Four Mistakes to Avoid With the Visuals in Your Next Virtual Learning Session

April 24, 2018 12:54 by Dana Peters
The design and application of visual elements is critical to the success of any virtual instructor-led training session. Consider the quality of your visuals (like the PowerPoint slides) as it relates to the needs of your learners. From beginning to end, your slide design should support and enhance your learning objectives and your instructional message. Visual design components like aesthetics, colors, and fonts can enhance and even encourage engagement and retention. Poor design, however, can affect learners’ overall experience and the intended outcome for the session. There are several key things you should avoid when creating the visual elements of your virtual learning session. Clutter Less is more. Don’t fill up your slides with a word for word script or with images that aren’t relevant to your presentation. Negative space can be used to draw attention to specific areas or emphasize certain points. Remember, what’s not on the slide is sometimes just as important as what is. Color Craze Color is great. It can be used to enhance or even illicit specific emotions and convey messages to your audience. It can also be a distraction if not used appropriately. Maintaining a color scheme is important, we suggest sticking to a pallet of colors and using a few complimentary colors for emphasis. Colored text, as well as the type of font you are using can also play a role in retention and understanding. Make sure the color and the font you are using for your text is easy-to-read. Noise Noise is anything not relevant to your topic on hand. Try not to cover more than one idea on the screen at a time. Slide animation can be used for emphasis, but do so purposefully. It should not be a distraction. Keep it subtle and simple. It’s important to maintain a focus, and make sure your visual elements offer consistent opportunity for conversation, discussion, and learning. Organizational Chaos Finally, organization is critical. When tackling the visual elements of your virtual session it’s important to maintain order and consistency. Learners should be able to cohesively move through the session from one concept or idea to the next; without getting lost. Avoiding clutter and reducing noise within your visuals will help, but the use of concise slide titles and transitional agenda slides can help guide the learner through the progression of the session and maintain order in the delivery of the content. Of course, design can’t be mastered entirely with one post, but these items pertaining to your visual elements in your virtual training session are a good place to start.

Getting vILT Right on a Global Scale

February 27, 2018 12:30 by Dana Peters
Effectively managing and maintaining a global virtual instructor-led training (vILT) program comes with unique challenges.  In our experience the best run programs are managed with a strong emphasis on attention to detail, clear and consistent communication, and a high level of commitment to process improvement. A vILT global program typically involves a large pool of facilitators, a globally diverse set of participants, and a dependency on technology. While managing a global program certainly is not easy; technology has made the communication and management of logistical details required for successful execution much easier. Below are our top five tips to consider when managing global vILT programs. “Gather” your facilitators For a global vILT program, you will likely have a global team of facilitators. We recommend utilizing technology to not only train your facilitators, but to also store your content. File sharing sites allow facilitator guides, timing outlines, and presentation decks to be housed in one location. Facilitators around the globe can access those files for their own preparation and in real time. From a version management perspective this will also ensure your team of facilitators are working from the most current version of the course content. Champion the Program Just like any vILT program, a global program will require commitment and ‘buy in’ from leaders in all parts of the globe. Establishing clear guidelines and effectively communicating the goals for the program will help you earn leadership support. This support is necessary to drive participation in the program and foster application of newly learned skills back on the job. For more information on getting the leadership team to champion your program, check out our previous post: Making the Pitch: Selling Your Executives on Virtual Learning. Establish Consistency Consistency is crucial for a successful global program. It’s important to establish a program management strategy and to stick to it. We suggest dedicating specific resources to be responsible for the communication surrounding the program. The marketing of the program, invitations, pre-work, and learning materials need to be delivered and communicated consistently. We also recommend specific resources be responsible for all aspects of scheduling, both on the learner side and the facilitation delivery side. In addition to maintaining these processes, it is also important to adapt those processes as things change or gaps are discovered. Know your Time Zones Running a global program means managing sessions in multiple time zones. Additionally, you may have a session running in East Asia by a facilitator in the United States. Technology can be helpful when converting class times to different time zones, but we recommend posting the session in a standard time zone in which the participants are used to working with and always stating times with time zone included. This will make it easier for your facilitation team to determine the class time for their location and will help alleviate conversion mistakes. It’s also important to know the national holidays in countries where your company does business. If facilities are closed, chances are your participants will not be participating. It’s important to avoid scheduling classes on national holidays or communicate expectations for your participants in order to avoid last minute cancellations or low class numbers. Speak the Language It’s a proven fact that people learn more effectively and retain more information when content is delivered in their native language. While working with a global audience, it’s important to avoid colloquial speak and slang terms or analogies familiar only to a particular region. Pop culture references can also be tricky. While many parts of the globe can understand and speak/write English, if you find a need for multiple sessions a year in a particular country or region you should consider translating your session to that region’s native language. This means translating not only the material, but also utilizing a native speaking facilitator and producer for those sessions as well. Following these five tips can help you manage and maintain a successful global vILT program. What about you? What strategies do you have for managing a global vILT program effectively?

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?

Are You a Facilitator or a Teacher?

July 12, 2017 11:38 by Dana Peters
  For those of you tasked with the responsibility of delivering courses in the virtual classroom for large corporations, I have a question. Would you label yourself as a facilitator or one of teacher? According to Merriam-Webster… A facilitator is defined as: “someone who helps to bring about an outcome (such as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision”. A teacher is: “one whose occupation is to instruct”. Let’s go back to high school. A teacher stands in front of a class of impressionable young minds. These minds are young, generally lack experience in the subject, and look to the teacher to do just that: teach. These young students go to school to be taught; math, science, chemistry, Spanish etc. Often it is the teacher delivering the information, and students listening and taking notes. Historically, though there are exceptions, it is a passive activity for the students. In corporate learning it’s different, or at least it should be. In the corporate world, your learners are often professionals, sometimes with 5, 10, or even 20 years of real-world experience available to tap into and expand upon. Most will be laser focused on how they spend their time. When attending a required training class they are going to be looking for the benefit to spending their time away from their work. If this is not quickly identified they will probably mentally check out.  The learning experience needs to be personalized, relevant to their work, and clearly advantageous to their success back on the job. The more control they have in the learning process the more committed they will be to the outcomes.  To be effective, we must facilitate learning.  Why is this distinction important? Facilitators encourage discussion and questions related to real-life situations and examples, allowing learners to consider different ways in which the content relates to their jobs.   In a facilitation situation, the learners drive the discussion, moving the conversation in directions that are meaningful to them and their careers. Skilled facilitators will allow this to happen, and guide the discussion to connect to the learning objectives. As a side note, strong facilitators are well prepared. Prepared facilitators know the content and the subject matter so well that conversation can flow freely, diverging several times, and still stay true to the ultimate objectives. Preparation allows the ability to be flexible, nimble, and respond to the needs of each individual. This means that each and every delivery of the content will be different, but accomplish the same objectives. As we said in a previous post, “Proper preparation, planning, and practice allow facilitators to focus on the moment, fully.” By allowing learners to drive discussion, your vILT program will be more applicable to the learners in the classroom at the moment. One class may drive the discussion one way, while another may drive it in the opposite direction. Still, each group of learners’ needs are met. I encourage you to think about your approach and your role in the virtual classroom. Are you a facilitator or a teacher?        

Say What You Mean: Defining Learning Lingo for Your Organization.

June 6, 2017 10:00 by Dana Peters
We’ve all heard (and regularly use) terms like e-learning, webinar, web-based training, virtual training, digital learning, and distance learning.  However, ask ten people what e-learning means and you’re likely to get ten different answers.I’ve had the pleasure of working with all sorts of clients, large and small, with varying degrees of sophistication within their learning and development departments. Working with different clients means learning their learning culture’s unique language. Even the simplest of terms may mean something different to the client than it does to me and the Mondo Learning Solutions team members on the project. To make things more confusing, terms are often used interchangeably, even though technically, they do have different meanings. If you are in a situation where an outside professional is assisting you with the development and delivery of learning programs, establishing definitions is important. If that weren’t enough, let’s consider the other internal folks outside of our profession. While the learning terms used may be clear to everyone on your learning and development team, it may not be clear to your learners or stakeholders. Taking from my personal experience, I think of this issue a little bit like the different terms or words for items used all over the country. The same terms to name certain items in Wisconsin, where I’m based, might be called something completely different in a different part of the country.  A few examples: bubbler and drinking fountain, shopping cart and buggy, or even pop and soda. Not having moved here until I was 24, imagine my surprise when someone asked me where the bubbler was.When defining terms related to learning delivery methods, you want to make sure everyone is on the same page. Let’s take a quick look at the Association for Talent Development’s (ATD) official definitions for the following terms: Web-based Training (WBT): Delivery of educational content via a Web browser over the public Internet, a private intranet, or an extranet. Web-based training often provides links to other learning resources such as references, email, bulletin boards, and discussion groups. WBT also may include a facilitator who can provide course guidelines, manage discussion boards, deliver lectures, and so forth. When used with a facilitator, WBT offers some advantages of instructor-led training while also retaining the advantages of computer-based training. E-learning: A wide set of applications and processes, such as web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, CD-ROM, and more. Webinar: A small synchronous online learning event in which a presenter and audience members communicate via text chat or audio about concepts often illustrated via online slides and/or an electronic whiteboard. Webinars are often archived as well for asynchronous, on-demand access. ILT (instructor-led training): Usually refers to traditional classroom training, in which an instructor teaches a course to a room of learners. The term is used synonymously with on-site training and classroom training (c-learning). Asynchronous Learning: Learning in which interaction between instructors and students occurs intermittently with a time delay. Examples are self-paced courses taken via the Internet or CD-ROM, Q&A mentoring, online discussion groups, and email. Synchronous Learning: A real-time, instructor-led online learning event in which all participants are logged on at the same time and communicate directly with each other. In this virtual classroom setting, the instructor maintains control of the class, with the ability to "call on" participants. In most platforms, students and teachers can use a whiteboard to see work in progress and share knowledge. Interaction may also occur via audio or video conferencing, Internet telephony, or two-way live broadcasts. While these may be the official definitions for the profession, organizations across the country have their own “dialect”.  This is where it can be challenging.As you can see, virtual instructor-led training (vILT) is not defined independently by ATD, but that is the term, we here at Mondo Learning Solutions, use to define what others might call synchronous learning, a webinar, or even e-learning.I agree that official definitions are helpful, but what is more important is that everyone is on the same page. Existing company vocabulary and semantics might mean your company refers to a web-based training as a webinar, or a vILT class as e-learning, and that’s ok. As long as everyone is aware of those semantics and what is actually being defined. What about you? Has definition differences of common training terms caused any problems within your organization? We’d love to hear your stories.  

Three Questions to Size-Up Learning Objectives for the Virtual Classroom

May 10, 2017 10:00 by Dana Peters
There are so many options when it comes to training delivery methods for your employee learning programs. How do you know when virtual instructor-led training (vILT) is the right fit?To help decide, you need to determine if vILT will meet some of your learning objectives. Notice I said some, not all. This is because usually one delivery method will not get the entire job done. It makes sense that you want your chosen delivery method to meet a healthy portion of your learning objectives, but a blended learning approach is probably going to be the most effective. A strategy that combines a blend of learning opportunities that work together to comprehensively meet all the learning objectives is often the recipe for success.But let’s get back to the question…how do you know if virtual instructor-led training is the right fit for some of your learning objectives?When working on learning design solutions for clients, we ask ourselves the following three questions to confirm whether or not vILT will meet each of the learning objectives. Do the learners need each other for learning to happen? Do the learners need to be in the same place, at the same time, to learn from each other? Will learners be able to demonstrate achievement of the stated learning objective in the virtual classroom? Let’s look at an easy example of these questions in action.Goal StatementBicycles are a popular mode of transportation in our community. The purpose of this course is to reduce accidents involving bikes by promoting the practice of bicycle safety amongst our bike riders.Learning ObjectivesBy the end of this course, participants should be able to: Explain the rules of the road Identify common bicycling hazards Determine ways to reduce the risk of crash, injury, or death Recommend appropriate safety gear Ride a bike safely Now let’s evaluate each of these objectives against our three questions. As you can see by our example: We answered “yes” to 8 out of the 15 questions (more than 50%). Only one of the learning objectives would be completely addressed exclusively through vILT. (#3 - Determine ways to reduce risk of crash, injury, or death.) Considering the learning goal statement, it is an important one. The response to “Will learners be able to demonstrate achievement of the stated learning objective in the virtual classroom?” is a “yes” on four out of the five learning objectives. Two out of the five learning objectives require learners to be in the same place, at the same time. All and all, this is a prime example of the need for a blended learning approach. vILT would be a viable option in combination with other pre-session and post session exercises, readings, knowledge checks, assignments, and partner work on the road. Hopefully, these three questions serve as yet another tool to help you evaluate the role the vILT plays in meeting your organization’s learning needs.

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.  

Hello? Is This Thing On? Finding Your Energy in the Virtual Classroom.

May 17, 2016 10:00 by Dana Peters
One of the greatest challenges for many facilitators transitioning from face-to-face courses to virtual ones, is finding the energy they need from the virtual space. Good face-to-face presenters thrive on the energy and reactions they get from their learners: smiles, laughs, head nods, or even confused looks - all help the facilitator respond, react, and move forward accordingly. In most virtual instructor-led trainings those cues disappear. Some facilitators find this change difficult, and many even describe it as plain uncomfortable. We’re here to help you through it. There are ways to draw energy from your virtual audiences, and for us, it starts with personalization. Personalization is a great way to draw energy from your virtual session. Get to know your learners Keep the class sizes small and intimate so it provides you with more opportunity to really get to know who is participating. Assigning pre-work for the session will lend insight into the learners’ personalities as well as what they’d like to gain by attending the session. This will feed you ways to connect with the learners when you meet in class. Use your learners’ names as often as feels natural. This will help establish a connection and add to the personalization. Knowing your learners will help you connect with them on a deeper level, a level that should foster some energy during the course. Use the tools Most virtual environments provide tools and techniques for learners to interact in ways that mimic a face-to-face environment. Encourage learners to utilize annotation tools to agree, disagree, or even applaud and laugh during discussions. While not quite the same as emotions in a traditional in-person classroom, these tools can help add to the energetic vibe of the course- for you, as well as for the other learners. Encourage use of the chat function throughout the session to share any thoughts that come to mind - not just a place to respond when you ask a question or for them to post their questions. Typing a welcome message and other casual dialogue starters will help encourage this. You may need to enlist your host to help you with this. Whenever possible leave phone lines open and encourage open dialogue. Again this works best if the class size is somewhat smaller. Take advantage of video features whenever possible (and not cumbersome), and encourage learners to interact and get involved with the discussion. Many virtual environments offer opportunities for small group or breakout discussions. Utilize those small group discussions as much as possible, and treat them as an opportunity to gather energy by listening in, and “walking around” to the different groups. Hearing the verbal discussions, and seeing the small group work come together should give you some energy, and points to tie back to the course instruction. As you can see, the virtual environment offers plenty of opportunity to energize you as a facilitator. Your environment There are two things that I have on my desk when I facilitate virtually; a mirror and pictures of smiling family and friends. The mirror keeps me in check on what my body language and facial expressions are like. Since I know my energy comes through in my voice, I need to see that my energy is up when I look at myself. The pictures give me someone to talk to rather than feeling like I am talking into cyber space. While you may not have the facial expressions and strict verbal cues you’re used to from a face-to-face session; you can have lively discussion, robust collaboration, and even more energy if you know where to find it. Where do you find energy in your virtual training presentations?  

Just Ask: The Right Questions Fuel vILT Sessions.

May 10, 2016 10:00 by Dana Peters
Whether in a face-to-face environment or in the virtual classroom, good facilitators will engage and interact with their learners. Facilitators are taught to use questioning techniques and methods designed to ensure understanding, and encourage participation. In a face-to-face classroom facilitators can use eye contact, body language, and gestures in addition to different questioning techniques to encourage participants to respond and add to the dialogue throughout the course. In a virtual space, those cues are not as obvious. The types of questions you ask, and more specifically how you ask them are even more crucial. It goes beyond asking open-ended questions, in most cases you want to extend the conversation and offer opportunities for more participants to get involved. Below, I’ve outlined a few of the questioning strategies I’ve learned throughout my career. These are not all encompassing, and I invite you to share your own in the comments below. Questioning Strategies for the vILT Classroom Asking for the Evidence. The goal with this approach is to encourage your participants to offer evidence for a previous answer or response. Some examples: Why do you think that? How do you know that? What is that based off of? Asking participants to support their position with more information provides an opportunity for other participants to weigh in with different interpretations, scenarios, or evidence of their own. Creating Links and Extending. It’s important for your questions to create links to other portions of the session as well as to your participants’ own experiences. Ask your participants to link what is being discussed to previous content or their own situations and challenges. Some examples: How does this concept relate to the case study we covered at the beginning of class? Has this situation we just talked about ever happened to you? How so? Who can share a current workplace example of the challenge we just discussed? Linking and extending the conversation is imperative for learners to truly benefit from the discussion. It provides an opportunity for the discussion to click, and drives learning and engagement at a whole new level. It makes the content very real. Using Hypotheticals. There are instances where real life examples may not exist. Asking participants to come up with real life examples in some cases may not be possible, or the information may be confidential. In those instances, asking learners to imagine the hypothetical can drive effective conversations as well. Some examples: What might happen if you did encounter a situation like this in your workplace? How would you respond, react? What would you do? What might be the potential benefits of implementing a program like this in your workplace? Collaboration and brainstorming on challenges is a great way to move conversations forward.  Drawing Conclusions or Wrapping Things Up. Questions to summarize the session is an excellent way for learners to identify takeaways and move forward. Some examples: What else do you need in order to be prepared to handle “x”? Based on what we have learned today, what are your next steps? What do you plan to do differently based on what we have discussed today? Your goal with any question strategy is to maximize participation in the virtual session. Listen to your learners, and ask follow up questions in a way that forces everyone to get involved. Ask different types of questions to move the conversation forward and uncover valuable takeaways for your learners. What are some of the questioning strategies you’ve learned in your virtual sessions?

Virtual Facilitators, Are You Prepared to be Spontaneous?

May 3, 2016 10:00 by Dana Peters
For facilitators of virtual instructor-led training, a commitment to planning, preparation, and practice is the most effective strategy to foster spontaneity in class. Wait, what? I know, it sounds counterintuitive, but a significant amount of work needs to be invested before anyone even logs into your class in order for you to be that spontaneous engaging facilitator you want to be.   To better illustrate this point, let me share a “light bulb” moment experienced by one of my workshop participants. During a recent workshop session, a group of virtual facilitators and I became engaged in a discussion about the nuts and bolts of planning a virtual learning event. As I stressed the importance of planning, preparation, and practice, one workshop participant shared her concerns. “I am not seeing how I can be spontaneous when the entire class is mapped out in such detail…it feels like shackles to me…where’s the personality…I need to operate in the moment.” Knowing that spontaneity is important, we decided to move forward with the class agenda and revisit everyone’s perspective on the topic later in the workshop. By the time we finished going through case studies and a few exercises, the same participant realized that facilitators simply can’t be spontaneous if they aren’t well-prepared with a solid plan going into a session. The work you do in advance will allow you to operate in the moment, be yourself, and effectively roll with the technical challenges and participant curve balls. What do we mean by planning, preparation, and practice? This means being organized enough to plan the session outline, and even script or semi-script out the content of your virtual session. Not surprisingly, as facilitators, you want to sound natural in your delivery, and be flexible and nimble in responding to participant needs and discussion points in the moment. You desire the outcomes that flow from spontaneous discussion and worry that scripting out parts of the session or creating a timeline will hinder your ability to seize the moment. I’m here to tell you that, almost always, the exact opposite is true. A detailed outline gives you a strong foundation to manage time and discussion in a targeted, but flexible manner. You may have the luxury of having this part of the planning done for you by your instructional design team. In a recent post, I covered several pros and cons of using a script or outline for your virtual learning session. These tips may help with your planning process: To-Script-or-Not-That-is-the-Question. Additionally, having prepared contingency plans, determined ahead of time, will help facilitators make adjustments on the fly if a class size is smaller than expected, participant reaction to the material is different, or if technology fails. I call it “plan B” and “plan C.” Without contingency plans, a delivery team is left scrambling and the time, energy, and attentiveness will not go to the participants, it will go to figuring out what the new plan should be. Keep in mind that if you are working with a producer or a host, contingency plans that relate to failed technology may be his or her responsibility. Preparation is also important when it comes to delivery. Facilitators should be comfortable enough with the class material to realize, in the moment, which exercises will or will not work with a particular group of participants. For example, some groups of participants will be better suited for informal verbal discussion exercises, while others, perhaps larger groups, may benefit from seeing ideas shared in writing on a whiteboard. This can help move the discussion to a deeper level or to prioritize ideas. The right amount of practice will ensure you are familiar with the material and the virtual environment. It also gives you the opportunity to “test drive” your plan. I have seen many last minute changes made after a dress rehearsal because an exercise didn’t hit the mark or content didn’t flow as expected. I have also witnessed less significant content removed or condensed to allow additional time for more critical information. Proper preparation, planning, and practice allow facilitators to focus on the moment, fully. This strategy actually increases a facilitator’s ability to be spontaneous. Do you agree? I’d love your feedback.