Lessons learned from producing webinars for early educators
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This document discusses lessons learned from producing webinars for early educators. It notes that webinars can be a powerful and convenient way to provide professional development at scale, spanning space and time. However, interactivity is essential and must be deliberately planned through techniques like polls, questions, screen sharing, and backchannel discussions. The document also outlines how various online learning modalities like asynchronous courses, online meetings, and webinars can be blended to create deeper, more sustained professional development without the "fly-by" effect of one-time presentations. It emphasizes that what happens behind the scenes, like tracking attendee data and interest, is as important as the content presented.
![Audience Interest
Proprietary algorithm (GoToWebinar):
32
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)](https://image.slidesharecdn.com/lessonslearnedfromproducingwebinarsforearlyeducators-160909021116/85/Lessons-learned-from-producing-webinars-for-early-educators-32-320.jpg)
Lessons learned from producing webinars for early educators
- 1. Lessons Learned from Producing Webinars for Early Educators: Opportunities and Challenges of Incorporating Synchronous Online Learning into Professional Development Plans 1 Fran Simon, M.Ed. Engagement Strategies National Workforce Registry Alliance, 2016
- 2. About me Early Educator | Former Child Care Administrator | Technologist| | Consultant | Webinars| Author| My mission: Connecting early educators -to credible and paradigm-shaping content -to experts -to each other
- 4. 4 I have a love/hate relationship with webinars for professional development. One more thing! A secret about me!
- 5. About you…
- 6. Why are you here?
- 7. 7 Your professional role is… Registry staff member NWRA board member Research/Policy Staff Professor or adult educator PD provider Something else
- 8. 8 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?
- 9. 9 Preconceived notions Note the one phrase that you think most describes webinars and share. Oh, wow… Here comes the icebreaker!
- 10. Overview 10
- 11. Webinars are different than live presentations… For more than the obvious reasons…
- 12. Sorting out PD options 12 Synchronous Asynchronous (self-paced) One to many Webinars, Classroom, Keynotes, Webcasts. Audio and Video Broadcasts, Conference calls Online self-paced courses Video Books Many to many (Professional Learning Communities) Chat, Video conferencing, (Skype, Hangouts) Live or online discussions Live or online study groups Bulletin boards Online groups
- 13. Sorting out types of online learning Collaboration # of attendees Purpose Online Meeting Most interactive Multi-way communication 2-25 Remote business meetings Webinar Limited 2- way communication Ops for sharing 26-1,000 Remote presentation Webcast 1-way communication 2-Thousands Remote broadcast to large audiences 13
- 14. Anyone with a computer and an Internet connection can attend. Powerful Convenient Webinars span space and time 14
- 15. Can be implemented independently or or in groups 15
- 17. 17 How do you replicate this online? • polls • questions • webcams • hand-raising • back channel • screen sharing • drawing tools • handouts • show apps and websites
- 18. But, wait… there’s more! • Add links to resources • Respond to comments • Add tidbits of information
- 19. Often overlooked: Data generated before, during, and after the webinar 19
- 20. Digging In 20
- 21. When implemented well… webinars can almost replicate conference workshops or classroom learning. Otherwise… like keynote addresses, videos, podcasts or lectures. 21
- 22. 22 Online meetings and video conferencing… can replicate small classroom or one-on-one learning experiences, like: • Coaching • Mentoring • Tutoring
- 23. 23 Blended learning can bridge the “Fly-by” PD effect
- 24. Blending the various online options can make content deep 24 Asynchronous Online meetings Webinars
- 25. 25 Asynchronous Reading, researching, video, virtual self-paced Face-to-face Practical application in the program or classroom Online meetings Small group coaching Webinar Orientation One design idea for a specific training
- 26. Healthy Professional Media Diet Just an example- No two look alike On the job 35% Coaching 15% Peer 5% Face to Face 20% Webinars 10% Self-paced 10% Conferences 2% Reading/research 3% 26©Copyright, Fran Simon, 2016
- 29. Registration and Attendance 29 High $$$$Free Attendance Registration Low Attendance Registration • Less than half of registrants actually attend free webinars • Fewer people will register for webinars that require a fee, but attendance rate will be higher. • The more expensive, the lower the enrollment. Attendance Registration $0 $$
- 31. Audience activities 31 Start Set point Waiting to begin
- 32. Audience Interest Proprietary algorithm (GoToWebinar): 32 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)
- 33. 33 Interest Rating Last Name First Name Email Join Time - Leave Time Time in Session Organization Job Title 25 8/17/16 2:37 PM EDT - 8/17/16 3:35 PM EDT (59 minutes) 59 minutes 55 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
- 34. What happens behind the scenes is as important as what is presented 34
- 35. Attendee activity at a glance 35
- 37. Scanning the audience • Track attentiveness • Control mics • Send personal messages • Dismiss and block 37
- 38. Reference materials offered to attendees 38
- 39. 39 Discussion!
- 40. Fran Simon Fran.Simon@Engagestrat.com Early Childhood Investigations Webinars ECEwebinars.com Early Childhood Investigations Consultant Directory ECEexperts.com Engagement Strategies EngageStrat.com 40