Novelist Sir Arthur Quiller-Couch famously gave this editing advice: “Murder your darlings.” It sounds harsh—but what’s his point? We must stop being emotionally attached to our content. If something about our online class isn’t working, we’ve got to change it or get rid of it.
As trainers and teachers, the temptation we all face is reusing our in-person content in an online format. In part, that’s practical—why bother reinventing the wheel? But we do our learners and ourselves a disservice when we don’t adjust for our medium before teaching.
What makes online training so different from in-person training? Here are two notable distinctions I’ve experienced:
1. We don’t have our learners’ undivided attention. I’m not sure we ever did, but there are more environmental distractions facing learners now that we’re virtual.
So, what can we (trainers) do about it? We have to engage our learners more frequently. Exercises that once worked in our classroom may not translate well online. And yet, I’ve coached several trainers over the last months who are “dug in”—unwilling to revamp old exercises they’re emotionally attached to. The sentiment is they have to do it a certain way (the old way).
Specifically, I’ve noticed an over-reliance on breakout rooms. Breakout rooms are new, but they’re the online feature that most closely mimics an in-person table group, which is the old way facilitating most exercises.
Let me be clear: I use breakout rooms, and I’m a fan—when the situation calls for it. But breakout rooms (1) take time away from the main session, (2) often aren’t the most efficient tool to accomplish our purpose, and (3) don’t always function technologically.
Avoid using breakout rooms for brainstorming, sharing opinions, and responding to questions—we can do those things quicker in the main session.
Here are some of my favorite, non-breakout-room ways to keep learners interactive online:
- Ask questions (i.e., stop lecturing). I still embrace open-ended questions, which are considered a trainer’s best friend. However, especially when an afternoon lull hits my virtual classroom, asking simple yes–no questions wakes people up and gets their attention re-directed on class.
- Send learners on an “expedition.” Since our courses are online, internet access is a given. That opens up a new set of exercises we can showcase. Consider asking learners to (1) research an issue and come back with an opinion, (2) visit the website of a favorite resource or authority, or (3) split the group in half, having them read articles with opposing viewpoints on the same issue. These trips give learners time away from class and the ability to think on their own.
- Carve out time for learners to reflect on their own behavior, then ask them to private chat their self-assessment. With the promise of anonymity, learners will open up about their successes and struggles. As facilitators, we can look for themes in the private comments without revealing individuals’ identities. Learners enjoy having that “private time” with the instructor.
2. Our slides are now our most dynamic feature. Our head and shoulders are the only parts now visible (and are about the size of a matchbox). That means our slides are center-stage—what’s making or breaking our presentation. In the virtual learning environment, no amount of personal panache can overcome a static slide deck.
So, how can our slides be more dynamic? Think strategically about the use of built-in features:
- Animation allows for step-by-step reveals of content
- Transitions create movement between slides and can be used creatively to give a video effect
- SmartArt transforms a bulleted list into a form that conveys meaning alongside the words—and it’s aesthetically pleasing
- Icons repeated throughout a presentation give visual cues to learners, managing their expectations via a visual roadmap
- WordArt calls attention to important terms and grabs the learners’ attention
All those features are in the ribbon in MS PowerPoint and are easily mastered. Have fun experimenting and adding visual interest.
When we murder our darlings—cut “stuff” that’s just not working virtually—we increase our learners’ ability to engage with the material and with us. Embrace the change that teaching online has forced upon us. Look for ways to update and rethink content; it will improve our learners’ experience… and it will improve you!
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