Instead of making slides that are to be read. Instead of making a few slides with lots of information on them. Make a large number of slides that can be scrolled as if they are on social media. Make slides that talk to the reader.

1. Before we begin…
This is an example of a slide deck that I used in a virtual
training session. This is also the type of slide deck that I
would send in advance to prep for the live session.

2. Introduce Yourself in the
chat:
• First Name
• Location
You will notice that the amount of detail on the slides vary,
but all the slides at talking TO YOU (the reader) instead of
talking at you with lists of information.

3. If you have a question…

4. Parking Lots
All the info can be
processed at a glance

5. Click this link.
It will take you to a google drive file where you can
enter your questions
I removed the link, but
you can find out more
about parking lots in the
INFIELD: Parking lots video

6. Why a parking lot?

7. This is our first best practice

8. If you enter questions in the chat they can:
• Derail the conversation
• Distract the speaker
• Get lost in the chat comments

9. No let’s move on to…

10. A best practice
course design
course assessment
learner engagement
student interaction

11. What is the current state of
the field?

12. State of the Field
What is the effect of the pandemic on students?
• 1.5 bn (90%) of learners affected (UNESCO, 2020)
• 50,000+ university employees impacted by budget shortfalls
• International student enrollment severely impacted
• Immediate changes:
• Teaching, Research, Service, Governance, Finance,
Planning, Student Support
• Fall 2020 plans are changing weekly
• (Great Reopening Debate)
• What can we do to prepare for the unknown?
Here we go back to a more
traditional slide style.
How much harder this is
to focus on?

13. Emergency Remote
Instruction
• Due to a crisis situation
• Temporary design
• Pivot to rapidly changing needs
and contextual variables
• Limited by resources available
• Flexibility required in
assignments, assessment,
deadlines, policies
• Faculty and student readiness
varies
Online Instruction
• Purposeful instructional design
using best practices (3-9 months
in advance)
• Designed for target student
characteristics and needs
• May include synchronous
components
• Focused on student engagement,
using multiple points of feedback
• Requires trained
instructors/faculty
• Requires standards of technology
access by students and faculty
What’s the difference?
Remember that we can
always mix between
talking slides and
traditional ones
depending on your
comfort level.

14. What is the best way to do this?

15. A best practice
course design
course assessment
learner engagement
student interaction
I will repeat this slide
throughout to keep
reminding my audience of
the bigger pictures

16. Is your course content currently hosted in
a Learning Management System?
Over the next few slides
you will see that I ask you
(the reader) a question
then proceed to answer
and expand

17. Reflect on the Organization
of your Course
• Is it efficient?
• Is it intuitive?
• Does it resemble the structure of your syllabus?

18. How do you deliver the bulk
of your course content?

19. Reach beyond your reading list
• Use instructional scaffolding
• Deep-dive into content that is more important
• Bring context into the conversation
• Use case studies, stories from the “front lines”
• Provide ample opportunities for practice

20. How is a monologue
different to a dialogue?

21. Design with interaction in mind
• Pre-record lectures
• Use synchronous time for high-impact activities
• Ask your students!
• Harness the power of the community

22. A best practice
course design
course assessment
learner engagement
student interaction

23. How can we increase engagement?

24. • Diversity
• Uncertainty
• Specificity
• Accountability
In the next few slides you
will see we go back to
more traditional slide
approach, but still it’s
talking to you.

25. Diversity
• We should strive to have as many different ways
to interact as possible in every live session
• Include diversity in the medium you choose;
asking learners to contribute in chat, via audio
and video
• We can also apply diversity within a medium.
• e.g. within the chat commenting, sharing links, emojis

26. Uncertainty
• Learners should not “know” when they might be
called upon
• If a learner does not know when they might have
to share something in the chat, or turn on their
camera, they are less likely to multitask or be
doing something else during the session
Again even though there is
more info, notice that the
slides are still talking to
you, not just listing
information.

27. 5 minutes
• Within the context of a “virtual” session we
should strive for some sort of interaction every 5
minutes
• This is essential because the act of typing, or
nervousness about speaking in front of others,
will reengage the students

28. Accountability
• In order to set the tone and encourage
participation expectations should be set that
everyone must contribute
• If you ask for everyone to complete a task or
comment be prepared to wait until everyone
completes the task/comment
• e.g. If you have 80 learners in the class and you ask
them to type in the chat, you must wait and remind
them that you must see 80 responses

29. A best practice
course design
course assessment
learner engagement
student interaction

30. What is the secret to creating impact?

31. Allow students to have a shared experience

32. With Breakout Rooms

33. • Deliverable
– Breakout rooms must have something for
learners to complete and then present, share, or
answer
• e.g. Learners must find an example of X and be ready
to speak on it for 1-2 minutes
• e.g. Learners must teach a section of that module’s
content to the rest of the class

34. • Uncertainty
– Learners should not know who will be called
upon to present the deliverable
– This way every student will be compelled and
motivated to work towards their deliverable since
they may be called upon

35. • Unreasonable Time
– To facilitate rapid focus give learners
unreasonable time constraints but allocate more
time
– In a virtual session attention spans are shorter
and creating urgency will help to focus learners

36. I use the picture as a
memory anchor for the
Parking Lot instead of
writing ”Questions” I just
show this.