Success in the Virtual Classroom: Are Your Virtual Facilitators Ready?

October 5, 2017 10:08 by Dana Peters
On rare occasions you might have the opportunity to develop new virtual classroom facilitators one on one. But more commonly, new facilitators need to be brought on board in groups. Often the content they will be teaching is the common denominator, therefore a solid Train the Trainer program is the most efficient option for preparing a group of virtual facilitators. The following are some best practices we see to be common amongst successful Train the Trainer (TTT) programs. Facilitator Pre-workIntroduce facilitators to the course content before the first TTT session takes place. This can be done by asking the facilitators to review a recording of a previously delivered session, or silently observe a live session in real time being taught by an experienced facilitator. This review or observation will allow them to familiarize themselves with the content and how the course is delivered.  Encourage facilitators-in-training to take notes from this review, specifically what the experienced facilitator did well, and how they engaged their learners. The facilitators-in-training should also consider what they might do differently in their own delivery of the content. This review will also give them an opportunity to familiarize themselves with the technical capabilities and tools of the virtual classroom. Coaching on TechniqueDepending on the experience level of your facilitators, the TTT sessions are also an opportunity to further develop or fine tune facilitation techniques. When TTT sessions are entirely focused on content, timing, and logistics, they fall short of preparing facilitators to their full potential. Successful TTT programs dedicate time to facilitation skill development, specifically the use of different techniques, methods for building a safe learning environment, and encouraging learner participation. Link to Learning ObjectivesFront and center of all TTT programs should be the purpose of the learning programs the facilitators-in-training will be delivering. The well-defined learning goals and learning objectives of each course the facilitators will be delivering should serve as their compass. Their job will be to help their learners meet these learning objectives and walk away equipped to be more effective back on the job.  Facilitators make in the moment judgement calls during live sessions on a regular basis. A successful TTT program gives them a solid foundation of purpose in which they can base their “in the moment” decisions, large or small. Rehearsals Some TTT sessions are conducted as more of a content walk-through session. There certainly is a time and place for content walk-throughs. However, successful TTT programs also have a rehearsal component. This means the facilitators-in-training have the opportunity to practice delivering the content as if it were a live session. Their peers can serve as their learners as discussions are led and activities are conducted. Feedback and coaching from these rehearsals are usually reported to be the most valuable piece of the TTT experience for the facilitators involved.Live Session Observation and FeedbackDevelopment of new facilitators should move beyond the TTT program. It’s important to evaluate a new facilitator’s ability to deliver sessions once they are off and running with live class deliveries. Consider instituting a process of live evaluation and post session coaching that includes written feedback. What experiences have you had with your Train the Trainer programs? What worked for you? What didn’t? We’d love to hear your feedback.

Is Your Virtual Training Program On Target or Missing the Mark?

July 25, 2017 09:00 by Dana Peters
Is your virtual instructor-led training (vILT) program meeting the needs of your business, or is it falling short of expectations? If your program is not quite hitting the mark, perhaps there is work to be done in one of the following five key areas. PlanningPlanning is an important step early in the process to ensuring the success of your program. Proper planning is centered on the goals you have for each of your vILT classes. What are you trying to accomplish? Identify key learning objectives and design your class to meet those objectives. Identifying your needs will help you decide which platform, delivery method, and learning design will put you in the best position for success. For more information on planning your vILT course, check out a recent post on evaluating learning objectives for the virtual classroom. PreparationEveryone knows that preparation is important but it is often the part of the process that gets short changed. Many companies will spend thousands of dollars in resources designing their vILT programs, and not nearly as much time or energy making sure their facilitation team is fully prepared to deliver the sessions. We see this most when industry experts or professionals are looped into the process after the design phase of the program. While the content and subject matter might seem like an easy leap for many industry professionals, the environment, the technology, and the delivery method may be more of a stretch and requires skill development and preparation. We recommend the use of dress rehearsals as part of the preparation process. A dress rehearsal gives every key player involved in the session, a chance to work through the kinks, test equipment, and practice “hand-offs” planned during the session. For more tips on preparation check out our post on dress rehearsals.Delivery Effective delivery is where the rubber meets the road. Your virtual facilitators can make or break your virtual training simply on how they deliver the session. Do they have well developed facilitation skills? Are they enthusiastic and knowledgeable about the topic? Do they present with energy or do they sound as if they are reading from a script? We recommend the use of a content outline, and a detailed facilitator guide for the session. This will allow facilitators to deliver the course material in a manner that achieves the core objectives while also letting learners drive discussion. We’ve done several posts on facilitator delivery techniques and preparation. Check those out here and here.EngagementPart of delivery is engagement. If your learners aren’t engaged throughout the session, the learning objectives cannot be met. A good facilitator will engage with learners on a personal level. They will incorporate existing technology to ask questions, encourage dialogue, and drive discussions. As mentioned in the delivery section, facilitators should be able to meet the course objectives while letting learners drive the discussion in directions most applicable to them. Check out our post on facilitating versus teaching for more information on engaging your learners. Follow-up Feedback and follow-up is the most easily forgotten part of a successful vILT program. This is important for two reasons.First, for the continuity of your program. Gathering feedback from your learners will provide you with valuable information on what is working and what isn’t, what needs to be changed, adapted, or cut. Secondly, following up with your learners is the ultimate litmus on whether or not your vILT program is actually accomplishing your learning objectives. Are learners accomplishing what is intended, back on the job? Is it truly applicable to their careers? Whether or not your learning objectives are met determine the ultimate success of your vILT program from both a learner perspective and the business results perspective. Watch for our two part post on learner follow up coming next month.Avoiding any one of these key steps could be a mistake for your vILT training program. Take a look at your program; are you accomplishing each one of these? Are there others you would add to the list?

Top Five Strategies to Engage Learners in the Virtual Classroom

June 20, 2017 07:17 by Dana Peters
Learner engagement is key to a successful virtual instructor-led training (vILT) session. Promoting active involvement from your participants can be a difficult task in any instructor-led course, but it can be particularly challenging in the virtual classroom environment. Your learners are remote, sometimes scattered all across the globe, and you’re often competing with busy work schedules, emails, phone calls, and other meetings. So how does a good facilitator connect with learners in the moment, despite these challenges? Keep Class Size SmallSince active participation is important to the success of your virtual learning session, it’s best to keep your class sizes smaller. Think back to your school days. It was much easier to disappear in a lecture hall filled with 200 plus people than it was in a small face-to-face classroom with 15 to 20 other students. A smaller class size allows you (and anyone helping you with the delivery) to keep track of who’s participating and who’s not. It also allows more tentative learners a chance to participate without the pressure of their ideas and answers being shared in front of a sizeable classroom full of people. Of course, it’s not always possible to keep class sizes small. In instances where it isn’t, consider small group breakout activities.Personalize ItThis can be interpreted in a few ways. First, learn as much as you can about the learners that will be in your class. Prior to the session, and during. This might mean a short survey that is part of their pre-work or an introductions activity as the participants gather before class starts. That introduction might include a question related to the course content. Second, utilize what you know about your unique group of participants to connect the content of your course to their specific needs and the work that they do back on the job. Doing so, will provide learners with relatable experiences they can build upon and share. Check out our previous post on facilitation techniques for more detailed information.Use the ToolsThe tools in the virtual classroom are specifically designed for promoting engagement, idea sharing, and conversation. Use them! Utilize breakout rooms, whiteboards, polls, or chat activities to spark small and large group discussion, and leave the phone lines open (as long as there’s not too much noise or distraction) to encourage verbal conversation as well. Asking participants for simple contributions in chat or on the whiteboard can fuel a rich discussion.  For example, you present a group a list of alternatives on a whiteboard and ask them to circle which alternative would work best for their situation. Then to dive deeper, you could call on one or two individuals to elaborate for the group the reason for their selection.Examine How You Ask QuestionsThe types of questions you ask and more specifically, how you ask them, are crucial. It goes beyond asking open-ended questions, you have to extend the conversation and offer opportunities for more participants to get involved. Check out our previous post on the types of questions you can use to facilitate productive conversation. Set and Maintain Learner ExpectationsWe have talked in the past about the importance of setting learner expectations in your virtual classroom.  If a learner doesn’t know why they are taking the class, what value it has to them personally, and what they need to do to be successful before, during, and after class, they are unlikely to be engaged. Good communication is required in order to set and maintain those expectations throughout the course, and we’ve outlined a few strategies for setting expectations in a previous post. Of course there are many more ways to engage learners in the virtual classroom, but these five strategies are a good start. We hope they add value to your virtual instructor-led training sessions. What about you? What have you done to promote engagement in your vILT programs? We’d love to hear.

Setting Learner Expectations for the Virtual Classroom: Why, When, and How.

February 28, 2017 10:00 by Dana Peters
In addition to dynamite content, setting expectations for your virtual instructor-led training (vILT) courses are an important ingredient to the recipe for success.But how do you make sure your learners are ready and prepared for success in your virtual class?There are many layers to that onion, but today, I’d like to discuss learner expectation setting in regard to why, when, and how. The Why Once your course is ready to go live, it’s important to inform your learners about the class, but it goes far beyond just sending out the class link inviting people to attend. The whole point of your virtual class is to meet the learning goal and stated learning objectives. If the learner doesn’t know why they are taking the class, what value it has to them personally, and what they need to do to be successful before, during, and after class, it is very unlikely that the class will be a success. Simply stated, setting learner expectations for your vILT classes is key to your success and theirs. The When When does setting expectations for our virtual classroom learner happen? To successfully set learner expectations it needs to be communicated (and reinforced) at every communication touchpoint. That means… When they read the course description When they register for the course When they received their course confirmation When they look at the meeting appointment on their calendar When they receive or access their pre-work When they receive their reminders leading up to class When they open their participant guide When they first log into the classroom And it needs to continue through the duration and completion of the course as well. The How The “how” centers on good communication. The message about what you are expecting from your virtual learner at every possible opportunity needs to be clear, concise, and consistent. Define your expectations about: Pre-work requirements Testing links and equipment ahead of time Their environment in which they will be joining class from What’s in it for them Their arrival time Attendance Participation during the session Post session work or next steps back on the job Part of setting expectations is repetition. Your learners are busy people with lots of demands competing for their attention. This is why your communication about expectations needs to be concise, consistent, and frequent…at every touch point. The other part is a bit of a sales and marketing job. Your message should clearly answer the following question: What is the value to the learner of meeting the expectations you have set forth? What are your ideas around setting learner expectations in the virtual classroom?

Be Seen: The Pros & Cons of Facilitator Web Camera Use in the Virtual Classroom (Part 2)

October 18, 2016 10:00 by Dana Peters
In our last post, we outlined the pros & cons of using a web camera in your virtual training session and we promised we’d go into a bit more detail in our next post. Well here we are. To refresh your memory, the pros & cons list can be found here. In almost all cases, it won’t be a good idea to put a facilitator on camera the entire length of the virtual session. This is true for a number of different reasons. First, the bandwidth necessary for a web camera to function, and function properly, is often an obstacle. Even if the connection speed on your end is sufficient, it’s difficult to know with certainty what the internet bandwidth will be like for all of your participants. If this is the case, the value of having the facilitator on camera goes from being an effective enhancement to a frustrating distraction for your participants. This is even more of a concern if you are working globally. Second, even skilled facilitators will need ample amounts of practice with a web camera in order to effectively deliver a lengthy presentation. There’s nothing natural about it. Engaging with the camera is a skill of its own. This, in addition to ample time to test the camera and set up the facilities workspace will be required in order to make sure lighting and sound quality is up to par. Finally, and perhaps most importantly, the use of a web camera adds another layer of complexity to the session delivery that can take away from the goals of the session and meeting the learning objectives. So when do we recommend having a facilitator use a web camera at certain times? Yes, there are instances when a webcam, used effectively, adds value. Introductions The use of a web camera for facilitator introductions can be an excellent value-add to kick off your virtual session. By allowing a facilitator to virtually “meet” your session participants via a web camera at the beginning of the session, you can create a more personal and intimate bond that can be carried through the remainder of the session. Q&A Q&A’s are also great components of a presentation where the web camera can actually bring value and intimacy to the discussion.  Closing The same can be true for closing remarks and thank you sections. These sections are typically shorter, so the web camera won’t need large portions of bandwidth for an extended period of time. They are also sections where participants should be focused on the facilitator, not on slides or other course content. What do you think? Have you successfully utilized a web camera in your virtual training session? In the coming weeks we will outline a few ‘best practices’ for using a web camera in your virtual training session, but until then we’d like to hear from you. What has worked for your sessions?  

Prepping Your Virtual Facilitator in Ten Minutes or Less

August 23, 2016 10:00 by Dana Peters
If you are a dedicated reader of our blog, you already know how important I feel the preparation process, specifically the dress rehearsal, is to successful virtual learning programs. Ideally, it’s best to organize a meeting with all involved parties a week or so prior to the first session to run through the material and discuss any questions, as well as identify potential trouble spots for mix-ups or errors. But what if this preparation meeting can’t take place? Often the answer is to meet 30 to 45 minutes immediately before the session to address any last minute questions, confirm plans, and clarify responsibilities. While not ideal, and somewhat risky, this can be an alternative when schedules are tight. But what do you do when your virtual facilitator arrives late for this “just in time” prep session? What if you only have 10 minutes?Being prepared for these last minute situations can help you, as the producer, quickly and easily navigate this scenario, AND keep the virtual learning session on track. The important thing to remember is to stay calm, positive, and supportive. Chances are the late facilitator knows when they should have arrived, and may be feeling a little stressed. Be prepared with a list of the most important things they should be aware of before the session gets underway. This should be a short, five to ten point list that can quickly be discussed. You can prepare this ahead of time, but order of importance should also be considered in case you run out of time to review before the session is scheduled to begin. I’ve included a few suggestions in this post, but it’s important to tailor the list to your session, your virtual platform, and the facilitator’s familiarity with the technology and the presentation.Most importantly, give them the quick tutorial on the most critical tools they will need to facilitate the session and communicate effectively with the participants (and you). Secondly, address any complex or potential challenging segments in the session plan that might interrupt the flow of the session. These can include the specific execution of an activity or exercise, sharing of documents, polls, or broadcasting videos. This may also include the format for how you will begin and end the session. Finally, it will be important to communicate roles. Take a moment to quickly describe for them what they should be focused on, and what your role is, as the producer, in support of them and the participants.  Clearly defining these roles will help alleviate any confusion or conversation collisions throughout the session. Again, the important thing to remember is to stay calm in the moment, be reassuring, positive, and be prepared for the unexpected in advance of the session. Has this happened to you?  What worked for you in a last minute emergency?

Visual Appeal: The Importance of Visual Elements in the Virtual Classroom.

August 9, 2016 10:00 by Dana Peters
We’ve all, undoubtedly, heard the expression, “A picture is worth a thousand words.” In my business, I’ve learned that that may actually be an understatement. The design and application of visual elements is critical to a successful virtual presentation or training session. I would argue that the virtual classroom is a visual medium, more so even than a face-to-face classroom environment. Rather than looking at a physical presenter, participants in the virtual space are staring at a screen. It is important that what learners are visually taking in, strongly supports and enhances the instructional message.Studies across industries have found that images, info-graphics, and videos are at least 500 percent more likely to be seen than words that deliver the exact same message, and it goes beyond just the use of images. Visual Design components like aesthetics, colors, and fonts can enhance and encourage engagement and retention.  As a side note, Tim Slade, an e-learning professional, author and speaker for Artisan E-Learning and E-Learning Uncovered, has a lot to say about this. I featured his perspective in a previous post.Visual components in the virtual classroom to consider include the PowerPoint presentation, any electronic documents that are shared or displayed, video clips, image files, webcams, and the physical classroom layout (if customizable). We will cover the visual use of webcams in a future post, but today I’d like to focus mainly on the PowerPoint presentation, the primary visual tool for your classroom. The visual aesthetic of your pre-work materials, as well as any shared or displayed documents is important too, but serve mostly as secondary visual tools. The ideas I present ahead will apply to these secondary visuals as well. First and foremost, I have a few key guidelines for you to consider when designing your virtual classroom slides: Less is More The words on your slides should be just enough to reinforce or support your discussion. It should not be a script of what you are planning to say. Use whitespace. What’s NOT on the slide is just as important as what is. Whitespace helps draw attention and allows your participants to focus in on what is important. Make it Interesting and Relevant In the virtual classroom, slides are a key visual element, they should capture interest quickly. Make sure images are on target and easy for participants to connect with. Are they relevant and suitable for the message you are trying to communicate? Design slides that spark conversation and get participants thinking. Be Clear and Consistent Maintain focus, don’t cover several topics on one slide. Don’t force the participant to read text packed slides, they can’t read & listen to what you, and others, are saying at the same time. Let’s take a look at an example. This “before slide” demonstrates what NOT to do. So where are the opportunities for improvement? There are way too many words on this slide. We’ve determined already that participants cannot read and listen at the same time. The image on the slide is too large, there’s no whitespace, it’s difficult to read, and there’s not a clear focal point. Next, same slide, but designed using our key guidelines. You’ll notice: The image is smaller, which makes it more relevant and less distracting. There’s more whitespace on the slide. We’ve also chosen to illustrate the “process” through movement in boxes rather than bullets. This allows the viewer ample space to comprehend. Additionally, the text that appears on the slide is both important and useful, it doesn’t repeat, but offers a highlight of the important concepts. Visually, the second slide is more appealing. It captures the attention of the viewer, and encourages questions, discussion, and participation. Remember, in the virtual classroom, your participants will mostly be looking at the screen, at your presentation. Virtual sessions often bring together participants from all over the world. While languages across the globe come with their own anecdotes, expressions, and idioms, when selected appropriately, images can be universal. What can be said in 300 words on a slide can be said with a single image and potentially be understood in virtually every language. What can you share about your experiences with virtual presentations? I’d love to hear your thoughts.  

Eight Must-Have Resources for Every Virtual Learning Professional

July 27, 2016 10:00 by Dana Peters
I read, and I read a lot. The virtual training world is fast moving, and ever changing. For me, one way to ensure I’m staying current with virtual learning trends is to learn from the experiences of others. Each spring, I go through a pretty massive spring-cleaning regimen. Clothes that no longer fit, papers I no longer need, and books I’ve already read, but never seem to pick up again…gone. Books take up a lot of space, and even though I’ve read a lot of great books, I don’t keep the majority of them. The following eight books, however, always remain.  While I’m always on the lookout for more, the books below have served me well as my “go to” resources for tips, best practices, and inspiration for the work I do in the virtual learning space. I hope they will do the same for you. •        Visual Design Solutions by Connie Malamed In the virtual space, visual design is critical. If the design falls short, the quality of the learning experience and end results will too. The easy-to-read comprehensive format allows me to hone in on specific design solutions, concepts, and real life applications. I regularly reach for this book while I’m consulting on projects with clients or creating instructional materials for our own professional development workshops. •       The Book of Road-Tested Activities by Elaine Biech This book is an excellent resource for ideas and techniques associated with engaging training activities. As a virtual learning professional I’m always looking for great tried and tested group activities to implement in our virtual learning environments. While many of the activities in this particular book are created for the in-person ILT environment, they still often spark my creativity as I design for the virtual classroom. Not only does author, Elaine Biech, provide several well-tested games and activities, she also segments the activities by content areas such as communication, listening, sales, teamwork, and leadership skills. •        The Successful Virtual Classroom by Darlene Christopher This book is another good resource for effective engagement. As you can imagine, engagement is paramount for a virtual session to be successful, and author Darlene Christopher provides several proven techniques to engage the online audience. I find myself reaching for this book regularly for example case studies, stories of successes and failures, but also great tools, techniques and example checklists. I am also honored to be quoted in this book. (Thanks, Darlene!) •        Interact and Engage! by Kassy Laborie and Tom Stone Did I mention that engagement is paramount? This is another excellent resource for breaking the monotony of the virtual lecture.  The authors do an excellent job of remedying poor online training experiences and utilize several activities and training techniques to not only improve engagement, but also drive retention of information. The book provides numerous example activities and exercises for taking your virtual session to the next level. Plus it’s written in a light and humorous tone, making it an easy read. •        10 Steps to Successful Virtual Presentations by Wayne Turmel Author, Wayne Turmel, provides a quick, easy-to-read, resource for nearly every kind of virtual presentation in this book. The book coaches virtual presenters on how to appear calm under pressure, and engage as if they were conducting an in-person session, which is no easy feat for most people. He provides general rules, tools and lists to help guide his reader, and I find myself using this book regularly as a resource for my team, my clients and as a reminder for myself. •        Great Webinars: Create Interactive Learning That Is Captivating, Informative, and Fun by  Cynthia Clay Cynthia Clay is the chief executive officer of Net Speed Learning Solutions. She has worked in the online learning space for a number of years, and shares her wisdom and wealth of experience in this book. She too, put together an easy-to-read resource for creating and managing virtual sessions. I find myself regularly referring to her book when I’m working with clients to really zero in on their eLearning strategy. Her focus is on blended learning. The book outlines best practices, and the importance of meaningful content and an engaging delivery approach to maximize learning. •        Live and Online by Jennifer Hofmann This is another design and interaction resource for me. The book walks you through techniques and suggestions for participant involvement, outlines what works and what doesn’t work in the virtual classroom, and helps you to identify whether or not the tools you’re using are helping or hindering collaboration. Hofmann provides sample exercises using familiar tools.  I use this book regularly as I review instructional design plans for a new or repurposed course. •        The Virtual Presenter’s Handbook by Roger Courville Yet another “bible” for the virtual learning professional, with more tips on how to keep remote attendees engaged. This book provides me with guidance to help train all types of facilitators, and help prepare them for working in the virtual environment. As we all know, it’s different than presenting or facilitating in-person. This book includes several “mistakes” facilitators should avoid when transitioning from an in-person presentation to a virtual presentation. What are your “go to” resource books? Share with me in the comments, I’d love to hear.   

The Producer Checklist: Another Key to Success in the Virtual Classroom

July 13, 2016 10:00 by Dana Peters
Depending on your perspective, multi-tasking can be viewed as either a positive, productive activity or a negative, sometimes distracting one. For our Virtual Producers, their ability to keep their eyes on several things at one time is a necessity. Helping them be prepared to technically support that classroom of “spinning plates” is where a solid Producer Checklist comes into play. We never run a session without one. The checklist is a critical tool for Virtual Producers to remain focused on what needs to be accomplished, create more accurate and predictable results, and meet every little detail of each unique session for our clients. We’d like to share with you an example of a Producer Checklist, which you may find useful for your virtual learning session. As you can see, our Producer Checklist includes the basic session information at the top, which eliminates any confusion on delivery. We’ve also broken the checklist into sections: Pre-Session, During Session, and Post-Session to make it as easy as possible to follow. In addition to including the pre-session, during session and post-session duties for your Producer, it’s a good idea to also include emergency contact information for session instructors and key contacts like content organizers, platform technical support, and session administrators. It’s impossible to predict, but mistakes happen; technology happens, or rather sometimes doesn’t. Having the necessary contact information easily available for your Producer is helpful in case pre-work documents are missing, the wrong link was sent to participants or the technology simply isn’t working. It’s also a good idea to include any reminders or session notes for your Producer. These may include unique post-session communication requirements, timing information, or something similar. Our hope is that this checklist will provide you a starting point for your virtual sessions. Our continued work with clients has garnered several general components for each section that we regularly adapt and change as it suits our clients; you should feel free to customize these components as well. For more information on the role of a Virtual Producer, check out our post: The Role of the Virtual Learning Session Producer. How have you’ve used this Producer Checklist, or something similar, in your work?  

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Design Matters: Graphic Design Tips for the Non-Designer

June 8, 2016 10:00 by Dana Peters
At this point, many of us are well aware of the benefits Virtual Instructor-Led Training (vILT) brings to organizations. The list includes cost savings, user convenience, extending reach to distant audiences, and faster deployment of new programs, just to name a few. The use of virtual learning technology also requires an elevated level of time and attention be given to the visual elements of all course content. While some Learning and Development teams are equipped to support this visual need with graphic design talent on staff; many are not. Many are forced to wear multiple skills hats to develop new courses from concept to delivery. Great outside resources are always wonderful to come across. Here is one I wanted to share.Tim Slade, an e-learning professional, author and speaker for Artisan E-Learning and E-Learning Uncovered, says good graphics are what brings your content to life. Design can be the difference between boring and memorable; the difference between a waste-of-time and beneficial. Slade recently published an article that outlines three basic graphic design principles that I feel provide an excellent outline for beginners and even non-designers. Slade discusses the importance of fonts, colors and the use of cohesive images, and graphics to enhance the quality of your content. He encourages practitioners to think about the information being presented, and decide what emotions are evoked. “Whether you realize it or not, you have an emotional response to different types of fonts,” Slade says in the post. “This emotional response either supports or contradicts the tone of your content.” Pairing different types of fonts for different pieces of content can also bring cohesiveness to the document and make things easier to understand and comprehend.  Slade recommends thinking about colors of your presentation in the same way. He outlines several ‘emotions’ that can be inferred from various color combinations including friendly and cheerful for orange or strong, dependable and trusting for blue. Strategic and proportional use of color and cohesive images can add a sense of personality to your documents as well, says Slade. Slade outlines several additional tips in his webinar recording found here. The virtual space provides many opportunities but it often requires those of us in this business to wear multiple hats- including sometimes the creative hat of a graphic designer. With practice, the right resources, and a little ambition we can all become more skilled at the art of design. Or at least enough to be dangerous.