9

The Next Level: Advanced Features, Tools, and Strategies

There is always more you can learn and experiment with once you’ve mastered the basic functions and features of your online event platform. Webcams, multimedia, and breakouts certainly have levels of use ranging from novice to expert, and there is an ever-expanding universe of add-ons and third-party tools that you can leverage to reach new levels of interaction and even augmented reality engagement. This chapter also considers the hybrid approach, where some attendees are online while others gather in person.

In addition to all the technical details, how you are going to use each feature and approach will need to be accounted for during program design. For example:

• Breakout activities require special attention and timing, so be certain to plan accordingly and to keep it simple if using breakouts on the fly. Participants are easily confused and typically need several different kinds of direction—via audio, visual reference, and even referenced in handouts—for how to do the breakout activity.
• Webcams may take time to enable and then adjust for those who don’t use them regularly. So, when designing activities that use webcams, pay close attention to the timing allotted so that each participant is able to perform the activity as planned.
• When playing audio and video files, plan for how long they are, as well as an appropriate debriefing afterward.
• If adding augmented reality to activities, ensure attendees have a smartphone or tablet that’s ready to use with any necessary applications already installed so they can fully participate in the experience.
• For hybrid sessions, pay special attention to how everyone, online and in person, will participate in the meeting, webinar, or training so that it is an effective experience for all. Ensuring the speakers can be heard and seen, and all attendees have the technology and materials they need to communicate and participate, is essential for engagement.

A little extra technical knowledge, some additional skill using the platform, and careful preparation and planning will go far in making these advanced features and techniques work in an online event. This chapter details what you need to know to take your online events to the next level.

Webcams

Appearing on camera when presenting online is expected in the digital environment we work in today. It is widely considered a key way to connect and engage with an audience, because you’re seen as inviting them to participate and interact from the start. Thus, it is of utmost importance that presenters and trainers look great and know how to effectively present into a camera.

First, you need to use a great camera and have a high-speed internet connection capable of sending the video feed. Many presenters use the webcams built into their laptops; however, because these webcams don’t always support high-quality video, it is wise to purchase an external one instead. Extra attention should be paid to your platform’s settings to ensure you use them effectively. Be sure to test the platform’s speed and size settings and then view your feed from a second computer to ensure that the result meets the necessary quality standards.

Once the technical details have been addressed, there are some leading practices to ensure webcams are used effectively. While attendees expect to see their presenters and trainers on camera, they are not always as willing to appear on camera themselves. Be certain to clearly communicate ahead of time whether or not attendees will be asked to be on camera. Most will appreciate the advance notice and come better prepared. Here are some other guidelines when using a webcam for online meetings, webinars, and training events:

• Meetings. Get everyone connected to the meeting and on the webcam. Once you are all on the webcam together, use one of the icebreakers in this book to help everyone get to know each other if it is a new team, or get comfortable if an existing one. Take a moment to warm up the virtual team and watch how the communication easily flows.
• Webinars. Ensure that the lighting is set and look directly into the camera. Open the webinar with a smile and welcome everyone. Practice until you are comfortable presenting on camera and be sure to look directly into the camera when speaking to the audience, such as when reviewing the key points or calling participants to action at the end of the webinar.
• Training events. Introduce yourself, tell a story to let them get to know you, and then, if you have informed your participants to come webcam ready, allow them to introduce themselves and wave to one another. Participants will benefit from seeing one another on screen during the virtual training. This is especially helpful when, for example, performing communication skills training activities in customer service or when viewing hardware and equipment.

Matthew Rolston shared a few more tips on how to dazzle while presenting over a webcam via his YouTube video, “How to Look Good on a Webcam.” His tips are also relevant for online presenters:

• Smile. And the participants will smile too.
• Pay attention to the lighting. Do not be backlit, side-lit, or screen-lit. Follow the tips in the video to ensure that you your lighting has an appropriate glow.
• Adjust the webcam angle. Position the lens so it’s equal to the hairline. There is no need to raise the computer the entire time but pay close attention to your lens level when introducing yourself.
• Create a professional background. Whether using a virtual background or your actual physical space, keep it simple and clean. Participants will comment if the background is not appropriate, so make sure to adjust your background to establish credibility as an online professional.
• Look at the participants, not yourself. Don’t treat the webcam as a mirror. Avoid looking at yourself or your notes or a second monitor; look into the camera lens instead.

Make a point to look great on the webcam. Being visible onscreen is now expected of online presenters and trainers, and although the webcam is not the only tool you can use to engage an audience, it certainly provides a powerful way to make that ever so important first impression. So have the tools, the technology, the connection, and a plan to engage your audience from the very first moment they connect with you.

Multimedia

Multimedia like audio and video clips are another way to mix things up and add an engaging element to your online event. Here are 10 questions to answer to make sure everything is ready to go and to limit any problems that may arise:

1. What multimedia formats are compatible with the platform? Which files will actually play on the platform? MP4, MP3, SWF, FLV, or something else? Many platforms support playing most file types, but be sure to test yours ahead of time, just in case.
2. Has the correct option been selected to play videos? When sharing a video in an online session, most platforms have an option to select when a video is being played. This ensures the sound and screen are ready to play the video file so the audience can watch and listen properly. Also be sure to include subtitles and translations for accessibility.
3. Can you choose to load the audio or video file into the platform? Instead of using screen sharing to play a video from your desktop, some platforms give you the option to upload a file from your computer. In Adobe Connect, for example, a file loaded into a share pod can be controlled by the facilitators, and the sound plays from each participant’s computer speakers. In Webex, when multimedia files are uploaded using Share > Document they appear as a separate tab at the top of the main content window.
4. What are the technical requirements for the participants? When playing audio or video files, participants need to be able to hear, see, and read them from their own connections to the event. Ensure participants have downloaded or have access to the necessary files and viewers to watch and read your content.
5. What happens to the audio when you play the file? Whether using VoIP or teleconference for the event, you will need to understand how the multimedia file will interact with the audio. Mute all participants before pressing play to ensure that the sound is nice and clear, and only playing from each participant’s computer. Test this before the live event. Add subtitles and transcriptions as needed.
6. Can you adjust the volume? Does the platform allow you to control the volume of the file? If not, be sure to let participants know that they may need to adjust the volume on their own computers to comfortably listen to it.
7. Who can control the play, pause, and stop buttons? Make sure it is clear who has control of the file. For example, in Webex the presenter controls the play, pause, and stop of a multimedia file. In Zoom, it is the person sharing their screen.
8. Does the file get included on the recording? Play the file while making a test recording. See if the multimedia clip gets recorded, and if so, if the timing matches up to the file. If it does not and you plan to make a recording for viewing after the event, be sure to provide a link to the multimedia clip to those who are watching the recording in addition to the recording link. Such foresight goes a long way.
9. Does the file stay in place if you change presenters? There may be many presenters in a single session, so make sure the clip is ready to play when it is your turn. In Webex, if the presenter role is changed to someone who did not load the multimedia file, the file will not appear. Test the platform and make sure the desired file is available when needed.
10. What is the backup plan if the file does not play? If a participant cannot view or hear the file, what is the backup plan? Have a video file on a website as a backup and send the link in chat for separate viewing for anyone who needs it. For an audio file, provide a transcript of the text in the appendix of the handout so participants can read it.

Breakouts

The key to facilitating successful breakout activities is clarity. Deliver clear, direct instructions to the participants, and make sure you completely understand the step-by-step process, including all technical aspects. Separate the activity and technical directions and start each instruction with an action verb, using as few words as possible. The participant manual can contain full sentences, but simple and direct key phrases are best for slides.

In fact, treat slides like at-a-glance summaries that participants can look at while also managing any concerns they have about working in a small group. During a breakout session, participants have to use the virtual meeting tool on their own, which means they will have to follow and remember the instructions to complete the assignment. And it’s a lot—they have to pay attention to the activity directions, the page in the manual, the technical directions, their partners, how much time they have, and how to ask for help. We suggest using a three-step breakout process to help keep the breakouts clear and concise and ensure that participants are engaged.

BACKSTORY

3-Step Breakout Process

Include a minimum of three slides in the main training file that clearly explain each breakout activity. For the actual activity, you’ll want to create a separate slide or space that restates the instructions and provides blank space to take notes. Participants should be able to access this slide from either an external tool or where it’s been loaded (or preloaded) into each breakout room. The teams then have clear instructions on what to do and where to document their work. This will minimize confusion and keep participants from needing help as soon as they enter their breakout room.

The three example breakout slides represent the three breakout steps we include in our main training presentation.

1. Introduce the breakout activity. Use the first slide to transition from where participants have been to where they are going. This is also a good time to provide an example or a story to set the stage and prepare them to work together or on their own (until you join their breakout to check on them).

   

2. Provide instructions for the breakout activity. Use the second slide to explain what the participants will be doing. Be sure to separate the activity instructions from the technical directions. Deliver the activity instructions and ask for questions on the assignment and how to successfully complete it. Then, once participants are ready, you can share how to get into the breakouts without distracting from the activity instructions. Ask the producer to deliver the technical directions. Include a timing reminder on the slide, which will also provide instructions for those who were not listening or had stepped away. They can quickly look at it and get up to speed on what to do next.

   

3. Regroup and debrief. Prepare a third slide to welcome the teams back. You could also use it as a place to annotate notes during the debrief. Another option is to share your screen or load the slides or materials each group worked on and take turns displaying their work. Check the platform to see the easiest way to do this: It could be sharing a breakout share pod, sharing breakout content, or passing the presenter controls to the leader of each group and asking them to share their screen, one at a time.

   

10 Things to Watch Out for in Breakouts

When facilitating breakout sessions, keep watch for these 10 things:

1. Participants are not hanging on your every word. To support the verbal directions, repeat them in the participant manual and simply state them on a slide.
2. Don’t assume the audio will automatically transfer into the breakout room. Test it beforehand.
3. If assigning a leader to a breakout room, contact them first. Sometimes people walk away from their desks and cannot lead a breakout, which leaves the other attendees waiting and wondering, unable to complete the activity.
4. Participants can get confused in breakout activities. Be very clear with the instructions, answering all questions before launching the breakouts.

   BACKSTORY

   “It’s ineffective to say, after you explain the breakout process, ‘Do you understand?’ Participants don’t know what to ask, so then they get into the breakout room and are confused. It is much better to say, ‘Who has the first question on what we are about to do?’ This provides time to answer any last-minute questions as the producer gets ready to start the breakouts.”

   —Kassy LaBorie

5. Check in on the participants. Participants rarely know how to ask for help once they are in the breakout room, so it is important to check in on them.
6. Move between breakout rooms. In addition to needing to check in on participants, it is satisfying to hear the teams working together.
7. Know how to help them join a group after a breakout session has started. Sometimes participants arrive late, after the breakouts have already started. Or perhaps they stepped away when the breakout activity launched. Be able to help them join their group.
8. Record one group as an example. Breakout rooms are typically not recorded, so consider leaving one group in the main room to capture their discussion. Make sure to let them know that their conversation will be recorded.
9. Send broadcast messages to the teams. Use this feature to send time checks and reminders on directions like choosing a speaker to debrief.
10. Leave time for a proper debriefing. Don’t end the breakouts without time set aside to hear what was learned, created, or enjoyed about working together. Failing to debrief can stifle the positive energy and engagement that was created by doing the breakout activity.

External Tools

Designers and facilitators can integrate activities, collaborative workspaces, surveys, and interactions of all types during the virtual training design process. Virtual presenters can share their screens to show the created content, provide links to attendees to work on shared documents from their computers, and ask for input and answers from attendees who have access using mobile devices. Work can be saved outside the online session and viewed again later. Trivia questions can be created and used again and again.

Although many of these features are available in web conferencing and virtual training platforms, not all of them have every feature a trainer or presenter might be looking for. In addition, as remote work and live online learning have increased in popularity, the need for more options and fancier features has also increased. One solution is to use an external tool or third-party application that offers advanced options and additional functionality, such as Mentimeter, Miro, Padlet, and Kahoot.

Let’s review four specific use cases of advanced virtual event design and delivery. Of note, they each have free and paid versions, and features and options will vary accordingly.

Interactive Polling and Surveys

A tool like Mentimeter is perfect for hosting interactive polls and surveys when presenting to a large audience. This is an excellent way to get everyone interacting, and it is especially effective for hybrid events where some attendees are online while others are in-person. It’s visually appealing, easy to use, and brings audiences together in a simple and energizing way.

Mentimeter can be integrated with your PowerPoint application, or you can upload slides into presentations stored online. Once you’ve launched the presentation, the interactive slides allow facilitators to display answers to questions in real time through word clouds, bubbles, or various charted formats. While most attendees will access the presentation via a mobile device, they can also use their computer to connect. Especially appealing is the feature that allows you to save the results and share with stakeholders and other interested parties as a PDF.

The section detailing breakout groups also mentioned that Mentimeter is an excellent way to share the information participants need to know when working in small groups. Figure 9-1 demonstrates using the application to ask participants to reflect on an activity.

FIGURE 9-1. USING MENTIMETER FOR INTERACTIVE POLLING

Collaborative Documents

For collaborative documents, try preparing boards using an application like Miro. Whiteboards present an excellent way to provide space to work and instruction reminders. Facilitators can send participants a link to the prepared whiteboard, which they can then use in their breakout room. Whiteboards are prepared in advance and can be saved and accessed after the class has ended. You can also reuse them with future groups.

Figure 9-2 shows an example of The Geometric Close activity introduced in chapter 7. Participants can place virtual sticky notes in the designated areas and move them around. Simply ensure all participants have access to the Miro board and know the basics of how to use the tools to add their ideas. Once everyone is finished and has returned to the main screen, share your screen to the boards and start to debrief and review.

FIGURE 9-2. USING MIRO FOR COLLABORATION

Continued Discussions and Resource Sharing

For a space to continue the discussion and share resources between sessions, prepare a board using a tool like Padlet. This collaborative bulletin board is easy to use and organized in a visually appealing way. Users can create accounts or choose to add content anonymously. Use these boards for sharing work, collaborating on ideas, uploading assignments, and posting current topics. It works much like the channels in Slack and Microsoft Teams.

Figure 9-3 shows a suggested reading board where users can add their own column headings and topics while providing relevant commentary. (See the Suggested Reading activity in chapter 7 for more information on creating this type of board.) Figure 9-4 shows how you can use Padlet to manage assignments, readings, and posts in a multiple-session certification program.

FIGURE 9-3. AN EXAMPLE OF A SUGGESTED READING BOARD

FIGURE 9-4. USING PADLET TO MANAGE WORK FOR A MULTI-SESSION PROGRAM

Quizzes and Trivia

For energetic quizzing or a round of competitive trivia, use a gaming tool like Kahoot. Keeping people engaged is top of mind for all virtual presenters, and games are fun and facilitate team building. Kahoot allows you to create multiple-choice quizzes that are easy to access using a browser or, more often, a mobile device.

Another way to use a tool like this is to check in to see who has done the requested reading. For example, it can be risky to ask meeting participants to read a detailed report prior to joining a meeting, given they may not make the time to do it. So, surprise participants with a trivia game using details from that report to generate the questions. This activity not only serves as a check to see who read it, but also helps you guide the conversation and the approach around the meeting’s key points. Choose the questions wisely to facilitate discussion and people will request this format for every meeting about a company report! Figure 9-5 shows an example question, from the perspective of the presenter running the game.

FIGURE 9-5. USING A GAMING TOOL FOR TEAM BUILDING

Augmented Reality

If you’ve ever gone to a museum and used your smartphone to scan a code to learn more about an exhibit, or if you joined the Pokémon Go phenomenon and could not stop searching for those characters all around your town, then you have participated in augmented reality (AR)!

In their Harvard Business Review article, Michael E. Porter and James E. Heppelmann (2017) clearly described augmented reality:

Augmented reality starts with a camera-equipped device—such as a smartphone, a tablet, or smart glasses—loaded with AR software. When a user points the device and looks at an object, the software recognizes it through computer-vision technology, which analyzes the video stream. The device then downloads information about the object from the cloud, in much the same way that a web browser loads a page via a URL. A fundamental difference is that the AR information is presented in a 3-D “experience” superimposed on the object rather than in a 2-D page on a screen. What the user sees, then, is part real and part digital.

Augmented reality enhances the existing world; virtual reality, on the other hand, is where a user enters into a completely virtual environment, usually enabled via a headset. AR can be used in virtual training events if attendees have a smartphone or tablet and the ability to download an AR software application like Zappar. Betty Dannewitz, founder and CEO of ifyouaskbetty, presents conference sessions on the advantages of using AR in training, and especially in new employee onboarding programs. She says that “adding AR into a virtual onboarding program increases engagement, excitement, and fun!”

For example, an onboarding program could place new hires into breakout rooms to share in the AR experience and learn about their new company at the same time. Send them to a website with prepared content and ask them to scan the images with their smart device. Depending on how the media is set up, they may see video messages from the founders or CEO, quizzes about the company, or other interactive details.

Zappar offers many options instructional designers can access to set up the environment for the participants. They’ll need to access the studio version of the software to build the experiences, while attendees will need to download the application to their device before they can interact with the media. You can learn more about AR in learning and development by visiting Betty’s website (ifyouaskbetty.com).

Training in a Hybrid World

When a training cohort is hybrid, some learners are collocated in a building while others are working remotely. For many years the training delivered to hybrid groups of learners was usually not very effective: The people gathered together typically had the better experience (because the session was usually designed for them), while those online struggled to keep up, learn the key concepts, or develop the skills and behaviors.

When the COVID-19 pandemic led to a significant shift to more remote and eventually hybrid work models, learning and development professionals started to re-evaluate the best way to handle such hybrid training scenarios. A study conducted by i4cp in October 2021 asked how organizations anticipated they would handle hybrid training situations going forward. Three main responses were shared.

Interestingly, 38 percent of survey participants said they plan to hold virtual classroom events for all participants, in which everyone attend would individually via their computer even if some could have gathered in-person in a classroom. This is a strong approach because it equalizes the experience for all learners. It also allows all users to take advantage of the unique benefits of a well-designed virtual classroom program; the chat feature, for example, is either entirely missing from in-person classrooms or distracting because learners focus more on their phones or laptops than the facilitator and each other. Further, activities don’t have to be designed twice—with different versions for those gathered in-person and online. There are pros and cons to virtual training and in-person training, but for many the balance tips in favor of having everyone in a hybrid cohort attend a well-designed virtual program.

Another 19 percent of survey respondents said their organization’s primary approach would be to offer two versions of the program—one for in-person participants and one for online participants. This allows instructional designers to leverage the strengths of both modalities, but it also increases design and delivery costs and could lead to inconsistent experiences and learning results.

Only 16 percent of participants said they planned to hold truly hybrid events, with some people gathered in a physical room, while others attend remotely online. As mentioned, this setup has often led to one group having a sub-par experience. In the past, online participants were frequently ignored, but given advances in technology, it could soon be the in-person participants who are missing out on key benefits, such as peer learning from chat or other digital components.

As technology continues to improve, so too will our ability to deliver effective hybrid learning events. But for those trainers and training managers who are developing hybrid learning events now, here are some considerations to help make them as strong as possible. These tips will also work for hybrid teams or project meetings:

• Equalize the focus. The design of the program must very intentionally treat in-person and remote learners equally. Make sure that learning objectives can be met by members of both groups and that all have equal opportunity and voice in the sessions.
• Use producers. Have someone in the role of producer in the physical room, and preferably have a remote producer as well. They should be experienced with the technology being used for the event—physical hardware in the room (for example, cameras, and laptops) and online platforms (such as the video conferencing and audio dial-in systems).
• Enable chat. Make sure the chat functionality is turned on in the virtual platform for those who are remote. Chat backchannels are the best way to keep virtual attendees engaged. If in-person attendees are also using laptops as part of the session, then it will be easy for them to participate in the chat as well. Otherwise, in-person participants should be encouraged to use their smartphones to monitor the online chat.
• Display remote participants. If possible, have a big screen in the front of the room showing as many remote attendees on video as possible. Alternately, use a smaller screen to represent each online learner. If video is not enabled or an attendee doesn’t want to be seen on webcam, you can display a static photo or their name to constantly remind everyone that the remote folks are out there too.
• Display the leaders or presenters. On the flip side, make sure in-person leaders or presenters are included in the main visuals that remote employees see. Since that is what the in-person attendees are focused on, you should provide the same experience for the remote attendees. Displaying a view of the in-person audience is nice if you have a second camera, but not if it means cutting away from the trainer. Avoid displaying video of the audience looking at a disembodied voice.
• Include everyone in activities. Make sure to include remote learners in all training activities. If there is a moment when in-person participants break into small groups, use your platform’s breakout functionality for the online attendees. If in-person attendees use flip charts to brainstorm, leverage whiteboard and annotation tools or a third-party application to do the same online.

§ § §

Conclusion

Fine-tuning the use of advanced approaches like delivering in a hybrid environment, adding AR experiences, and using features like webcams, multimedia files, and breakouts is not required to run a successful virtual event, but doing so can help take a good event and make it great. Supplementing your platform with the right external tools can help too. This chapter provided advanced guidance, best practices, and tips for using these online platform features and tools. Armed with these activities and added insights, there’s nothing stopping you from creatively designing online events that will engage participants and get results.