VIRTUAL PRESENTATIONS: TECHNIQUES FOR MOVING TRAINING ONLINE

The move from classroom training to e-learning requires proper preparation for a smooth and effective transition.

Mary was just like hundreds of other people I've come across in my work. She was an experienced classroom trainer. She loved interacting with learners, and didn't mind traversing the country for a one-day course. Then her company decided to slash travel and training budgets. They got a WebEx license and expected Mary to convert existing courseware and deliver it online. Sound familiar?

This is the most common complaint I hear from fellow training professionals about the move from instructor-led training (ILT) to virtual instructor-led training (VILT): We are expected to figure out how to use the platform, meet the learning objectives, and present the training as effectively in the virtual classroom as in the in-person classroom—all without sufficient preparation, practice, or resources (budget, time, and expertise).

I prefer to think the reasons for this are not negligence or thrift, but rather our organizations' faith in our ability to find a solution where others can't—after all, who's smarter than the learning function? However, such faith provides little comfort and even less help.

As classroom trainers, we struggle to move smoothly to the VILT world for three reasons:

1. We don't clearly understand the possibilities and limitations of the new technology.
2. We aren't as comfortable using this new platform as we are presenting in the traditional classroom setting.
3. Online training is not as enjoyable as being in the classroom, so we're not motivated to make the transition.

Each of these reasons, explored in this article, is a legitimate barrier to successful instruction. The good news is that there are tips and best practices available to help us quickly overcome them.

Understand the limitations and possibilities

According to some of the top web platform providers, more than 80 percent of people who conduct online presentations never receive any training on how to use the platform effectively. If you find yourself in this particular position, here are some actions you can take.

Participate in a variety of online learning opportunities. Too many people attempt to create or lead online training without having participated in a solid online learning program. If you've only experienced noninteractive, PowerPoint-dependent snooze fests, of course you are not in a hurry to inflict such boredom on others.

Watch what works, and model it. Many platform providers offer training opportunities that demonstrate the features and possibilities. Be mindful of one caveat: Free marketing webinars are marketing opportunities, not training, and should not be used as such. You may have to spend some money to receive decent instruction.

Learn the features of the platform and how to replicate them for your own training experience. Some people are so apprehensive of technology that they forget what they know about great adult learning. For example, many trainers use a show of hands or a flipchart activity to build interaction in the classroom. Most web platforms have a "raise hand" button and a whiteboard feature—learn to use these tools online as you would in a formal classroom setting.

Realize that class size depends on the learning, not the technology. Learning professionals know that as class size increases, participation and interaction decrease. This reality is especially true online where it's difficult to engage even a small group of participants. Just because you can have 100 participants for a virtual event doesn't mean you should. Such training often becomes a lecture, and not real learning.

Become comfortable presenting online

We aren't as comfortable presenting online as we are in the classroom for good reason. First, we have developed a set of skills and behaviors that are natural to us when teaching in person. We can scan the audience, remember our material, present it, and simultaneously run the PowerPoint while still hitting the lunch break right on time. We have become unconsciously competent. By adding the complexity of technology, we suddenly have become unconsciously incompetent. We'll survive VILT with some basic common sense.

Ensure that the courseware is deliverable by delivering it. The online environment is different from ILT, and you cannot present courseware the same as you always have. Short modules work best because attention spans are much shorter during online learning. Also, incorporate plenty of breaks—people physically can't interact with a screen for more than an hour at a time.

Adjust learning exercises for the online environment. Some platforms have breakout rooms, which can be useful in replicating small-group work completed in the traditional classroom, but they often require more monitoring from the instructor. This takes practice and patience.

Practice delivering your online presentation. You can't read or watch your way to proficiency. Practice means accessing the platform and presenting the training in real time using all of the tools in your arsenal—preferably with another human being observing and providing feedback. Once you are consciously competent, the rest of your innate facilitation and listening skills will come to the fore.

Enjoy the online experience

The third barrier to moving from ILT to VILT is one that most learning professionals do not want to admit: We miss the fun and excitement of the classroom. Few people go into the training profession for the money. We thrive on the human interaction and performance buzz we experience in the classroom. Why would we sign up for something that eliminates what we love most about our jobs, and replace it with what we like least—working with technology in isolation? There are, however, ways to have fun with online training.

Increase interaction opportunities. Because of our discomfort, we tend to limit interaction in the online environment (at least at first). Instead of restricting chat, let people talk and joke, and keep audio lines open when possible.

Use polling frequently and appropriately. Allow participants to write on the whiteboard. While instinctually we seek to maintain control, it's actually quite fun to let people contribute and "play." And start interaction early in the session—you can't expect the audience to sit passively for 45 minutes and then spring into action.

Use humor, color, and pictures. People can become incredibly serious in an online learning environment. Because their attention spans take a beating, it requires more energy to keep participants engaged. Don't be afraid to be creative with photos, pictures, and graphics. For example, I often use jokes and silly examples in polls and surveys just to see if the audience is awake.

Although many of these tips may seem to be common sense, it's surprising how few companies give their training teams the time, budget, and access to resources necessary to support a move to the online training environment. Use these suggestions to enjoy a smoother and less traumatic transition.