E-Learning 1.0

Lights! Camera! Action! Getting Ready to Teach Online
By Jennifer Hofmann

Congratulations, you've won the role of online instructor! Stage fright is only natural. Here are some tips to follow before (and after) the cameras roll.

Keep an open mind. Many new online instructors aren't convinced that the learning medium is effective. If the instructors aren't advocates, how can they expect the participants to learn? Research the technology and look for success stories (they exist!).

Participate first. Classroom instructors know what it's like to learn in a traditional setting; they've been doing it all of their lives. On the other hand, most new online instructors haven't participated in a real-time online program. Find a class and immerse yourself in the participant experience. How does the "dead air" make you feel? What do you do when the technology breaks down? What makes an exercise effective? You can't anticipate the reactions of your learners until you've walked a mile in their shoes.

Learn the technology. Many trainers visit a new classroom early to learn how the room is set up, what classroom materials are available, how the projector works, and how to access technical support. That preparation helps ensure that everything will run smoothly. For the same reason, a new online instructor needs to fully understand the capabilities of his or her virtual classroom before the class starts. How does the whiteboard work? What happens when you launch a breakout room? Is there a way to communicate privately with students? Knowing the answers to those and other questions prior to your event will increase your comfort level and credibility.

Prepare a script. Don't assume that you don't need a leader guide. Plan what you want to say and how you want to say it, even if you're giving only a short presentation. Include in your script choreography for launching tools and setting up exercises.

Prepare the team. It takes more than one person to get an online class off the ground. If your team includes an assistant instructor, a technical-support person, or subject matter experts, make sure they're thoroughly familiar with the script and involved in all rehearsals.

Set the stage. Teaching in an open work area surrounded by co-workers might not get the best results. Find a quiet room that has everything you need, for example, a computer, headset, microphone, Internet access, telephone, and easy access to a restroom. Use a "Do Not Disturb" sign--and make sure co-workers know that you mean it.

Run a dress rehearsal. Invite enough people to ensure that your exercises are fully tested, and ask them to complete any prerequisite work to make the experience as real-life as possible. If you'll be using audio, check your voice for effective tone and inflection. Ask a co-worker to close his or her eyes while you're speaking. Is your message conveyed effectively without visuals? Is your voice engaging enough to keep learners alert, or is it so soothing that it puts people to sleep?

Watch the recording. Many virtual classrooms have a record and playback feature. Record your rehearsal and watch the results. How was the pace? Were your participants engaged? What can you improve? This tool is a great way to conduct a self-evaluation. Use it.

Prepare a back-up plan. Let's face it: Sometimes technology just doesn't work, no matter how much you prepare. What will you do if the server goes down? If your computer freezes? If there's a storm and the electricity goes out? Prepare a back-up plan and a way to contact participants. You could conduct a conference call or send out an email. Whatever your plan, your learners should know it in advance.

Learn the new cues. Once you start teaching the class, you'll need to constantly communicate with participants. Remember that this is a new experience for them too, and they may be reluctant to speak up. Look for cues in their energy: You can watch for level and rate of communication, activity in the chat area, and voice tone (if applicable). If someone sounds exhausted, frustrated, or energized, react to that emotion appropriately. And if you feel the need for a break, your learners probably do too. Plan on a 15 minute break for every two-hour session. If your material exceeds two hours, you should split it up, perhaps into morning and afternoon sessions.

Take time to recover. A common error for new synchronous trainers is to plan meetings or other activities immediately following their class session. Online instruction can be quite draining, more so than face-to-face training. Because it's difficult for online instructors to draw from participants' energy, they must expend additional energy to make the class dynamic and interactive. That can be exhausting, and trainers often need down time to recuperate.

Have fun and relax! You won't conduct perfect classes every time. But, if you embrace the experience and maintain flexibility, your subject expertise and enthusiasm will shine through!