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3 Activities That Boosts the Working Memory in Children


Children are the future of human mankind. Hence; it is very important to boost the working memory, which is an integral part of brain development process for children. In this article; we look at different activities which can boost the working memory in children.

A well known scholar once said “A good memory is like a bagful of gold.” Therefore it is very important to build the + memory of children in their formative years. Working memory stores crucial information, while other material which is taught in schools forms the foundation for complex skills and knowledge. Children are very innocent in their early days. Hence, they can retain lot of information in their brains. A child who has poor working memory will find it extremely difficult to take on activities and face problems in learning. A recent research claims that memory deficits, if not found in early childhood can lead to extreme conditions; that can affect the academic performance of the child.

Let us now see different activities that can boost the working memory in children:

  • Kim’s game: This is a very popular game played by young kids that provides memory building exercises for them. It contains various selections of objects and number of words. These things are displayed to the child and then the objects are covered up. Kids then have to determine which item has been removed. This game can be played with different sets of objects.
  • Repetition: This activity ensures that children retain information for both short term and long term memories. It consists of reciting times tables, test questions and regularly viewing vocabulary cards. Study shows that with regular retrieval practice the child’s memory can be increased substantially.
  • Number and letter sequences: If you want to teach your child a foreign language then number and letter sequences is a very probable answer. It comprises of short number sequence and then gradually builds up digit by digit. The child then gets a minute to revise it after which the number sequence is removed completely. The child then has to recall as much of the sequence as they can. This process is repeated for letters.

To learn more about PracTutor follow us at: http://www.facebook.com/PracTutor, http://hardik.practutor.com

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THREE DYNAMIC REASONS EXHIBITING THE IMPORTANCE OF E-LEARNING


Lots of e-learning courses have come up recently. These courses give valuable options to the students and professionals to get higher education and build a bright future. In this article; we look at the reasons exhibiting the importance of e-learning.

Technological advancement has made the entire globe a tiny place where we live in. We are already seeing the impact of globalization in education. Students are no longer restrained to classroom education. They can now learn at their own pace and time. E-learningcourses are not restricted to education but they are also beneficial for corporate trainings and businesses. These courses have been created with specific e-learning solutions like Learning Management System (LMS). A good LMS includes various collaborative e-learning tools that provide speedy, effective interactions and creates a synchronized learning mechanism for the trainers and learners.

Let us now look at the various reasons which exhibit the importance of e-learning:

  • Increasing demand for higher education: Education has become a key criterion for career expansion. We have already seen increasing demand of professionals for higher education; and distance learning has become a boon for these executives. With the help of selected e-learning courses, students and executives can now pursue professional courses online with greater ease. Professors and trainers can also conduct virtual classrooms and online trainings in a better way.
  • For better information dissemination: E-learning is extremely important medium for better information dissemination. It also makes learning more complete and well structured.
  • Easy to learn and take tests at your own convenience: With the advantage of global classroom environment, students can now learn at their own pace and convenience. They can even choose courses as per their interests and take standardized tests to evaluate their grip on the subjects.

E-learning courses provide tremendous opportunities to professionals as they can now aim for higher positions by opting for online courses. These courses also provide a basic outline of the topics which gives students an opportunity to revise the topics thoroughly, and prepare for the exams. A proficient   e-learning course provider will always try to create courses according to the needs of the target audience. It is also very important to consider end goals that you would like to achieve to get maximum results from the courses.

About emPower

emPower  is a leading provider of comprehensive Healthcare Compliance Solutions through Learning Management System (LMS). Its mission is to provide innovative security solutions to enable compliance with applicable laws and regulations and maximize business performance. empower provides range of courses to manage compliance required by regulatory bodies such as OSHA, HIPAA, Joint commission and Red Flag Rule etc. Apart from this emPower also offers custom demos and tutorials for your website, business process management and software implementation.

Its Learning Management system (LMS) allows students to retrieve all the courses 24/7/365 by accessing the portal. emPower e-learning training program is an interactive mode of learning that guides students to progress at their own pace.

For additional information, please visit http://www.empowerbpo.com.

Media Contact (emPower)
Jason Gaya
marketing@empowerbpo.com

emPower
12806 Townepark Way
Louisville, KY 40243-2311
Ph: 502 -400-9374
http://www.empowerbpo.com
http://www.empowerlms.com

The digital teacher


By Maureen Downey

In every district, in every school, in every grade, there is that great teacher who all parents want for their children. So, parents cross their fingers and hope that their child is lucky enough to end up on that teacher’s roster.

What if every student in the class could get that terrific teacher rather than a fortunate few?

That is one of the promises of online elearning, said Bryan Hassel, co-director of Public Impact and a speaker at last week’s Thomas B. Fordham Institute’s panel on Education Reform for a Digital Era.

Hassel said that only about 25 percent of classes have one of these top-tier teachers at a given time. That means the other 75 percent don’t.

Education can enlarge the classroom of the teachers achieving the best results with students and pay them more for doing so by multiplying their reach through technology, Hassel said.

Relieve those great teachers of noninstructional tasks, use video to reach more students and incorporate smart software to personalize instruction.

While the panelists differed on how digital learning should be introduced, they agreed that it represents the future.

“There is a lot of hope and a lot of hype. We have yet to see too many programs in practice live up to their promise,’’ said moderator Michael Petrilli, executive vice president of the Fordham Institute. “To get it right, we need a much more fundamental and compelling school reform agenda than we’ve got today.”

Today, there is one computer for every three students across all k-12 schools. There is connectivity. There is hardware. Yet, of 55 million students total, it’s estimated that fewer than a million have taken an online course.

Most schools function as they always have — a single teacher overseeing a classroom with, on average, 23 students. That’s in contrast with every other industry in the country in which technology plays a larger and larger role in how work is done.

“Technology is inevitable,” said John Chubb, distinguished visiting fellow at Stanford’s Hoover Institution and a founder of EdisonLearning. “We can’t put our fingers in the dikes and stop technology from coming.”

The role of skeptic on the panel was assigned to Emory University professor Mark Bauerlein, author of “The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future; Or, Don’t Trust Anyone Under 30.”

Bauerlein outlined several obstacles that caused initiatives such as statewide laptop programs to stumble, including 50-year-old teachers who didn’t get on board or a lack of schoolwide coordination.

But the toughest challenges come from students who regard technologies as social tools and resist their conversion to learning tools.

“These tools have intense social meaning for them. They are largely mediums of peer pressures, peer absorption, peer fixation and peer topics — coming into their lives 24 hours a day,” he said.

“Try to control that classroom with 25 laptops open and keep students from drifting into social habits,’’ he said.

If technology became as integral to the academic lives of students as it has to their social lives, Chubb said, “this imbalance that clearly exists now would begin to change. There is not the option of keeping technology out. The challenge is how to make technology work for schools. Or schools will become, in the eyes of students, irrelevant.”

Today, teachers face classrooms that have students who are reading at below grade level and students reading at a college level. “Digital learning allows students to learn at their own level … to customize instruction,” Chubb said.

Under rigid rules on teacher pay and class size, Hassel said there aren’t strong incentives now for teachers to embrace technology or become involved in shaping it. “There is no way they can use it to leverage their time. But if they can use technology in time-saving ways and take on more students and earn more, they will become active shoppers and become a driver of quality.”

That research suggests digital learning is not being done very well yet doesn’t mean that it can’t be improved, Chubb said.

“If we wait for definitive evidence that this new model works better than the old model, we will never get there,” Chubb said.

“What we want is to give educators, principals, school districts and charter school heads more flexibility and more incentive to try to figure out how to adopt technology. This is not something policy makers will figure out. Educators will figure it out.”

This article was originally posted at http://www.ajc.com/opinion/the-digital-teacher-1424150.html

Faculty Initiative: Technology in the Classroom


Colleges and universities across the country are rising to the challenge of utilizing technology in the classroom and meeting the demands of students in the technology age. St. Norbert College is not far behind the pack with a new faculty initiative.

Last February, President Kunkel and the Office of Faculty Development led a forum called “eLearning in the Digital Age.” This forum was held to raise awareness of the growing trend in higher education to make use of digital technologies in the classroom.

Dean Jeffery Frick then appointed a panel of faculty members called the “Digital Learning Initiative” task group (DLI) to continue with the discussion.

Members of the task group include Paul Johnson, associate professor of philosophy, Reid Riggle, associate professor of education, Gratzia Villarroel, associate professor of political science, John Frohliger, associate professor of mathematics, Blake Hensen, assistant professor of music and Kristin Vogel, director of the library.

The group has released a DLI report on technology in higher education. The report includes the context of the discussion up until now: a history of digital learning, the group’s guiding principles, the group’s recommendations, and the group’s vision statement.

The vision statement of the DLI is: “St. Norbert College shall work to establish and foster a culture of collaborative entrepreneurship across the campus which incentivizes, supports and acknowledges the development and successful incorporation of digital learning skills and technologies into the educational Mission of the College.”

The task group is interested in the pedagogy, or the teaching techniques, implementing technology in classroom and what this can bring to education.

One of the guiding principles in the document is, “Change is imminent, and St. Norbert College must adapt.”

“Until now, the discussion was kept to faculty and staff at St. Norbert College,” said Johnson, “but now an important next step in the process is to involve the students to broaden the conversation.”

The committee plans on taking the next step of involving students through general surveys and forums which students along with the St. Norbert College community would be invited to attend.

“I would like to see student focus groups,” said Riggle. “I think a focus group would be more structured and the dialogue would contain specific questions or concerns.”

An example of one of the questions the DLI has is the use of social media in higher education. Social media does not always transfer to the classroom and the task group needs the students’ opinions and thoughts on why this is.

There are two ideas the DLI has presented to boost technology in the classroom. The first is to provide faculty with a small stipend to promote the use of technology. The second is to delegate one faculty member in each discipline to be the technology advisor.

“The committee has the idea of the full spectrum pedagogy,” said Johnson, “One end of the spectrum holds the traditional professors and the other end holds the entrepreneur professors with all the colors in between.”

The committee values both ends of the spectrum because both are extremely valuable to the Liberal Arts experience.

Something the task group is aware of is the push and pull of the spectrum. “If we lean far towards technology then what do we lose in the classroom?” said Johnson.

“It’s important to maintain balance,” said Riggle, “We don’t want to leap into technology, but what is the best course environment as we progress into the future?”

The school plans to place implementing technology into higher education high on the school’s Strategic Plan.

This article was originally posted at http://www.snctimes.com/news/faculty-initiative-technology-in-the-classroom-1.2808205#.T1Wmml21uT4

10 educational iPad apps recommended by Explore Knowledge Academy


EKA students as young as kindergartners use the iPad to learn traditional subjects in math, English, social studies, and science.

When Explore Knowledge Academy has its grand opening celebration in March 2012, it will become the first “iSchool” in Nevada, with a 1-to-1 ratio of iPad tablets to students.

EKA students as young as kindergartners use the iPad to learn traditional subjects in math, English, social studies, and science. (To read about their experience, click here.)

Here are the 10 iPad applications used by educators at the public charter school and recommended for other schools and families with iPads.

BrainPop

BrainPOP is a subscription-based application that brings 750 or more movies and quizzes in science, math, social studies, English, engineering, art, and health to the iPad. Users can watch an animated movie on a particular subject and then test their knowledge by taking an interactive quiz. The iPad application is free, but it costs between $1.99 and $6.99 per student, per month to access education materials.

Cell and Cell Structure

Cell and Cell Structure is a graphic application that teaches middle school students about cells, cell structure, and function. Users can view 3D interactive graphics on different cell types and parts, take quizzes to test their knowledge, and use flashcards to review and memorize information. Videos also give users a microscopic view of the cell. The app costs $2.99 in the App Store.

ConjuVerb

ConjuVerb is a foreign language application that allows students to look up more than 600 commonly used Spanish verbs and their conjugations. Quizzes and flashcards help students memorize and test their knowledge. It’s free in the App Store.

Dinopedia

Dinopedia is a reference guide created by National Geographic for dinosaur connoisseurs. Students can look up more than 700 dinosaur types using the application and get audio pronunciations, vital statistics, size comparison, and videos about each of the dinosaurs. A visual table of contents and an interactive family tree allow students to quickly search for their favorite dinosaurs. It costs $4.99 in the App Store.

Discover

Discover is a reference application for the iPad that repurposes Wikipedia articles for the tablet user. It’s free in the App Store.

Math Bingo

Math Bingo is an educational iPad game modeled after bingo. Elementary school students try to get five “Bingo Bugs” in a row by correctly answering math problems. Scores are determined by how fast students complete a game, and students are assessed a two-second penalty for every incorrect answer. It costs 99 cents in the App Store.

Math Drills

Math Drills is an educational application that tests up to 50 students in addition, subtraction, multiplication, and division. Students can use number lines, wooden blocks, facts, and hints to solve problems. Teachers can view an individual student’s scores and test history to see which concepts need to be reviewed. The app costs $1.99 in the App Store.

Penultimate

Penultimate is a handwriting and note-taking application for the iPad. Students can scribble notes on digital pages and sort them into notebooks. They can also import photos into the application and annotate them. It costs 99 cents in the App Store.

Scientific Graphic Calculator

Scientific Graphic Calculator is a math application for the iPad that allows students to solve math problems needing a scientific calculator or a graphing calculator. The application also contains a triangle solver, which solves for a missing side or angle in geometry problems. Students can also use a unit converter and a constants reference to complete math problems. It costs $1.99 in the App Store.

Word Wizard

Word Wizard is a spelling application for the iPad that allows students to hear sounds of letters and words using an interactive alphabet. The application also provides a spelling quiz with more than 1,400 questions and answers. Elementary school students can tap on alphabetic or QWERTY keyboards. It costs $2.99 in the App Store.

Copyright (c) 2012, the Las Vegas Sun. Visit the Las Vegas Sun online at www.lasvegassun.com. Distributed by MCT Information Services.

Of Profits and Power: Education Establishment Attacks Digital Learning


The education establishment is pulling out all the stops to stifle the movement to expand the use of technology to modernize the way students learn.

Digital education is a growing form of school choice. Virtual charter schools are a natural way to provide access to top-notch instruction for students, regardless of their geographical location. But the protectors of the status quo are doing everything they can do stop it.

Finally, their true colors are showing.

Debbie Squires, a representative of a school principal’s association, recently told the Michigan House Education Committee that while parents do indeed care for their children, they’re not knowledgeable enough about what is best for their children.

This is a standard line of thinking – those with the background and “expertise” know what’s best for children, not their parents.  See recent articles on the “school food police” for further evidence.

The other line of attack is that “profits” are evil and that no one should be making money in education, even if for-profit  companies provide quality instruction for children.

Michigan Parents for Schools (but apparently not virtual charter schools) recently urged its members to contact lawmakers and demand that they reject the virtual charter bill, which would remove the cap on the number of schools allowed in the state.  The subject line of the email read, “Let’s make sure online schools help kids, not pad profits.”

This is an interesting criticism because ultimately, lots of people make money off education.  Textbook companies make money.  Contractors make money.  Teachers make money.  Administrators make money.

But who’s accountable when taxpayers are ripped off by government schools that aren’t delivering results?

Say, for example, Muskegon Heights school district in my own quaint community in western Michigan.

Recent data shows that 6.8% of 11th graders are proficient in reading and writing while only 2.2% of students are proficient in math. Meanwhile,  the school district is nearly broke and may not be able to meet its payroll for the rest of the academic year.

Someone is grossly mismanaging district funds (perhaps making a profit?) while the children go without a decent education.  Where is the outrage from the establishment about that?

Perhaps the Michigan Parents for Schools group should call a few Muskegon Heights parents, to see what they think.

My bet is that most, if not all, of those parents would welcome a digital education option, a charter school option, a school voucher option – anything to get their kids out of that miserable “not-for-profit” government school district.

And they probably wouldn’t care if some company was making money while teaching their children, as long as their children learned.

Virtual Training: Are You Engaging or Boring?



“It tends to be very foggy when you are training in the cloud, but remember, if you know your content, and design your training with user engagement and frequent interactivity, you will be sure to attain great results with virtual training from the cloud.”

Cloud-based virtual training allows instructors to deliver content without being present in a classroom with the students. In virtual training, when you can’t see the participants, how do you compensate for the environment?

The answer is to engage learners through the pace of your presentation, skillful use of your voice, and thoughtful employment of the features of your conferencing platform. Here are a few tips for clearing away the fog and holding a successful virtual training session from the clouds.

Use pace to engage the learner

Engaging the learner is the single most important design criterion for successful distance learning via virtual classrooms.

As you are well aware, the reality is that people in the corporate world are busier than ever today. Because of downsizing, many individuals are doing the work that two or even three people formerly did. When people decide to attend a virtual training session, they are likely to encounter many distractions: e-mail, talking on a cell phone, working on a project, or multitasking on other activities that their duties force upon them.

Most learners will feel motivated to attend training if the topic is one in which they are interested, but in the case of “required” training … not so much. The content had better be great in either case, or else they will be off multitasking at the first sign of boredom. How do we keep the learner engaged in our live Webcast or virtual training session?

Keep it moving

Everyone loves to hate slide-based presentations, whether done with PowerPoint or some other presentation software, but a presentation will inevitably be part of most virtual training sessions. Depending on what you have available to support your session you may not have any other options – not all Web conferencing software provides a whiteboard, video, interactive features, or other capabilities.

The brain reacts to colors and images, and goes to great lengths not to miss anything once the eyes focus on a screen. If you were watching television, and the screen only changed every two or three minutes, it would not take you long to figure out that you could multitask and not miss anything at all. When you watch the news, notice the flow … the director starts with the anchor reading a teleprompter to begin the story, and then quickly switches off the headshot and rolls in field footage to help tell the story with images. By keeping things interesting, with compelling visuals that move and update quickly, viewers become more engaged because they don’t want to miss anything.

The lesson is that in a virtual classroom, you must keep the content constantly moving. This means that, when presenting content, you will need more slides, with more pictures and less text per slide, than you may be accustomed to using for physical classroom training. Design the presentation to move along smoothly with pictures telling a story.

Do not build your content with a few slides that only contain text. Slow-moving, text-heavy slides are a recipe for disaster. Participants refer to text-heavy slides as “Death by PowerPoint” … meaning, no one wants to read slides or (even worse) have a person read the slides to them. Learners leave these presentations, and the chances of their returning are slim.

So, when do you know that the change of imagery is fast enough and not too fast or too slow? One way to test this theory is to ask yourself another question: If you posted the slide file as a stand-alone asset, could the students get the same benefit from it alone as they would get with an instructor? If the answer is “yes,” then you haven’t designed your content for a virtual training session with a live instructor.
Use your skills as a speaker

Many facilitators who are excellent face-to-face trainers approach virtual training with the attitude of “how hard can it be?” However, delivery in the virtual classroom is completely different from face-to-face training, and requires simultaneously mastering the technology and the content. It’s like asking a news anchor to direct the news and deliver the news at the same time … not an easy thing to do!

Bring it to life, don’t flatline it

Figure 1. Listen to radio hosts and commercials to get ideas on creating voice inflections.

You must become the master of visual stimulation, and the master of show direction, and the master of focusing your learners’ attention at the right time. While all this is going on, you are unable to see them to know if you are delivering an impactful training session or if you put them to sleep. So what can you do?

Your voice has a tremendous impact on the quality of your virtual sessions. You must focus on inflections, speed, the tone that you use with the learners, and how you pace your delivery of the content. Learners will evaluate you not only on the quality of your content, but on how pleasant, natural, confident, and interesting you sound. Reading slides is not training. Maximum impact and higher retention levels require dynamic delivery – coupled with your visuals.

To build vitality in your voice, pay attention to radio commercials and listen to how the narrator changes pitch, rate, and volume to get your attention. (Figure 1) Just like a radio personality, you can’t see the audience, and, in many cases, they cannot see you. A dynamic voice and changing visuals must stimulate the learner to pay attention. You are not “reading the material,” you are delivering ideas, facts, concepts, and examples in a way that brings them to life for the learner.

Team up for variety

Another great tip for longer training sessions is to deliver content with a co-presenter whenever possible. This immediately adds vocal variety to your virtual sessions. Think about the news or any sporting event … there is always more than one broadcaster so personalities can interact with each other and keep the delivery more interesting.

We call this vocal variety. This style of training is less predictable, so people will be more inclined to pay attention. Have the co-presenter start off the presentation by giving the introduction and explaining the proper etiquette and ground rules of the training session, and then taking on a moderator role. Your co-presenter can also help to answer questions, prompt you for questions, reiterate points for clarification, provide time checks, and keep the conversation focused. With this type of co-presenter coordination, the meeting will come across as professionally organized and VERY engaging.

Use the conferencing features

Although platforms differ, all conferencing software provides some set of features that will help you keep your learners engaged. Here are some tips for using the more commonly available features.

Annotate, don’t just dictate

Use of annotation tools in your conferencing software, such as pointers, arrows, or highlighters, will command and direct the learner’s attention to specific points on complex graphics. These tools allow you to drive the learner to the exact item that you are referring to. (See Figure 2.)

Figure 2. The green arrow allows the participants to focus on a specific spot in complex graphics

Tailor the training space to the task

Always customize the virtual training room to reproduce the format that learners would experience in a live face-to-face classroom. Leveraging room layouts (such as those available in Adobe Connect – a Flash-based rich-media platform) is a great way to build a portion of the training with PowerPoint, a portion with pre-produced digital video, and a portion that uses video capabilities to broadcast several subject matter experts at the same time during a Q&A session. In an advanced platform like Adobe Connect that permits “multi-camera broadcasting,” each person can broadcast simultaneously so the learner can see the person answering their question.

Customization is a great way to make the training session dynamic and engaging to maximize the learner’s attention. This is especially important for well-known speakers or high-level executives. Put them on stage, let the learners interact with them, and they become part of the learning exercises.

Learners should not be listeners only

Polling is a great way to help you acquire instant and quantifiable input from your learners, and engage their minds. Even if you can’t see the learners, you can use polls to gain insight on their thoughts and emotions about the training content. A good polling question can get learners thinking in depth about the implications or applications of key points in the presentation. You can also use polling questions to determine the level of interest in a topic, and then make adjustments on the fly based upon real-time feedback to make the session more dynamic and fresh for each group of learners.

There are different types of polling questions, each with its own special characteristics. (See Figures 3 and 4) Don’t overuse polling questions, use them when necessary, and make them useful so the feature does not become redundant to the learner.

 

Figure 3. Multiple-answer polls allow more than one selection.

 

 Figure 4. Multiple-choice polls allow only one selection.


Check their status to maintain engagement – and stimulate thinking

Another method to engage the learner is by using “status tools,” or emoticons. Leverage student engagement by using whatever emoticons or response icons are available from your conferencing platform. (See Figure 5)

Figure 5. Emoticons

Status tools or emoticons compensate for lack of visibility between the instructor and the student. These icons can help you replace the visual cues you would normally get in a physical environment where you see people. Encourage all participants to use them throughout the presentation.

This type of classroom structure lets the participants know that you will accept interruptions and that you are paying attention to their opinions. It makes the delivery dynamic – not just some “cookie cutter” or canned presentation. A great example of use of status tools is to ask if they “agree” or “disagree” with a question or statement you deliver. As a trainer you would say, “Give me a thumbs up if you agree that this solution fits well within your company,” and you would see the feedback in real-time. This also allows a trainer to “see” the type of audience they are working with and make adjustments on the fly if necessary.

Are you ready for your close-up?

If supported by the conferencing software, use the Webcam feature so you can employ your presentation skills and gestures; this brings learners into the content and helps them take the journey with you.

Your Webcam is the direct link to your audience. Use it wisely, and look into the lens when speaking to your audience to give the illusion of eye contact with each of them. (Figure 6) Even though you cannot see your audience, they can see you. When using the Webcam, you must use facial expressions, inflections on words, and gestures to build a connection with your learners. You may even want to place a sticky note next to your Webcam, to remind you to stay focused on keeping the connection with your learners.

Figure 6: Webcams allow you to have a direct, emotional link with your audience.

Key advice: rehearse it, don’t wing it

The more you rehearse the content in real time, the easier it is to keep eye contact with the Webcam. Rehearsal gives you mastery of the content.

More key advice: use the Webcam wisely

New virtual trainers often ask, “When should I turn the Webcam on and when should I turn it off?”

Remember this guideline: content that includes data, statistics, and facts that require reasoning and analysis can be included in a PowerPoint format without a Webcam. When you have any complex graphics or content, you don’t want the Webcam competing with it so turn it off. The Webcam image will command the learner’s attention and focus – in other words, if they see you on the Webcam, that’s where they will look. Movement in the Webcam will distract them from the graphics, and learners will not be sure which area of the screen to focus on.

Content that appeals to participants’ emotions is better expressed through the full-motion Webcam, because gestures and facial expression can sell the emotional side of your message. I like to use the Webcam when conducting polls and getting feedback so learners can see and hear my inflections along with the specifics I’m asking about.

Always be aware of your learners’ environments

Figure 8. Design your presentation
with smaller screen resolution in mind.

Finally, you must be cognizant of the devices used by your audience. Many people are now participating via tablet devices with smaller screens. (Figures 7 and 8) You should design your content so that the images are legible on smaller screens, including on smartphones. Learn about the mobile applications for these devices with the virtual training platform you use. If learners can tab around on window options, you must include narration that will guide them to the proper window when discussing graphics or charts. If it’s hard to read on your screen, it’s probably more difficult to read on a participant’s computer or tablet device. Make the effort to keep screens simple, and include less text and more visuals to help tell your story.

Figure 7. Mobile devices, like this tablet, are becoming
more popular

Melt the fog away with engagement and interactivity

It tends to be very foggy when you are training in the cloud, but remember, if you know your content, and design your training with user engagement and frequent interactivity, you will be sure to attain great results with virtual training from the cloud.

This article was originally posted at http://www.learningsolutionsmag.com/articles/802/virtual-training-are-you-engaging-or-boring?utm_campaign=lsmag&utm_medium=some&utm_source=gplus

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