147 pages pdf - ICT Digital Literacy

Pedagogy & Webagogy -- Ready, Set … TRAIN and FACILITATE!
#561: To Keep In Mind
Live classroom training is different from synchronous e-Learning delivery. Prepare for a (sometimes) faceless,
emotionless audience. Schedule in a time buffer of 10-15 minutes prior to the official start time to troubleshoot
attendee connection and/or access problems. Don't assume your audience has the technology skills
necessary to join and participate. And make it simple to use.
Tom McClutchy
GE Healthcare
#562: Helpful Virtual Classroom Tips
1. Avoid technology challenges by asking participants to log-on at least 15 minutes prior to a
session to ensure their computer has the necessary plug-ins or applets installed for the
application you are using. 2. Insert a picture of the facilitator on the opening screen to
personalize a virtual classroom session. 3. Use audience polling to measure understanding of
material presented.
Gary Landrum
CH2M HILL
#563: Story Telling Works
As practice examples, I like to incorporate scenarios such as would be discussed in a classroom situation.
I think people learn a lot from "war stories" and such scenarios that are hard to imagine (yet that have really
happened to people). Often, these far-out situations are entertaining too.
Mina Busch
American Modern Insurance Group
#564: We're All In This Together
Make every e-Learner part of a learning community. Whether you do it through discussion
groups, bulletin boards, mailing lists or chat rooms, make sure all students feel they have joined
a community of learners with whom they have something in common.
Bruce Hitchcock
#565: Out of Sight Does Not Need to Be Out Of Mind
In a synchronous session, without video cameras, an "out-of-sight" student will commonly fill
non value-added and boring moments with other distractors ... chat-rooms, surfing other sites,
etc. When designing and delivering a synchronous session, ask yourself, "What will motivate
the student to stay tuned"? The teacher's eye contact is not an option, so a consistent change
of delivery modes and participatory involvement may combat the distractions.
John M. Opron
Johnson Controls, Inc.
#566: Reach Out
Student-teacher interaction for e-Learning should be high especially at the beginning of the
course to foster understanding and involvement on both sides.
Jennifer Lamkins
California State Univ. Long Beach
#567: Deconstruct Into Smaller Pieces
When working on a large e-Learning project or course, establish benchmark dates for
completion. Break up the project or course into different phases or sections and provide dates
for each section to be completed. This will ensure that your audience does not wait until the
"last" minute. I found that by doing this, most of the learners finished the material early or on
time as they will have the option to complete it all or by section.
Michelle LeBlanc Blair
John Wiley & Sons, Inc.
701 e-Learning Tips by The MASIE Center www.masie.com 112