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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Practice | Producer | Tools

Dress Rehearsals…A Non-Negotiable in the Virtual Classroom

June 14, 2016 10:00 by Dana Peters
We’ve all been there. You’re attending a conference. As the presenter takes the podium to begin, it happens. The lavaliere mic doesn’t work, and a blue screen illuminates the room where a presentation should be. Everyone is thinking….”Didn’t they test all this beforehand?” For musicians, artists, and, yes, even virtual facilitators and virtual producers, the dress rehearsal is an important step in making sure your first live delivery is a success, and not technical torture for all involved. Your team has spent countless hours creating killer content that involves the participants in the learning process and uses the technology to its maximum capability.  Session expectations have be en well communicated, pre-work is in the participants hands, and it seems that the only thing left to do is have that first live session. But this scenario leaves out an important element, the dress rehearsal. A tempting corner to cut that often becomes a regret. 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. It is also an opportunity to communicate last minute changes and adjustments, eliminating any surprises or miscommunications during the first live session. For experienced facilitators, the technology is the part that needs to be tested and practiced. The words and content come easy. It’s the virtual delivery in the actual platform that can be challenging. Each virtual learning platform comes with a myriad of tools and functionalities at the presenter’s disposal. If you’re working with a technical host, you may not have to know exactly how they all function, but it’s still a good idea to understand the capabilities of the virtual environment and test them out together. Here is a checklist of items we typically test. Presentations should be loaded so transitions and animations can be checked and double-checked. Any video clips should be streamed to test for sound, accuracy, and playback quality. The session audio, presenter headset, and other equipment should be tested, as well as web cameras if they will be used. Slides, polls, and other content can benefit from a second or third set of eyes checking for errors and flow.  Breakout room transitions and transitions to other planned activities within the session should be practiced.  A walk-through of specific activities that are new or complex. The opportunity to practice verbally setting up the activity and the giving directions of how the participants will participate will identify any minor verbal changes that are needed. Clarify roles. If you are working with a host, use the dress rehearsal to confirm who will be responsible for monitoring chat, welcoming participants, and other minor details. Review the flow. Flow is important in a virtual session, and running through the content ahead of time can help determine if the presentation is as relevant, clear, and organized as intended. It might be temp ting for experienced facilitators to want to skip the dress rehearsal, but more times than not multiple items surface in the process that could have had a negative impact on that first live session. Even if everything turns out to be perfect, and no mistakes are discovered, we all sleep better knowing we’ll avoid the infamous blue screen because we’ve tested and re-tested during the dress rehearsal.

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Learning | Practice | Virtual Learning

Can Computers Give You the Practice You Need?

February 19, 2013 09:01 by Beverly Feldt
Provocative stuff from Dan Goleman’s book Working with Emotional Intelligence:

Computer-aided instruction, a current vogue in training, has limits when it comes to offering practice for emotional competence. ...computer-aided techniques are generally better suited for training in technical skills than for developing personal and interpersonal capabilities. [More]

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Learning | Practice | Training | Workplace Interactors

Practice, Experimentation, and Experience = Learning

January 24, 2013 16:00 by Dana Peters
Last spring I learned something in a surprising place. My daughter was involved in the musical at her high school. She was very excited and asked if we would attend all four performances. Being good parents, we decided to take the “divide and conquer” route and each attend two shows. I took opening night and closing night. Dad took the two middle performances. [More]

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Learning | Learning Trends | Practice | Training | Workplace Interactors