How can virtual classrooms be used in the 70:20:10 model

This blog post is a write-up of a webinar we did a while ago on virtual classrooms in the 70:20:10 model. Cheryle Walker ran that session, and this post is a combination of her thinking about virtual classrooms as well as my own.

Why the term ‘virtual classroom’, not ‘webinar’?

From a learning point of view, the webinar has become known as a passive information dump. Often when I see something described as a webinar I just sign up and plan to watch the recording because there is little value in being at the actual event; I recently ran a webinar for an organisation and they seemed as focused on the recording as they were on the live session. The reason webinars are so passive is that the common affordable platforms don’t allow features like chat between participants.

Virtual classrooms are generally more active. They are less about massive numbers and more about conversation. One of the challenges of getting participants more involved lies in making them feel comfortable with the tools and with talking online. A good design principle for a virtual classroom is that there should be some sort of interaction every 3 to 5 minutes.

In our monthly webinars, the skill level of the participants ranges from low to medium, and so at the beginning of each session we reintroduce the basic tools we are going to be using and remove access to the more complex ones. When I run a longer program, where learners can really get to know the tools, the sessions tend to become structured discussions during which we use more-complex tools like break-out rooms in order to get group work really happening.

The keys to a successful virtual classroom session

I personally think there are three keys to running a successful interactive virtual classroom session.

1. Building skills of the participants so that they become confident in using the tools
2. Providing structure to the conversations and activities
3. As a facilitator, being aware of the implications of not having nonverbal communication

Virtual classrooms in the 70:20:10 model

Many conversations and group learning activities that can be done face to face can also be done in a virtual classroom. But what is impossible to replace in a virtual classroom is when the conversation needs real things, such as a piece of machinery or a specific location. An example from one of our medical education clients is their use of online role-play consultations. This normally involves three people: the patient, the trainee doctor, and the coach who can provide rapid feedback. What can't be done is the physical examination of the patient.

Here are some ideas about using virtual classrooms in social learning.

One-on-one interactions

Instead of mentoring or coaching always happening face to face, move some of the interactions online.

Group interactions

• Online innovation jams
• Project lessons-learned sessions
• Use virtual classrooms as part of a blended approach, e.g. have an online session before or after a face-to-face session
• Discussions with internal and external experts
• ‘Thinktank sessions’, where a group solves a real or fictional problem together
• Peer learning sessions, where team members take turns presenting and sharing learning
• Book club/journal club/blog club, where each member of the group reads something and then discusses it as a group
• ‘Learning circle sessions’. One format for these is for the group to focus on what they have learned recently, what are they struggling with, and what are they going to learn next.

I hope this post has given you some ideas about using virtual classroom technologies beyond just presentations.