Lessons learned from producing webinars for early educators

Lessons Learned from Producing Webinars for Early Educators:

Opportunities and Challenges of Incorporating Synchronous

Online Learning into Professional Development

Plans

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Fran Simon, M.Ed.Engagement Strategies

National Workforce

Registry Alliance, 2016

Today’s example

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I have a love/hate

relationship with

webinars for professional development.

One more thing! A secret

about me!

About you…

Why are you here?

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Your professionalrole is… Registry staff member

NWRA board member

Research/Policy Staff

Professor or adult educator

PD provider

Something else

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Your experience with webinars… I have participated in webinars

My organization hosts webinars

My organization hosts webinars

I have heard of webinars

What is a webinar?

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Preconceived notions

Note the one phrase that you

think most describes webinars

and share.

Oh, wow… Here comes the icebreaker!

Overview

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Webinars are different than live presentations…

For more than the obvious reasons…

Sorting out PD options

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Synchronous Asynchronous(self-paced)

One to many

Webinars, Classroom, Keynotes, Webcasts. Audio and Video Broadcasts, Conference calls

Online self-paced coursesVideoBooks

Many to many(Professional Learning

Communities)

Chat, Video conferencing, (Skype, Hangouts)Live or online discussionsLive or online study groups

Bulletin boardsOnline groups

Sorting out types of online learning

Collaboration # of attendees

Purpose

Online Meeting

Most interactive Multi-way

communication

2-25 Remotebusinessmeetings

WebinarLimited 2- way communicationOps for sharing

26-1,000 Remote presentation

Webcast 1-way communication

2-Thousands Remotebroadcast to

large audiences

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Anyone with a computer and an Internet connection can attend.

Powerful

Convenient

Webinars span space and time

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Can be implemented

independently or or in groups

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Despite common

misconceptions, interactivity is possible and

essential

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How do you replicate this online?

• polls• questions• webcams• hand-raising• back channel• screen sharing• drawing tools• handouts• show apps and websites

But, wait… there’s more!

• Add links to resources

• Respond to comments

• Add tidbits of information

Often overlooked:

Data generated before, during, and after the webinar

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Digging In

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When implemented well…

webinars can almostreplicate conference workshops or classroom learning.

Otherwise…

like keynote addresses, videos, podcasts or lectures.

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Online meetings and video conferencing…

can replicate small classroom or one-on-one learning experiences, like:

• Coaching• Mentoring• Tutoring

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Blended learning can bridge the

“Fly-by” PD effect

Blending the various online options can make content deep

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Asynchronous

Online meetings

Webinars

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Asynchronous

Reading, researching, video, virtual self-paced

Face-to-facePractical

application in the program or classroom

Online meetingsSmall group coaching

WebinarOrientation

One design idea for a specific training

Healthy Professional Media DietJust an example- No two look alike

On the job35%

Coaching15%

Peer5%

Face to Face20%

Webinars10%

Self-paced10%

Conferences2%

Reading/research3%

26©Copyright, Fran Simon, 2016

Behind the scenes

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Data!

We love data!

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Registration and Attendance

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High

$$$$Free

Att

end

ance

Reg

istr

atio

n

Low

Att

end

ance

Reg

istr

atio

n

• Less than half of registrants actually attend free webinars

• Fewer people will register for webinars that require a fee, but attendance rate will be higher.

• The more expensive, the lower the enrollment.

Att

end

ance

Reg

istr

atio

n

$0 $$

Actual attendance data

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Audience activities

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Start

Set point

Waiting to begin

Audience InterestProprietary algorithm (GoToWebinar):

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Registration Data -% of completed optional questions

Polling- % of answered poll questions

Q&A/Chat- ([The # attendee initiated dialogue] divided by [most

frequently initiated attendee dialogue attempts]) times 100

Attentiveness - (%of time Viewer is the primary window)

Survey -Percent of completed survey questions

Attendance Length- ([Attendee T - minus attendee start] divided by

[longest attendee length]) times 100

Number of inputs (6)

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Interest Rating

Last Name

First Name Email

Join Time -Leave Time

Time in Session Organization Job Title

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8/17/16 2:37 PM EDT - 8/17/16 3:35 PM EDT (59 minutes) 59 minutes

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8/17/16 1:31 PM EDT - 8/17/16 3:24 PM EDT (1 hour 53 minutes)

1 hour 53 minutes

Individual interest and attendance

What happens behind the scenes isas important as what is presented

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Attendee activity at a glance

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Interactivity: Backchannel

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Scanning the audience

• Track attentiveness

• Control mics

• Send personal messages

• Dismiss and block

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Reference materials offered to attendees

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Discussion!

Fran [email protected]

Early Childhood Investigations Webinars

ECEwebinars.com

Early Childhood Investigations Consultant Directory

ECEexperts.com

Engagement Strategies

EngageStrat.com

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Lessons learned from producing webinars for early educators

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