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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.

Live Online
Live Online
Credits: CEU 1.2 MORE
Level: Intermediate
Role(s): Instructional Designer
Language(s): English

Pricing

$1,395
Member
$1,595
Non-member
Course Info

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 requires 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.

Read Less

What You Will Learn
  • 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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COURSE TOPICS
Topic 1 - Collaborative Synchronous Activities

Lesson 1: Event Types
Lesson 2: Interaction and Collaboration

Topic 2 - Whiteboards and Chat Activities

Lesson 1: Whiteboard and Chat

Topic 3 - Web Browsing Activities

Lesson 1: Synchronized Web Browsing

Topic 4 - Breakout Room Activities

Lesson 1: Breakout Room Activities
Lesson 2: Breakouts in the Virtual Classroom

Topic 5 - Application Sharing Activities

Lesson 1: Application Sharing
Lesson 2: Design Guidelines

Topic 6 - Blended Programs and Materials

Lesson 1: Revisiting the Design Methodolgy Worksheet
Lesson 2: Changing the Culture

Topic 7 - Appendix

Design Submission Sheet
Facilitator Guide Template
Design Submission Sheet

Who Should Attend

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.

Level: Intermediate
Roles: Instructional Designer
Language: English
What Our Participants Are Saying
JS
Joshua Smith

"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."

PR
Paula Ronan

"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."

TM
Tonya Mitchell

"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."

Dates & Locations
  • Feb 21-Mar 28, 2019
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  • May 02-Jun 06, 2019
    Live Online
  • Jun 20-Aug 01, 2019
    Live Online
  • Jul 25-Aug 29, 2019
    Live Online
  • Aug 22-Sep 26, 2019
    Live Online
  • Oct 17-Nov 21, 2019
    Live Online
  • Nov 07-Dec 19, 2019
    Live Online
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Facilitators

Things to Know

ATTENDANCE

Face-to-Face 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 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

1.2 CEUs awarded

Up to 12.0 APTD Recertification Points

Up to 12.0 CPLP Recertification Points

This program has been approved for 12.0 (General) recertification credit hours toward PHR, SPHR, and GPHR recertification through the HR Certification Institute.

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 view our cancellation policy.

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