The document discusses best practices for converting instructor-led training to virtual instructor-led training (VILT). It recommends conducting an upfront analysis to determine if objectives require in-person interaction. When designing VILT, it is important to consider pacing, chunking content, including different types of interactions, and tailoring the training to the virtual platform. Proper facilitation, use of a producer, and rehearsal are also key to success. The overall message is that virtual training requires thoughtful design but does not need to be overly complex.

1. The New Normal: Learning and Collaborating in a
Virtual Classroom
Jennifer Vincent and Christopher King
SRA Proprietary
TOC Annual Institute
April 28-30, 2014

2. Are you in the right place?
• Ready to convert ILT to VILT?
• Struggling to get started?
• Trying to determine if my ILT a 1:1 ratio to VILT?
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3. SRA Proprietary
Case Study
Very large federal
agency; widely
dispersed audience;
Office of Resolution
Management, responsible
for handling EEO
complaints (estimated to
cost the organization
$75K per complaint)
Three Day Hybrid
Conference for EEO
Managers
• 10 hours of V-ILT
• 11 hours of face-to-face
learning
• Virtual keynote
• Integrated
Performance Support
solution
21 Hours of
V-ILT
Courses
• Converted all ILT to V-ILT
• Revised existing V-ILT
design
• Integrated Informal
Learning to support
LOs

4. Should you convert the course at all?
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• Conduct upfront analysis?
– Do people have to be together in person to achieve the learning
objectives?
– Is the learning enhanced by collaboration with other learners
and/or synchronous access to subject matter experts?
– Do learners benefit from the motivation and flexibility of a live
instructor?
– How quickly do I need to deploy this training; how often is the
content updated?

5. SRA Proprietary
Design
Keys to
Success
Production Facilitation

6. SRA Proprietary
Design
Keys to
Success
Production Facilitation

7. So you’ve decided to convert to a virtual
classroom. What’s next?
What changes? What stays the same?
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8. Key V-ILT Design Principles
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V-ILT
Pace
Documentation
Chunking/
Sequencing
Types of
interactions
Tailoring to
the platform

9. SRA Proprietary
Pace
EVERY 3
MINUTES
Question
Poll
the
students
Animate the
screen
Raise
hands
Change
status
Chat box
response
Whiteboard

10. Design Principles: Chunking/Sequencing
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Virtual sessions should not exceed 2 hours
• Attention suffers after that
• Distractions build
Divide 6 hour courses into 3 sessions
• Activates the concept of spacing to increase memory transfer and learning
• Informational LOs can be delivered:
• Informally – asynchronously – socially – whatever – pick your buzzword
and re-sequence as needed to put these in between V-ILT sessions
Inter-session work
• Continues the learning beyond the event
• Connects spaced events to keep students engaged
Must set expectations up front – it’s been a long time since
your adult learner had homework!

11. Design Principle: Activities/Interactions
“Clicking ‘Next’ does not mean it’s interactive.”
(Except that here, it does!)
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12. Design Principle: Tailoring for the
Platform
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How familiar
are your
students with
the platform?
• Reduces
cognitive load
& frees student
to focus on
content
Pre-
Meeting
Review
Sessions
• Games and
pre-meeting
activities can
help
Quick
Review of
Interface to
Start the
Sessions

13. Design Principle: Documentation
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Facilitator
guide
Participant
guide
Job aids
How to learn
in a virtual
classroom
Classroom
tip sheet

14. Instructor Guide Template
Slide/Layout Reference Timing Facilitator Producer
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Slide 5
2-3 mins SAY:
So you’ve decided this is the thing you want to do?
Good – what’s next?
To frame your thinking let’s do a little call and response.
Thinking about your physical classroom design, what
changes in the virtual classroom?
Good, now again thinking about your physical classroom
design, what stays the same in the virtual classroom?
Excellent, now you’re starting to see the subtle
differences!
Let’s talk now about some design principles for the
virtual classroom.
Note pod exercise
DO: Get ready to capture the comments
from the crowd. Open two note pods, one
per question. One is titled “Changes” the
second is titled “Same”. Use the note pods to
capture the feedback
DO: Move forward to next slide when
facilitator is ready.
Slide 6
1 min SAY:
Those design principles are:
• Pace
• Chunking/Sequencing
• Types of interactions
• Tailoring to the platform
• Documentation
Let’s talk about each, starting with Pace.
DO: Move forward to next slide when
facilitator is ready.

15. SRA Proprietary
Best Practices of Design
Breakout rooms
• Allow adequate time
• Your students may be
virtual but these
things still take about
the same time as the
physical classroom to
get organized
Plan interactions
Use a wide
variety of
Tools/Activities
Write out clear
instructions/expe
ctations for every
activity
Avoid PPT
overload:
Average 12-15
slides per hour of
V-ILT session

16. SRA Proprietary
Design
Keys to
Success
Production Facilitation

17. Best Practices of Facilitation
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Create and
maintain a
collaborative
environment
A producer is not
optional
Be prepared to
multitask
Set ground rules
Provide
appropriate
feedback and clear
instructions
Assign a leader;
don't spend the
limited time making
them self organize

18. SRA Proprietary
Design
Keys to
Success
Production Facilitation

19. SRA Proprietary
Elements to consider
• What is a producer?
• Why is planning important?
• I am a content expert and have teaching experience.
Why do I need to rehearse?

20. Best Practices of Production
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At least one
rehearsal session
with the facilitator
and producer
A producer is not
optional
Producer/Facilitator
MUST eliminate their
own distractions just
like the students
(phones, email,
music, etc.)
Make contingency
plans
Test learning
environment
Don’t get complacent

21. SRA Proprietary
Experience
• Developed 21 hours of V-ILT for use in a conference with
250 attendees
• Developed 53 Courses spread across 6 learning
programs
• Piloted 37 courses
• Developed 2 virtual learning series
• Developed single and multi-session VILT courses
• Developed standalone VILT courses

22. SRA Proprietary
Final thoughts:
• Bottom Line: This isn’t rocket science, but it’s not
a mindless activity either. Be thoughtful, creative,
and don’t be afraid to experiment!
• You aren't alone, either:
– Certificate programs
• Synchronous Facilitator certificate from InSync
– eLearning Guild, ASTD, etc.
– See the Bibliography on the handout

23. Thank you!
christopher_king@sra.com
jennifer_vincent@sra.com
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