Make Your VILTS More Effective with Neuroscience
Posted: May 29, 2014
A survey conducted by the Society of Applied Learning Technology (SALT) reports that “the vast majority” of companies plan to expand their use of Virtual Instructor Led Training (VILT) in the near future. Yet only twenty percent of these same companies find this delivery medium to be very effective.
So why do they keep doing it?
The survey respondents say the primary reason is to save money. The second most-frequent response is reducing time away from the office, while the third reason is the ability to train large numbers of people quickly.
If you want to avoid investing time and money in training that is economical but ineffective, you might want to apply a little bit of science to your VILT programs. In this and subsequent articles, I’m going to discuss three areas of focus for enhancing the effectiveness of your VILTs: design, preparation and follow-up.
Design for Engagement
Many VILTs follow a very predictable format. The first few minutes are spent getting organized and positioning participants online, followed by introducing the instructor and the topic. At the end of the class, there is usually a brief quiz or poll. The predictability of your programs may be causing your learners to tune out or multi-task instead of focusing.
This behavior occurs because the brain has developed pattern recognition as a survival mechanism. Our brain tends to relax in familiar surroundings and shifts into high alert in unfamiliar surroundings. Somewhere between feelings of boredom and anxiety is a highly productive level of attention. To help your VILT participants pay attention to you, design your VILTs for maximum engagement.
Jump into the content right away
Have you ever walked into a class or meeting a few minutes late and felt yourself scrambling to catch up with the conversation? If you start with content right away, your participants will be forced to pay attention immediately. There’s also a secondary benefit: people will start logging in early to be sure they don’t miss anything.
Ask a challenging question in the chat window
While polls have their place, you’ll get a lot more interaction from the use of the chat window. Pose a question that doesn’t have a clear right or wrong or answer; then sit back while participants share their opinions. This simple tool helps your VILTs become social learning events in which participants learn from one another and not from the “the sage upon the stage.”
Promote a participant to a presenter
When we watch someone else solve a problem or learn a new skill, mirror neurons fire in our brain in the same way as the person we’re observing. A very effective VILT technique is to have participants take turns trying a new skill. Let the rest of the class, rather than the instructor, provide help as needed to maximize the effect.
VILTs are here to stay. Designing them to be more engaging will help you get better results from your investment.
In the next article, we’ll discuss how you can prepare instructors and participants for the VILT experience.
About the Author
Hi! I’m Margie Meacham. As a learning consultant, I help people apply the neurosciences to enhance learning and performance. My course designs have been implemented at American Express, Bank of America, Motorola, Honeywell, AT&T, State Farm, Cisco, Bell South and many others. My book, Brain Matters: How to help anyone learn anything using neuroscience was a finalist for the 2015 Best Indie Book award and is full of insights for teachers, corporate trainers, leaders and parents.
I have a Master’s degree in Learning Technologies and I teach Essentials of Brain-Based Learning for the Association for Talent Development (ATD) as well as private clients. I’m a keynote speaker for organizations such as Training Magazine, eLearning Guild, ATD, the American Mentoring Association
(AMA) and The Learning and Development Conference (TLDC.) I sharing best practices with other learning professionals! Let’s connect via Twitter, email or in person at an upcoming event.