ATD Global
ATD China
Designing Virtual Training Certificate
Design powerful activities for instructor-led virtual training.
Design learner-centric, collaborative exercises and instructional materials using synchronous tools to support online learning programs. Best practice tips for online-training design that leads to maximum learning transfer will be explained, modeled, and reinforced.
Learn to successfully design virtual instructor-led training programs that establish learner engagement, incorporate collaborative activities, and enable you to create effective instructional materials. Develop the skills you need in this program presented in partnership with synchronous learning experts at InSync Training. Take this opportunity to see best practices for virtual training design modeled through 12 hours of live, online instruction; templates for a facilitator and participant... Read More
Learn to successfully design virtual instructor-led training programs that establish learner engagement, incorporate collaborative activities, and enable you to create effective instructional materials. Develop the skills you need in this program presented in partnership with synchronous learning experts at InSync Training. Take this opportunity to see best practices for virtual training design modeled through 12 hours of live, online instruction; templates for a facilitator and participant guide; and an interactive planning tool.
WHY SHOULD I ATTEND?
- Gain virtual learning design skills that require a different way of thinking about interactivity to increase learner engagement and learning outcomes.
- Create online training that maximizes learning transfer.
- Build learner-centric, collaborative exercises using tools such as whiteboard, chat, breakout rooms, application sharing, and synchronized web browsing.
- Week 1: Creating Collaborative Synchronous Exercises
This two-hour session discusses and explores the concerns that many online facilitators have: how to keep participants engaged and active in the online environment so that the learning is of the same quality participants expect of classroom-based programs, and the same results and performance improvement organizations expect.
After this session, participants will be able to:
- Choose the correct event type from among meetings, presentations, and learning events.
- Apply a three-step instructional design technique used to determine which instructional objectives can be taught in a synchronous environment.
- Define online interaction and online collaboration.
- Explain when and how interaction and collaboration should be designed into synchronous events.
- Discuss the design of serial and concurrent collaboration.
- Week 2: Using Whiteboards and Chat
This two-hour session introduces how whiteboards and chat can be used in innovative ways to create participant interaction and engagement.
After this session, participants will be able to:
- Design effective whiteboard and chat exercises that maximize interaction and collaboration.
- Develop instructions for participants to guide them through activities that use these two tools.
- Identify instructional uses, constraints, and best practices for each tool.
- Week 3: Web Browsing
With online learning, the entire World Wide Web has become the classroom—the challenge lies in using it appropriately. This two-hour session provides creative ways to create interaction and collaboration in a virtual classroom setting using synchronized web browsing. Topics include instructional uses of the tool, frequently asked questions, best practices and techniques, ground rules for collaborative exercises, and exercise design.
After this session, participants will be able to:
- Use a facilitator guide template to design effective web browsing exercises that maximize interaction and collaboration.
- Develop instructions for participants to guide them through their activities.
- Identify instructional uses, instructional constraints, and best practices for web browsing.
- Critique a web browsing activity for appropriate use of the tool, clear instructions, interaction, and collaboration.
- Anticipate the issues and design solutions to address issues with participant’s self-management of activities.
- Week 4: Breakout Room Activities
In a live classroom setting, there is no better way to involve students than to split them into smaller discussion groups. Now, similar capability is available in virtual classroom platforms in the form of breakout rooms. This two-hour session provides instructional techniques to encourage collaboration using breakout room activities.
After this session, participants will be able to:
- Design effective breakout room exercises that maximize collaboration.
- Develop instructions for participants to guide them through their activities.
- Create facilitator guide instructions for facilitator’s to manage the activities.
- Anticipate the issues involved with participant’s self-management of activities.
- Identify the producer’s role in supporting breakout activities.
- Week 5: Application Sharing
Application sharing, or remotely viewing and controlling a software application on someone else's computer, is one of the most attractive features in the synchronous environment, but to fully engage participants we need to move beyond “watch me demonstrate” and allow participants to interact with the application. This two-hour session provides creative ways to encourage collaboration in a virtual classroom setting using application sharing. Topics include instructional uses for application sharing, best practices and techniques, ground rules for collaborative exercises, and exercise design.
After this session, participants will be able to:
- Design effective application sharing exercises that maximize collaboration.
- Describe instructional uses constraints and best practices for application sharing activities and the chat tool.
- Develop instructions for participants to guide them through activities.
- Create clear facilitator guide instructions for facilitators to manage the activities.
- Understand the importance of the producer’s role in supporting application sharing.
- Week 6: Blended Programs and Materials
In order to achieve interactive and “high touch” synchronous programs, it is critical to have participant and facilitator materials that adequately support the content. This two-hour session provides design strategies for creating learner-centric materials, encouraging participant completion of self-directed work, and assisting the facilitator in managing the online program.
At the conclusion of this session, participants will be able to:
- Create a design document that includes asynchronous and synchronous components.
- Consider the overall curriculum design approach including pre-, post-, and intersession work.
- Assess what items are important to include in design materials and how they affect the course.
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Lesson 2: Interaction and Collaboration
Lesson 2: Breakouts in the Virtual Classroom
Lesson 2: Design Guidelines
Lesson 2: Changing the Culture
Facilitator Guide Template
Design Submission Sheet
This program is for professionals whose current or future job responsibilities include designing synchronous online courses. Or, anyone who wants to improve the quality of their synchronous training programs.
ATD Education programs are designed primarily for learning professionals—trainers, instructional designers, and organizational development practitioners—but also greatly benefit anyone within an organization who is responsible for developing others, from managers to human resources specialists.
"The program had some great topics on creating synchronous learning sessions that provide a rich, valuable experience to the online learner. The blended learning section was great."
"My favorite takeaways of this program are: the opportunity to learn first hand the types of engagement that can be designed and used successfully in the synchronous environment; the weekly projects that we shared and the feedback we received; as well as all the aha moments we were encouraged to consider and share."
"ATD is recognized and respected throughout the world. I felt ATD would give me the tools I need to develop as well as the credibility I need to function in the workplace."
Things to Know
ATTENDANCE
Face-to-Face Certificate Courses
Participation in all originally scheduled days of the program is mandatory in order to receive the certificate of completion and CEUs. Participants who miss more than two hours of the entire program will not be eligible to receive the certificate. Participants who fulfill the attendance requirement will receive a certificate at the end of the program.
Online Certificate Courses
Participation in all online sessions at their currently scheduled day and time is mandatory to receive a completion certificate and any applicable credits.
ATD requires active participation through the program to receive credit for the class. Active participation includes, but is not limited to, participating in virtual classroom activities, discussions, breakout sessions, and intersession work. Please note that using a tablet or mobile device severely limits your ability to fully and actively participate.
For programs with five or more sessions, one missed live session can be made up by listening to the session recording in full. Participants who miss more than one live session will not be eligible to receive the certificate. For programs with four or fewer sessions, attendance at all live sessions is required to receive a certificate. If you meet the eligibility requirements, a certificate will be issued to you through the ATD Learning Portal at the end of the program. All sessions will be recorded and available for participants to review throughout the program for your reference.
CREDITS
12.0 learning hours
1.2 CEUs awarded
Up to 12.0 APTD Recertification Points through the ATD Certification Institute.
Up to 12.0 CPLP Recertification Points through the ATD Certification Institute.
This program has been approved for 12.0 (General) recertification credit hours toward PHR, SPHR, and GPHR recertification through the HR Certification Institute.
This program is valid for 12.0 PDCs for the SHRM-CP or SHRM-SCP. For more information about certification or recertification, please visit www.shrm.org/certification.
TECHNICAL REQUIREMENTS
A laptop computer with Wi-Fi capability is required for both face-to-face and online programs. Please do not bring mobile devices (phones, tablets, etc.) in lieu of a laptop. There will be no computers available on-site for participants. Note: You might not have an optimal experience if you are using Internet Explorer or Microsoft Edge to access your courses. Chrome is the recommended browser.
ATD LEARNING PORTAL
Enrolled in a program? Sign in to the ATD Learning Portal with your ATD account credentials two weeks before the first day of class to:
- Engage with your facilitator and peers.
- Access pre-work assignments.
- View any technical requirements.
- Review logistical information.
TRANSFERS/CANCELLATIONS
Click here to review our cancellation policy.
FREQUENTLY ASKED QUESTIONS
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