Many facilitators avoid conducting live online training sessions. Their basic complaint is that these sessions deprive them of immediate facial feedback and prevent them from conducting experiential activities. I don’t feel these are valid complaints.
This article explores an approach to effective virtual training sessions that use different types of LOLAs: Live Online Learning Activities.
Why
The major attraction of online training sessions is related to the economics of training. They are more cost-effective (which is an euphemism for cheap) than in-person classroom sessions because they save on the travel costs, especially if the participants are in different parts of the world. These training sessions are easy to set up without the need for new electronic hardware.
Here are some other advantages of using live virtual training sessions:
Most trainers and participants are familiar with the mechanics of virtual training using such tools as the Zoom platform. These virtual training sessions can also be delivered through smart phones.
Facilitators can easily upload PowerPoint slides to structure their virtual sessions.
Virtual training sessions can be recorded and archived for use by the participants who missed the original session.
Online training sessions are not without their limitations and disadvantages. Here are some of them:
These sessions expand the distribution of dull and mechanical death-by-PowerPoint data dumps. Trainers and subject-matter experts are enabled to indulge in one-way communication.
The participants who lack computer literacy have difficulty figuring out how to participate in virtual training sessions.
The major disadvantage of an online training sessions is the lack of interactivity. We have spent the last decade exploring how to adapt experiential training activities to the online environment.
What
LOLAs are different types of live online learning activities incorporated in a virtual training session. Here are some characteristics of effective LOLAs:
LOLAs require the participants to actively process, recall, evaluate, and apply the content presented to them in the training session.
The interactivity in a LOLA is in the participants’ mind, not in their mouse. LOLAs don’t require technologically sophisticated software functions.
LOLAs can be inserted in the beginning, middle, or end of a virtual training session.
A single LOLA can be used to add interactivity to the entire virtual session. Alternatively, several short LOLAs can be inserted at different places in a virtual training session.
Types of LOLAs
We have successfully validated 20 types of LOLAs to achieve different training objectives with participants in different parts of the world. Here are brief summary descriptions of three types of LOLAS. (We will discuss other types of LOLAs in future issues of the GameLetter.)
Audio LOLAs
These LOLAs are designed around audio recordings such as songs, music, presentations, discussions, arguments, and debates. The participants interact with the audio by analyzing it or following it up with comments. Sometimes, the participants create their own audio recordings.
Musical Instruments is an example of this type of LOLAs. This audio LOLA explores Indian Carnatic musical instruments. A set of slides display photographs of different musical instruments. The LOLA plays an audio recording of solo notes from one of the instruments and asks the participants to name the instrument. Later, the participants listen to a short segment of Carnatic instrumental music and decide which instrument was played in that segment.
2. Cash LOLAs
These LOLAs feature cash transactions to bring out behaviors and emotions that reflect the reality of the workplace. Cash LOLAs typically explore interpersonal skills (such as negotiation) and concepts (such as competition).
$20 Auction is an example of a cash LOLA. This activity demonstrates the universal human tendency to throw good money after the bad. The facilitator auctions off a $20 bill with special rules: When the bidding stops, they collect from the highest bidder and from the second highest bidder. The highest bidder gets $20 and the second highest bidder gets nothing. This eccentric regulation usually results in bids of more than $20 for the $20 bill as the bidders attempt to cut down their losses.
3. Debriefing LOLAs
These LOLAs enable the participants to reflect on an online activity, come up with insights, and share them with each other.
Interludes is a debriefing LOLA transforms passive presentations into active learning. The facilitator stops their presentation from time to time in approximately 7-minute intervals. TThey ask the participants to independently recall what they heard, review their notes, and type a single chat message that identifies the most important learning point. The group reviews and discusses these learning points. The LOLA repeats the review procedure with the facilitator continuing their presentation for another 7 minutes.