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| Acknowledgments | |
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| Foreword | |
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| Introduction | |
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| Virtual Facilitation Gone Wrong | |
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| Putting Up with Poor Preparation and Content | |
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| Looking for Interaction and Collaboration | |
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| Getting Instructional Materials and Class Size Wrong | |
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| Encountering Trouble with Technology | |
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| Offering Hope | |
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| Homework | |
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| Getting it Right | |
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| Presenting a Web Workshop Example | |
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| Capturing Attention | |
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| Keeping the Class Size Small | |
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| Smiling for the Camera | |
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| Using Interactive Tools Effectively | |
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| Homework | |
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| Know your Audience/Know your Objectives | |
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| Learning your ABCs | |
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| Identifying Objectives | |
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| Writing Objectives Using STAR | |
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| Finding the Right Words | |
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| Connecting Objectives to Exercises | |
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| Attending to Learning Styles | |
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| Wrapping Up | |
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| Knowing Your Audience | |
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| Getting Personal Before the Workshop | |
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| Getting to Know Your Organization | |
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| A Few Best Practices | |
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| Homework | |
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| Interaction and Collaboration | |
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| Defining Interaction and Collaboration | |
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| Why the Distinction Matters | |
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| Using Interactivity Tools During Participant Introduction | |
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| Using Chat, Poll, and Raise Hand for Participant Introductions | |
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| Letting It Flow with Chat | |
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| Polling for Knowledge or Interest | |
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| Having Fun with Collaborative Learning | |
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| Performing Whiteboard Wizardry | |
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| Sharing Desktop Applications | |
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| Showing Tool Usage and Benefits | |
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| Homework | |
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| Powerful PowerPoint Pointers | |
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| Improving Slide Design | |
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| Slide Content and Delivery | |
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| Voice | |
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| Pacing | |
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| Flow | |
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| Differentiating Between Presentations in the Physical and Virtual Classrooms | |
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| Homework | |
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| Repurposing from Traditional to Virtual | |
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| Revisiting Adult Learning Principles | |
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| Presenting Some Common Repurposing Errors | |
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| Breaking the Ice | |
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| Conducting Peer-To-Peer Discussions | |
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| Employing Role Playing or Practicing | |
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| Modeling Behavior | |
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| Employing Self-Assessments | |
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| Charting Ideas on a Flipchart | |
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| Asking Questions and Checking the Pulse | |
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| Presenting a Video | |
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| Presenting with PowerPoint Slides | |
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| Checking for Understanding | |
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| Coaching Learners | |
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| Homework | |
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| Learning Transfer | |
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| Converging to the Context that Matters | |
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| Putting the Learner at the Center | |
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| Convergence and the Facilitator | |
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| Homework, Indeed | |
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| Applying Learning Quickly | |
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| Apply the Learning Soon After Training | |
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| Have a Realistic Expectation of Training and Identify at Least One Application | |
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| Be Prepared and Supported by the Manager | |
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| Receive Incentives, Rewards, and Encouragement | |
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| Engage in Training Close to a Pressing Need | |
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| Get Tools and Resources to Apply Learning on the Job | |
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| The New Blend | |
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| Changing the Profile of Learners and Facilitators | |
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| Homework | |
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| Technology Trauma | |
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| Making It Look Easy | |
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| Managing Risk | |
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| Anticipating Things that Can Go Wrong | |
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| Preventing Things from Going Wrong | |
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| Handling Things that Do Go Wrong | |
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| The Breakout Room Blues | |
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| Homework | |
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| Getting It All Together | |
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| Presenting an Existing Workshop for the First Time | |
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| Taking Your Time | |
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| Employing a Host | |
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| Running Solo | |
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| Scripting Your Presentation | |
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| Using a Video Camera or Webcam | |
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| Web Platforms are not Created Equally | |
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| Creating the Training Event | |
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| Parting Words | |
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| Homework | |
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| Glossary of Terms | |
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| Appendixes | |
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| Virtual Facilitator Self-Assessment | |
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| Interactivity Tools | |
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| Repurposing Samples | |
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| Using Interactivity Tools for Repurposing | |
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| NetSpeed Fast Tracks | |
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| Assessing a Virtual Training Program | |
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| Delivering Webinars to Large Numbers of Participants | |
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| Creating a Risk Management Plan | |
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| Logistics Checklist | |
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| Design an Interactive, Collaborative Learning Experience | |
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| Resources for the Virtual Trainer | |
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| Notes | |
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| About the Author | |
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| Index | |