain better outcomes

2. Share learnings with other facilitators. Collaborate on experiences and collectively explore mutually beneficial interventions.

3. Reinforce and reiterate learnings and its applications in the context of case studies, real situations, live news events etc. This also assists with the memorability of key concepts.

4. Set meaningful post-class reflection that feeds into prework preparation. Assess that it is done and not just set for the sake of doing work.

5. Prepare for the next module and think about what new or different you will do each week so that it feels different and students want to be there in person.

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Assisting your students with the transition

1. Sort out the technology quickly and painlessly!

2. Connect with students in advance – the personal touch is hugely impactful.

3. Acknowledge the shift – making people feel incompetent in the transition does not help!

4. Set expectations upfront and co-create the ground rules5. Encourage your class to create a vibe – this keeps energy levels up

6. Diversify modes of delivery of training to enhance engagement

7. Recognize the psychological impact of screen-only Learning8. Proactively assist struggling students

9. Trust your students and empower them 10. Stay positive

Adapted from Harvardhttps://hbsp.harvard.edu/inspiring-minds/10-ways-to-help-your-students-cope-with-the-transition-to-virtual-learning

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1. Non-verbal cues are lost

2. Video calls require sustained and intense attention to words instead. If a person is framed only from the shoulders up, the possibility of viewing hand gestures or other body language is eliminated. If the video quality is poor, any hope of gleaning something from minute facial expressions is dashed.

3. This leads to problems in which group video chats become less collaborative and more like siloed panels, in which only two people at a time talk while the rest listen.

4. Because each participant is using one audio stream and is aware of all the other voices, parallel conversations are impossible. If you view a single speaker at a time, you can’t recognise how non-active participants are behaving—something you would normally pick up with peripheral vision.

5. For some people, the prolonged split in attention creates a perplexing sense of being drained while having accomplished nothing. The brain becomes overwhelmed by unfamiliar excess stimuli while being hyper-focused on searching for non-verbal cues that it can’t find.

https://api-nationalgeographic-com.cdn.ampproject.org/c/s

Zoom Gloom

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1. Limit video calls to those that are necessary.

2. Turning on the camera…hhhmm! And having your screen off to the side…

3. Building transition periods in between video meetings or obvious segments in a learning module, can also help refresh people – stretching, having a drink or doing a bit of exercise. How do you energise the learner?

4. Boundaries and buffers which allow us to put one identity aside and then go to another … How do you move between work and private personas.

Alleviating Zoom / Technology Fatigue

https://api-nationalgeographic-com.cdn.ampproject.org/c/s25

Your final Checklist for Virtual Learning

Source: https://www.google.com/url?sa=i&url=https%3A%2F%2Fonlinelearningconsortium.org%2Fconsult%2Folc-quality-scorecard-suite%2F&psig=AOvVaw1stYpjDcO08uJ8tCnnzThk&ust=1588305892823000&source=images&cd=vfe&ved=0CA0QjhxqFwoTCPjHgNeij-kCFQAAAAAdAAAAABBU

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Considerations for delivering Virtual Learning

https://www.shiftelearning.com/blog/converting-classroom-training-elearning

1. Find the most effective strategy for organising content - by Importance, Categories or Sequence

2. Assess goals - testing the effectiveness of your course will be helpful, as you will be able to identify whether or not the learner is following the information.

3. Weave a story, and include a dynamic, vibrant, and enthusiastic narrator together with memorable characters

4. Use your active voice5. Go social!6. Harness the power of visuals7. Invite delegates to explore and discover8. Keep it real - the adult corporate learner has to be convinced that your course has

value for her before you can make him take it or keep him engaged. Create realistic scenarios that reflect the realities and the challenges of the learner’s workplace.

9. Don’t be afraid to add humour.10. Make it fun!

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How to have fun while making an impact

Well … that’s entirely up to you! J

www.Build2020.co.za

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