Online Training for Trainers: How to train online

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The adoption of online training is revolutionising education. The global e-learning market is driven by a growing demand for flexible learner alternatives for students as well as the potential for new avenues of income and career advancement for instructors. In addition to a naturally growing market, the coronavirus pandemic has caused an unprecedented move towards teaching online in recent months, as schools and universities remain shut society is becoming used to working and learning inside.

Shifting from a physical classroom teaching environment to an online one can be a big adjustment, even for experienced practitioners this change presents challenges for maintaining student engagement and continuing to achieve learning outcomes. However, with the right knowledge, instructors can overcome the hurdles and embrace the unique opportunities presented by teaching online.

In these two 1.5 hour webinars students will be shown how to design interactive learning webinars that allow them to create and maintain quality learning when conducting courses of their own.

Who is this course for?

This course is for any teachers wanting to add online delivery to their skill set, those unsure how to pivot their face-to-face learning during the lockdown and those who are serious about focusing on online learning as a legitimate business opportunity. Whether you have some experience in this area and want to improve or have no experience, this course is for all teachers in adult education serious about understanding emerging teaching technologies.

Course Content

Each webinar session is approximately 1.5 hours in length. Course sizes are limited to 8 to promote discussion amongst the participants.

Training Webinar #1: How to design an interactive learning webinar

  • When is a webinar training and when is it a presentation?
  • Planning your session content
  • Building the webinar structure
  • How to use a webinar training design template
  • Determining timing of a webinar (as webinars may sometimes take a different time)
  • Preparing what you’re going to cover when you talk... without taking too much or too little time
  • How to turn your webinar into an interactive session
  • Deciding what interactions work, and what might not

Training Webinar #2: How to deliver an interactive learning webinar

  • Preparation before for delivering your webinar
  • Housekeeping
  • How to manage activities and interaction
  • Guidelines and best practice for managing dynamics of an online group of participants
  • How to handle it when things go wrong... people, technology, activities, interaction etc.
  • Dealing with technology e.g. microphone, lighting
  • Legal requirements

These webinars have a maximum of 8 students, this allows for student discussion and room for questions to be asked of the course facilitator. The aim for these courses is for tutors to learn from one another and foster group discussion as much as possible. These webinars are held entirely online using the platform Zoom.

This course has no current classes. Please join our waitlist and we will notify you when we have places available. Join Waitlist

This course has no current classes. Please join our waitlist and we will notify you when we have places available. Join Waitlist

Course testimonials:

  • said: Peta was excellent. Informative, professional and engaging. The content was well received and helpful. Thank you.

  • said: Time management and focus was lacking. A lot of time was spent on answering irrelevant questions e.g. How about a 3 hour online course? Also points which could have been brushed over and best recommendations specified in notes which we could have followed- like lighting and background As a result we rushed through key points which really needed attention. We did not complete the content of Part 1. It was carried forward to the next session. Participants with

  • said: As a newcomer to converting my (art ) teaching to online lessons, the Online Training for Teachers course has been helpful to me in identifying and considering some pertinent questions regarding this approach. I now feel more confident to deliver my class content online and help students stay engaged.

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