How to design online courses to bring learning journeys alive?

Jun 1, 2021 | virtual learning, virtual teams

Written by



Founder #virtualspacehero

Abril Canale

Abril Canale

Content Writer

As learning professionals, we often fall into the trap of “getting through all our program content”. The focus tends to be less on creating learner-driven environments and more on just delivering content. Often, we’ve heard from learning professionals that you’re unsure after a session about how much of the learning will be retained and more importantly used by your learners. It’s about finding that balance between letting your learners create and discover knowledge, and your inputs as subject matter experts – that is not always an easy balance to find. And now, we are even more challenged by considering a totally different context, namely the virtual space.

If trainings are evaluated, the poor conclusion is often that we might see quite good results at Reaction Level of Kirkpatrick’s Training Evaluation Model, but declines of 20% to 50% recorded between the effectiveness of training at Level 1 (Reaction) and Level 3 (Behavior) (Rehmat et al 2015).

? We can do better! ?

And we believe that the virtual space provides us with the possibility to design for “real” learning journeys more easily.

This blog article summarises the main points from a LinkedIn Live with Melanie Martinelli (Co-Founder & Director The Learning Gym Ltd.) and Barbara Covarrubias Venegas (Founder #virtualspacehero) about how we can use the virtual space to bring learning journeys alive.
Melanie designed together with her Co-Founder Shilpa Subramaniam 8 Fitness Tracks focusing on upskilling learning professionals to deliver powerful virtual training. Read here a blog article based on a LinkedIn Live with Shilpa about “How to design and facilitate an inclusive virtual training program?”.

Melanie Martinelli

Melanie Martinelli

Co-Founder & Director The Learning Gym Ltd.

Table of contents

WHY and HOW does the virtual space bring Learning Journeys alive?

One big argument of virtual training is the economic aspect of delivery: it would never be possible for a trainer and all participants to be brought back every 1 or 2 weeks to attend a workshop session. The virtual space makes this and other aspects of the learning journeys much easier for both the trainer and the learners.

?Space the learning
As learning designers we can design online courses differently: we can plan more time in between sessions to support our participants in the application of the learnings, to have more opportunities to practice and to reflect on the skills they have learned. You can for example split the classical 8 hour training into a spaced format: 4+4 hour (most common) or 3+4+2 hours workshops and redesign the content to make it happen in 2-3 weeks time. This way, you can plan a peer activity, a coaching activity, and even some reading material to be done between the sessions, and therefore help your participants to have a deeper learning experience.

“I really like virtual space because it gives me the opportunity to design and execute learning journeys the way I always wanted to do.” Melanie Martinelli

?Time to Practice
What helps people to apply the learnings, is to have the opportunity to practice, reflect on the experience, and go back to ask their questions. In the virtual space you can share the content in an asynchronous mode of learning, before or after the session, so people can consume and go through it at their own speed, come to the next live session ready with questions, and really have the opportunity to practice and dive deep into the topic.
Consider tools such as Padlet, a Miro/Mural board, a shared Google Drive folder, a working document on any kind of collaborative platform, and the participants will be able to review the content and ask questions at their own pace and when they are most productive.

?Plan for reflection
Reflective learning isn’t a new concept. It has long been used in different contexts. Reflective learning is what it sounds like: reflecting upon learning experiences to derive meaning.
Learners often whip through their courses, they watch a video, attend a live session and get back to work. An in-presence setting often does not allow for much reflection, because of the 8 hour training day structure we are used to having.

In the virtual space it is much easier to design for reflection and peer learning in between sessions. A great group exercise is the one currently being used at the Global Case Study Challenge, where 600 students are asked to build together different Virtual teams, and afterwards, ponder a reflection of this. This way they have the experience of building a virtual team by running a real virtual team building activity, and then answer some questions where they need to reflect as a team on what happened and what they have learned during the group building activity.
Another very useful exercise is to give the participants time into breakout rooms, and ask them to write down two questions that allow them to review the content but also questions they will be able to answer. The learning part can be creating those questions, and the reflection part is that they can go back and rethink what is the answer.

“Learning through experience is essential, but we also have to reflect on the learned experience – and this is an aspect that we often forget when designing our learning journeys – because we often run out of time.” Barbara Covarrubias

?Adapt your design and facilitation from session to session
Another advantage of virtual learning is that it is easier to adapt design, content and facilitation to your learners compared to in-presence settings. If there is something that you did in the first module then you have the opportunity to reflect on how it went, how learners responded and you still have the flexibility to make adjustments for the next module. Every group is different, and you will get insights into the actual needs of your learners as you work with them from session to session.

?Social learning
Social learning is a fundamental pillar of learning in general. While in the classical 8 hour training, social interaction is heavily associated with the coffee and lunch breaks, in the virtual space we can easily design for more social exchange before, during and after the session, without the geographical barrier.

We can build learning groups, where people get assignments in between to complete together with others. We can use an online forum and encourage a discussion about a topic of the course, or create smaller discussion groups for more intimate conversations in between sessions.
Read more about How we can create interaction with breakout rooms in our virtual live sessions?
There are a lot of platforms such as Concept Board, that allow people to experience social interaction in between sessions and other peer collaboration activities and assignments.

Why and How Conduct Training Needs Analysis?

During the conversation we had on our Linkedin Live with Joshua Davies, we discussed that in  the virtual space you have Trainers and really Good Trainers. We believe that really good didactical skills are needed to design for effective training in the virtual space. Beyond this, training needs analysis is more important than ever before. There are several areas we want to highlight.

“A good facilitator is focused on the end result, and focused on the learner.” Melanie Martinelli.

? Understanding the business
It is crucial to understand what is happening in the environment where the learners are, and design for them meaningfully. It is not only about the content that you are delivering in the session, we need to design for practice, reflection, peer learning, or even for the manager’s role in the learning of the respective participant. And for that you need to understand the business in-depth and come up with very relevant application examples. Doing a solid analysis and knowing from the beginning on what the goal is, will help you to create that buy-in from the learners. This aspect also applies to an in-presence setting, but is more crucial online as participants more easily disengage if the virtual training is not 100% relevant to them.

? Designing for async and sync learning
From an instructional perspective we need to decide what is the content that can be learned in an asynchronous way, and what are the things that can really only happen in the live training.
Asynchronous Learning: Occurring at different times and in different places (e.g., participants working at home), e.g. reading something and taking notes, watching video-based instructions, listening to selected podcast episodes, exploring trainer-curated resources, engaging in online discussions, Practicing and reflecting, Researching questions and exploring, Reflecting.
Synchronous Learning: Occurring at the same time and in the same place (e.g., participants working in the same online training room).

? Engaging activities One of the big mistakes when designing learning journeys, is that the actual assignments that are given to learners in between sessions, are just too much for them and they get lost in it.
Understanding what is possible from an activity perspective is key. Provide the learners with the content, propose easy but meaningful exercises and reading material that can be done between sessions, so they can continue learning and developing the skills to achieve their desired results even after the training. Sometimes less is more, and keeping it simple (but not too simple!) will keep your learners motivated.

?Reading recommendation: Thiagi: LOLA: Live Online Learning Activities
Simple and lowtech virtual activities that are focused on creating engagement, and helping learners to discover content in a meaningful way.

3 points you should consider to design with impact and make learning stick?

1️⃣ Be learner driven
When it comes to learning, we all know that the learner should be in the driver’s seat. One important aspect is to use questions rather than answers.  It is much more powerful to ask the right questions, than to immediately share the answers. The best trainers do not necessarily share content, but rather questions. Questions stimulate participation and engagement and that’s how you put the learners back into the driver’s seat.
If you want to foster engagement in your workshops, have people participating and follow up on assignments, for example, you can also make them part of the content creation. A great activity is for example to do a Treasure Hunt, where participants in small groups or individually search for the treasure by answering questions: e.g. search through a webpage, a document, a book and look for the content themselves, and bring all the information to the live session to discuss them again. But, a treasure hunt only works if you make it meaningful and relevant for the learners.

2️⃣ Design for Self Directed Learning & Business needs
Even we trainers sometimes struggle with the virtual space, but so do our learners. Some of us are not used to virtual learning journeys, as they require a high degree of self-directed learning and that’s something most of us still need to build. Unless the learning and training initiative is a clear business need, and there’s something that you are really trying to address and you work closely with the participants to also identify how this is useful for them, the self motivation will be very low. Therefore, make clear from the beginning what is the connection to the business and their reality. And support your learners in developing self directed learning skills. Read here our tips and tricks on how to self-organise, self-motivate, and structure oneself in the virtual space.

3️⃣ Create engagement & Interaction
When people sign up for a course of their own choice, there’s a lot more engagement during the learning journey. And when people really see what is being offered to them, it has a significant impact on their performance at their job. Make sure they see the value of it in advance. Still, whether it’s an online meeting, a presentation via webinar, or live online training, engagement is the main question on everyone’s mind: Will it be worth my time to attend, or will it be an opportunity to check emails instead? Interaction is the answer to successful engagement, and using the features of the platform is the key to interaction (chat, whiteboard, annotation, polling, non-verbal reactions, etc…). However, the features alone do not engage the participants. It is what you choose to do with those features that will make the difference in your next virtual training, webinar, or meeting. Read here about How can we create interaction with breakout rooms in our virtual live sessions?

? And if you are now wondering how can you find a trainer who is skilled in virtual training to design a proper learning journey for your organisation – well then check out our blog article about How to select a virtual facilitator for your L&D program 

Conclusion: Look beyond to what you are used to

Think out of the box you are comfortable in, and go further on the opportunities that are out there. See what has changed and collaborate with others, there are a lot of resources available on how to teach and get the learners involved that will help your learning journey to be successful.
But, accept you are probably not going to be the expert in everything, and develop the skill of having the courage to reach out to a colleague and ask for help. It is very hard for a facilitator to design learning journeys all alone: sometimes you will need support with a platform you do not know how to use, the group will be bigger and you need a producer. So don’t forget that it is very likely that you will have to collaborate and reach out to peers early enough.

How do you make your virtual journeys more impactful? Share it in the comments, we would love to hear your ideas!

? Resources?

Bronwyn Fryer (2003): Storytelling That Moves People, HBR Magazine
Covarrubias Venegas, Barbara (2020): How to use objects/props in your virtual training?
Covarrubias Venegas, Barbara/Keischnigg, Katja (2021): How can we create interaction with breakout rooms in our virtual live sessions?  

?  If you want to rewatch the LinkedIn live, you can find it on our #virtualspacehero YouTube channel ?

?  Listen to our Podcast on the go ?


Persuasion is the centerpiece of business, training, teaching and event activities. We want to convince customers to buy our company’s products or services, employees and colleagues to go along with a new strategic plan or reorganization, investors to buy (or not to sell) our stock, and engage our learners in our training. But, too often we get lost in boring presentations with too many PowerPoint slides, dry memos, and hyperbolic missives from the corporate communications department (Fryer 2003).

This blog article summarises the main points from a LinkedIn Live with Charles-Louis de Maere (Explorer at Exploration Labs SRL) and Barbara Covarrubias Venegas (Founder #virtualspacehero).

Charles-Louis de Maere

Charles-Louis de Maere

Explorer at Exploration Labs SRL

Table of contents

What is a story or a fairytale? What essential elements do we need to consider? What makes a good story?

A story is the telling of a true or fictional event, in a way that the listener experiences or learns something just by the fact of hearing the story. A story gives information, experience, attitude or a point of view. And like all stories, fairy tales are meant to entertain. Some of them have a good or an evil character, others use dragons or monsters, but not all the stories follow these patterns. Their main purpose is to give morals in a way the audience will remember.

"Fairy tales are more than true: not because they tell us that dragons exist, but because they tell us that dragons can be beaten."  Neil Gaiman

? Think about the context
When picking stories for a workshop, first consider who you are talking to, and what you want to address with them. Once you have this clear, it is important to choose a story that is related to that topic and that people can associate with.

? It is not necessary to reinvent the wheel
Using existing stories is much easier than creating a new one. There are people that have been writing stories for decades and there's loads of wisdom to be learned in their stories. When choosing the story, make sure it is short enough so you can handle it and the story is clear enough for your participants to work on it.

? Consider Cultural Exchange
In our workshops we might find people joining from different parts of the world, and when picking stories or fairy tales there is a cultural element that we also have to be aware of. Stories have to be carefully selected, some of them could convey stereotypes and misconceptions, and depending on your cultural background stories could even have a different meaning. However, if we take a step back and take a deeper intention, there's a shared understanding that can be very interesting when applied in our training. Interact with your audience around the same story and ask them to go through what the story meant for them. Sharing deep thoughts and then analysing how that relates to someone coming from a completely different culture, can be an impactful experience for your workshop!

 “It's an interesting step into inclusion if we start sharing a story, to see how the story resonates with your participants from different cultural backgrounds, to see what they make out of it”.  Charles-Louis de Maere


Beyond Cinderella and Arielle, what fairytales can we use in our training?

If we tell you about The Three Little Pigs or Little Red Riding Hood, you probably have already heard of them, and we can trigger some themes behind these stories. It is easier to talk about topics you want to address through stories (e.g. communication, hierarchy, conflicts…) rather than talking about these different themes directly. You can either make your participants extract a learning concept from your story, or propose one. Here are a few suggestions about stories and themes you could use in your virtual training:

?“The Emperor's New Clothes” - Hans Christian Andersen
Themes that can be discussed:
- Why is it hard for people to tell the truth, and why are we afraid of doing so? What role does hierarchy play?
- Why do people lie to make a good impression on others? Why do people tend to repeat rumours even if these are not true?
- What type of mask do you carry, if you know things aren’t true but you don’t dare to say it? 

? “The Three languages” - The Brothers Grimm 
This story could be used to talk about:
- What is useful learning?
- How do we measure the impact of learning? 

? “The Snail and the Rosebush” - Hans Christian Andersen
Could be great to debate about:
- How do people deal with their own situations?
- Are we aware of the impact we can make with our actions?
- Do we give the best of us? What have you done for your inner development?

How can we learn to tell stories and use fairytales?

When working in the virtual space sometimes we are stuck in keeping our learners engaged, and using stories for this particular learning setting is a great way for having our audience involved with the topic we want to discuss. Charles-Louis de Maere has been using stories for loads of virtual workshops with a tremendous engagement from people all over the world. He believes that stories connect one another because we get through stories to emotions, and we cannot agree more!

? Run it in a space that you trust
If it is the first time you include a story in your training you might say “I am not ready for this”, but you can start with a small group to see how you feel with storytelling and how your learners interact with your stories. There's no need to go with a big group at first!

? Take a story you know, an existing one, and a short one.
Pick a story that you can relate to and “easily” match with the topic you want to deal with during the workshop. The most important thing when using storytelling is to use something that people can relate to. For example, you have noticed that the people you are working with do not always tell the truth, and you want to discuss that usually the reason is because they are scared. Therefore, “The Emperor's New Clothes'' story might be a good fit to present this subject.

? Plan how to work around with the story
Once you have the story chosen, you can then either ask them to read it ahead of the workshop (if the story is long), read it yourself to the group or you can organise a reading session, e.g. in breakout rooms. This depends on how long the story is and what your objectives are.

? Prepare questions and exercises
We want the group to be engaged and participative during the session, and having questions and exercises prepared in advance will help you to interact with them and relate better to the story.

? Ask the right questions. Sometimes as trainers and facilitators, we ask too complex questions. Ask questions where your participants need to take a different perspective than their own. If you are using “The Emperor's New Clothes” for example, some questions you could ask are: “Which character do you feel the closest to?”, “Do you feel you are like the Emperor? Do you consider that you are more like the child of the story, that is always calling out the truth? Or do you relate more to the Minister, who got into a situation where he could not escape?”.

? Make your participants work together. Another good exercise where the learners can connect with each other is to ask them to find the moment of the story where they see the tipping point. You can then propose to them to work out another ending, or a different way of handling that situation.

If you have an online workshop, consider moving attendees into small groups in breakout rooms, or working on a reflection activity by themselves to then pick it up in a debriefing session to relate it to the context. Learn How can we create interaction with breakout rooms in our virtual live sessions?  in this #virtualspacehero blog post.

Why is persuasion so difficult, and what can you do to set people on fire?

Persuasion is about making your argument successful in a confident and knowledgeable way, and this could be difficult when the person you are trying to persuade does not agree with the logic you are using to convince them. If you need to make an argument about a topic about which you feel very passionate about, don’t use rhetoric. Tell a story instead. Sometimes people are using stories only because it is en vogue. However if the story does not share elements with the context and is not related to the topic to be addressed, then there´s no point in using a story. We want our participants to remember both the story and the context! Here are a few suggestions:

? Read more fairy tales
You usually read fairy tales for your enjoyment but you can also  reflect on them. After reading these stories, people usually empathize with them and continue thinking about it for a longer while, which could be a great exercise for you to also discover the topics you want to address in your training.

“Those that are in the learning and development space and are reading for children, for another adult, or are reading simply for their own joy, we see these stories from a totally different angle. There is another light on the fairytales we read.” Barbara Covarrubias Venegas.

? Stories can be inclusive and engaging
The simplicity goes back to the stories. Stories allow us to talk about complex matters, using a simple structure that everyone understands. Once we start using complex words, we all have different understandings of it, but if we put it in a narrative it can create a common understanding. 

? Use your creativity
When we switched to the virtual space, many left behind all the things we were using in a normal training in presence context. Use the whole virtual space that you have: Think about playing with the visuals including objects, pictures, drawings and even sound effects on our virtual training sessions. Read here more about How to use objects/props in your virtual training?

? Let the others discover it on their own
If you tell a story and then tell your audience immediately what the learning points are, what's the point of it? Invite others to put their thoughts and their perspectives and then you can work from there to have a very powerful session.

 “The one who does the talking, does the learning”  Jen York-Barr

? Be open and learn from your sessions
As facilitators and learning designers, it is an advantage to be curious and have the courage of not knowing what is going to happen in your workshops. It is a good opportunity to learn from the discussions, as they can go in a completely different direction than you might have thought. 

? Understand that it can go wrong
Even if you selected a story carefully, it could still not work out, and it is all right as long as we have that conversation and we use that opportunity to discuss it. Stories have been written in a certain different historical context that is not the one we have today, there were some other truths. If you see something is not working, you can always try something else!


WE ARE CURIOUS! What was your favourite fairy tale
Share with us what was your favorite story when you were child or now as an adult! We would love to hear which stories you are thinking of including in your next workshop or training.

? Resources?

Bronwyn Fryer (2003): Storytelling That Moves People, HBR Magazine
Covarrubias Venegas, Barbara (2020): How to use objects/props in your virtual training?
Covarrubias Venegas, Barbara/Keischnigg, Katja (2021): How can we create interaction with breakout rooms in our virtual live sessions? 

?  If you want to rewatch the LinkedIn live, you can find it on our #virtualspacehero YouTube channel ?

?  Listen to our Podcast on the go ?


Whether it’s an online meeting, a presentation via webinar, or live online training, engagement is the main question on everyone’s mind. Will it be worth my time to attend or will it be an opportunity to check email instead? Interaction is the answer to successful engagement and using the features of the platform is the answer to interaction. However, the features alone do not engage the participants. It is what you choose to do with those features that will make the difference in your next virtual training, webinar, or meeting.

This blog article sums up the main points from a LinkedIn Live talk about interaction and engagement Kassy LaBorie (Virtual Classroom Master Trainer | Blog Virtual Hero Trainer Tips) and Barbara Covarrubias Venegas (Founder #virtualspacehero). 

Kassy LaBorie

Kassy LaBorie

Virtual Classroom Master Trainer

Table of contents

What elements should be considered when you plan your virtual training sessions?

Way too often in the virtual space, the focus lies on the task hand, rather than on the people that have to complete it and their surroundings. Some of the aspects that are often forgotten about or ignored but can make a huge difference in the quality of your virtual training will be listed and explained below.

? Have a clear objective. The used activities and interactions should help the participants reach an objective set at the beginning of the planning process. Of course, this objective is different for every session. It might be better teamwork or better knowledge about a certain software or process. Once the objective is set, the activities that will ensure that it will be reached can be chosen.
? Allow the training to be about the participants. Virtual training sessions are about so much more than smiling on camera or sharing your screen and nice slides. They are about getting the participants engaged and helping them to learn what they need to learn. Truly getting people engaged in a virtual training will only work by involving them as much as possible, letting them work by themselves, and asking them questions.? Set expectations about how to be in the virtual space. Many have been thrown into the cold water during the pandemic when it comes to working virtually. Meaning that many have not learned the proper “etiquette” of the virtual space yet.

“The way we were thrown into the virtual space because of the pandemic certainly did not bring out our best behavior. For example, we are used to being muted all the time, and if participants are asked to unmute themselves, you sometimes  can even see them taking calls or talking to someone in the background.” (Barbara Covarrubias Venegas)

Therefore, it is important to communicate certain expectations to the participants before the virtual training. Specifically, the following points should be included:

  • How are the participants expected to set up their environment? 
  • In what way will the communication with the group take place? e.g. verbally (headphones and a working microphone might be needed), or in a written form
  • Technology set-up: e.g. proper audio settings and internet connections, so other participants are not disturbed, etc.
  • General behavior expectations: e.g. no phone calls are to be taken, etc., participants are invited to be active via chat or audio etc..

For example, before the first session of a #virtualspacehero events our participants receive the following mail with instructions. Besides, we often attach a short video explaining the platform so that all participants feel onboarded from a technological point of view.


In #virtualspacehero events you will be engaging in live conversations with real human beings. Expect to be heard and seen throughout. As with any remote meeting, each participant brings part of the meeting space with them. Please help yourself and others by ensuring you:

? Participate from a quiet place.
? Have a stable broadband internet connection. Optimum bandwidth, i.e. internet speed on your side will be at least 10 Mbps download / upload. You can measure it using
? Use a headset.
? Turn your video camera on (if possible!).

To optimise your set-up, follow these suggestions on how to have a great video conferencing setup.  Join on a laptop or desktop. The workshops are immersive and experiential; you will have a better experience if you can interact with a variety of tools easily.

What else do we need? ONLY your positive ENERGY ? and positive vibes ?, which is the most important!


? Let the (adult) participants work and give them enough time to do so. Particularly, when working with adults, there is no need to spell out absolutely everything for them. They will have their opinions, stories, and experiences about most topics, and including them in the training will make it way more interactive and memorable. Also, when working with a new software the participants should actually work with it and not just read instructions from a PowerPoint presentation. Training is there, so what needs to be done in the daily work-life once the training is over can be practiced.  However, this approach takes much longer than the frontal presentation, which needs to be considered when designing the time frame for the training.
? Keep it simple. There are so many great interactive tools that can bring a lot of fun and effectiveness into the training. Despite the vast offer, it has to be remembered that including too many different platforms or tools can just be very overwhelming for participants that are not used to it. Ultimately it might even get in the way of the process or the final goal of the training. The goal is the learning and not the tool!

? Want to know more about how to create Spectacular Live Online Training?

What features are essential to give a trainer the best chance of connecting and creating connections?

“I do not think that it is difficult to connect in the virtual space. I think that people are making it difficult by not paying attention to more than just a lecture and smiling at the camera. The bar in terms of behavior was way too low for way too long. My mission is to raise this bar and have people do better.”  (Kassy LaBorie)

Very often, everybody is expected to be “muted” when they enter a virtual meeting room. Because of that, it is often overseen what a powerful way of creating engagement and connection the mute/unmute button can be. 

? Creating a more participant-centered training approach also means granting them the power to decide for themselves when it is appropriate for them to be muted or unmuted. This, of course, also depends on the size of the group. A group with 200 participants cannot have all microphones on at all times. In a small group, however, this is possible and can contribute to a successful outcome, as people learn while contributing. And inherently people are less active in joining the conversation if they have to be on mute.

Another easy and fun way of creating connections with and between participants are so-called ice-breakers at the beginning of the training or during a break. Three ideas can be found here:

?️ Prepare a slide with 3-5 different pictures (e.g. different animals or flowers) and ask the participants which one of the images describes them or their current situation best and why. Then have everyone turn on their camera and microphone and one after the other answers. In that manner, everyone can get to know each other a little without any performance pressure.

? The above-mentioned exercise also works with asking the participants to take an object from anywhere close to them at that moment. This can also be used to debrief at the end of a session: look for an object and describe how that object relates to one learning/key takeaway.

? Even theoretical knowledge about a website or software can be acquired in a fun way! Prepare theoretical questions that relate to the knowledge that needs to be acquired, as well as some fun ones in between. Then let the participants go to the website or browse the software and find the answers themselves.  They can either do that alone or in small groups. Dividing them into groups can increase the fun and teamwork even more as the “treasure hunt” can be turned into a little competition between the different groups.

? Want to know “How you can create interaction with breakout rooms?"

What techniques can we use to drive engagement, interaction, and learning in our virtual sessions?

There is one simple golden rule in regards to driving engagement: TRANSFORM your in-presence activities to best fit for the virtual space. Conversion is not enough! Here are some starting points that you should consider during your planning process and the facilitation:

? Listen to the participants
? Ask relevant questions
? Participants should be able to feel good on camera (at the beginning or before the meeting give them some tips about camera settings, positioning themselves, etc.)
? Give the participants opportunities to actively participate
? Use all available features as much as possible without overwhelming the participants (e.g. chat, annotation tool, raised hand/green tick function,.....)
? Encourage people to speak and answer instead of you as a trainer saying everything first

“The person doing the talking is often the person doing the learning.” Jen York-Barr

Sometimes it seems like we have already accepted that the same level of interaction and engagement as in real-life training sessions cannot be reached in the virtual space. That is by no means true! Become a #virtualspacehero and learn how to make your virtual training sessions as interactive as possible. ??

? Want to know “How to shape meaningful interactions?"

? Resources?

Covarrubias Venegas, Barbara (2020): How to use objects/props in your virtual training?
Covarrubias Venegas, Barbara/Keischnigg, Katja (2021): How can we create interaction with breakout rooms in our virtual live sessions? 
Abril Canale & Barbara Covarrubias Venegas (2021): How to design online courses to bring learning journeys alive?
Abril Canale & Barbara Covarrubias Venegas (2021): How can we use stories and fairytales in our training

?  If you want to rewatch the LinkedIn live, you can find it on our #virtualspacehero YouTube channel ?

?  Listen to this episode on the go ?

Follow us and join the conversation on your preferred channel!


Become a ? #virtualspacehero

Continue reading our articles

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