There’s a time and a place for lecture or broadcast for communicating information, but we also know that they can be lower-efficacy means of adult learning. So what do you do when you are very much concerned for the learning outcomes of your audience?
Many webinar and webcast softwares default to participants joining in “listen only” mode, and this makes sense – controlling audio is a critical part of managing a great virtual event, and a presentation is a different communication style than a conversation (like in a meeting).
The science of studying multitasking is young, and as researcher Eyal Ophir points out, it’s a zero-sum game of task switching.
Start with the story, then add the facts.
Yesterday a group of training practitioners gathered to talk about virtual instructor led training, and the question was posed, “What doesn’t belong in a virtual classroom?” I had the privilege of being an observer of the discussion.
Think about how written music works. Looking at something on a piece of paper is a FAR cry from real music, right? So what do composers and arrangers do?
In my last post I took a step back to ask, "What do I wish I knew waaay back then that I'd share with a webinar/virtual classroom newbie?"