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>> Hello everyone. Thank you for joining. My name is Alicia Lord.  I am going to facilitate the webinar. Before we begin, we will have an overview of the platform. 
>> To the right of the presentation, there is a chat box. Please enter any questions. 
>> Below this we have the materials box. You can select all of the documents and download them. 
>> If you have any technical issues, click on the help button at the top right of your screen and select, troubleshooting. 
>> Thank you for your attention. 
>> Hello everyone. My name is Jennifer White and I'm the program director for curriculum development. I managed the Institute for leadership the Allman program, today we have the first webinar so we are excited to be with you today, and we thank the office on violence against women for supporting us. Today we will be joining together to talk about instructional design basics and fundamentals. 
>> The first ever webinar, we have over 300 registrants with many old friends and new friends, so I'm excited to spend the next 90 minutes with you. 
>> I am joined by Doctor Karen Richardson, for those of you who will be joining us in person in June, in Philadelphia, Karen is one of the faculty members for that, she has more than 25 years experience in education She has taught high school English, she now focuses our attention on teaching face-to-face courses related to education technology as well as school leadership and administration. 
>> She is also a member of this I-LED faculty,  she is wonderful fun and a huge wealth of knowledge. 
>> Thank you, Jennifer. It is a pleasure to be with you, if you're going to be in Philadelphia I look forward to meeting with you, I have been doing educational technology almost since there was technology but I'm interested in focusing on online, I live out in the country, I am able to do most of the work I do now from my farm which is great. 
>> There are some really great guidelines and ways to organize the online learning in particular, moving from face-to-face to online, that can make it an effective way to reach the most of your stakeholders, without always having to have everybody traveling. We will focus on those kind of tools. 
>> It is exciting to work with Jennifer, and her other colleagues to be involved in this important work, and helping you learn better on how to use technology effectively, to do the kinds of trainings that you are doing. 
>> Please use the chat box to ask questions or interact as we go along. We will have some time when we ask you to do the chat but we will be happy to monitor questions and get involved. 
>> One of the things we will talk about is the learning objectives, and writing those objectives and evaluating them, we were not going to start our webinar today without our own objectives. 
>> You can read through this slide, as you are thinking about these objectives, think about what you will learn today but also think about how these objectives are written, look at the verbs that start them, we talk about following a process, it is an active verb that lets you know we will help you work through how you design your offerings that you do. 
>> The next one starts with utilizing, you think about your learner and how you write those objectives and finally we will end the webinar by thinking about all the possible ways that you can deliver training whether it is in person and you're using technology, or you're doing it birch -- doing it virtually, or you are doing some blended stuff, and we will do some opportunities to consider all the different ways that you might do those things. 
>> Those are the objectives. 
>> We want to get a sense of our audience today, we have a couple of questions, Adobe connect has these very nice questions built in and we can immediately get your audience involved in what you're doing, you will notice what I am doing is getting involved in the webinar but also talking about how these tools can make a webinar much more engaging and effective. The first question, rate yourself on delivering your in person trainings. 10 being excellent and decreasing from there. 
>> If you do not have any experience that is a 1. 
>> You can notice the results are showing up, as you feed them in. So we see we have an experienced group here of doing in person trainings. If you have tips or things you want to share in the chat box, as you go along, we would love to hear from you. Building community is a great way to learn. 
>> I will give you another few seconds. 
>> It seems like everyone has some experience with doing in person trainings. It is not a new experience for most folks. 
>> The second question, rate yourself on how you deliver virtual/digital training. If you have not done anything online, click 1 and go from there. 10 is the best. 
>> Hopefully, by the end of the webinar if you have never done any, you're not too overwhelmed but what -- by what we talk about. But we will give you information on how to do these trainings. 
>> We can always learn how to do things better. By the end of the day, you will have some good ideas. 
>> The way we are going to work this today, we felt like with as many people have signed up, you come from different areas of support and training that you do, you have different stakeholder so it might help us connect as a group if we had a shared goal. That will help us as we practice writing objectives and the needs assessment. Here is the goal for today. 
>> You are the OVW grantee provides  legal and advocacy services to survivors of domestic violence you also conduct national trainings. The goal is to create an education program for attorneys and advocates in legal organizations across the country on how to interview survivors who come to you for assistance with a child custody matter. You have sufficient funding to create a one day program and have the flexibility to conduct the training in person, online, or in combination. 
>> For those of you who may not be familiar with some of the language, when we talk about doing combination training, that is in person and online, that is when we talk about something called blended learning. We're doing both in person and online. There is the goal for today. 
>> The program is for attorneys and advocates in organizations on how to interview survivors. 
>> Keeping that in mind, I will turn things over to Jennifer and she will talk about conducting a needs assessment. 
>> Conducting an assessment, when you're faced with any education programs that you are hoping to design, whether it is a two hour presentation, a three day training, I would urge you to conduct some type of learning needs assessment. Basically a needs assessment is a way for you to consider what the learning needs are of your audience, and we tend to look at that from two different perspectives, from the actual learners will be participating and if not the actual learners, a representative sample, as an example we were talking about that this goal of our shared fictional training, is for attorneys and advocates. So you would certainly want to do a needs assessment and use attorneys and advocates to find out from them what the learning needs are of that group. You also want to consider stakeholders. Faculty. Experts. An advisory committee. Sponsoring organizations. Consider the perspective of the funder, so when you are doing the needs assessment, you really want to thank very broadly about what the learning needs are, of the audience on a particular subject. 
>> I am curious, of this group, if we can do a quick question, and answer the question, true or false, I have conducted a learner needs assessment prior to designing an education session. Is that true or false? 
>> I want to talk to you about different ways of doing that, I really do think as someone who writes a lot of curricula, and educational offerings, the most essential thing is to do some kind of needs assessment. There's a lot of ways to do that. 
>> My preferred method of doing a needs assessment is to have a focus group. You can call it something else, you can call it an advisory committee, a roundtable, the idea behind it is to gather some people together and you can do this in person or you can try to do it on a web-based platform or on the telephone. 
>> My preferred method is to do it in person if possible, what you do is you think carefully in advance, about the topic your teaching, and your audience. You want to gather a group of people to gather represent that audience, if you teach attorneys you will want some attorneys, you will want experts, stakeholders, faculty people, that kind of thing. 
>> If you could use the chat box for a second, let's go back to the goal, you are the OVW grantee  and you are creating a program for attorneys and advocates on how to interview survivors who have child custody issues. If you were going to create a group of people to do a needs assessment, who are the types of people that you would invite? 
>> Survivors. Attorneys. 
>> Legal advocates. 
>> Judges. 
>> Partners. 
>> Social workers. 
>> Trauma experts. 
>> Social workers at shelters. 
>> Past clients. 
>> Judges, law enforcement. 
>> Someone with experience interviewing in this situation. 
>> Child custody experts. 
>> People from marginalized communities. 
>> Interpreters. Mental health providers. 
>> The great thing about doing this is we started with the obvious ones, you are an attorney, but there is a wider view of who the stakeholders might be is when you start to drill down and making sure you're getting all those voices as part of the training. 
>> It's wonderful to see -- how nuanced you're getting as you think through the Scott you think about people from marginalized communities, people who understand trauma, your thinking not only of the people that you are hoping to teach, but your thinking about the subject matter in a Broadway, in the weight -- in a broad way, that is the process you want to go through, we think about doing a needs assessment. 
>> Starting this part of this conversation, I like to do these in person, as part of a curriculum design meeting if you're designing a curriculum for a big training, if you are doing a curriculum for a two day training, if you can afford and have the time to have a sitdown meeting and gather people together, it's a luxury in a lot of ways, but it is helpful. 
>> Sometimes you cannot do that, I would say if you cannot do that, the people on the phone, even if you have to do two different phone calls, get a group of people on the phone. 
>> I have done this on the phone, on the web, in person, if you're going to do in person, I like to have about 20 people or fewer, if that feels limiting to you in terms of the professional perspective, there are other ways to get additional feedback. In terms of the group dynamic in getting the most out of the type of group, try to keep it to about 20 people if you can. If you're going to do this on the phone, or if you are going to do this by the web, eight, 10 people. It can get a little difficult to do it if it is more than that on the web. 
>> You will have to implement more of a stricter process guideline for doing it so people feel like they can contribute whether you do it on the web and people are raising their hand, if you want to speak, if you're doing it in a round robin fashion, if you can see the person on the camera sometimes that works because you can see if someone is trying to speak, it is important to not have too many people. 
>> A little bit more about the process, let's assume -- 
>> It might be worth addressing on his question. How far in advance do you think you should do the in-person focus group? 
>> In a perfect world, I would want to get that done about six months before him, -- before hand, if I'm thinking backwards, you have to submit your curriculum, to OVW at least  one month in advance, you have to give them time to review and approve and time for any revisions, you want to give yourself time to write things down so part will be based on how much of the work you're doing, if you want to give yourself one month to write something, and then a few weeks to get feedback from people within your organization, people who attended the focus group, I think six months is a good amount of time. 
>> I will tell you if that sounds like I am in the same boat if you have a lot of projects and are working on a lot of different things, if six months does not sound correct, I have done it in a shorter time frame. It is hard. It's hard when you take into account the deadlines for submitting things and getting approval. 
>> If you want to honor the contributions of the focus group and give them a chance to see it, before you go to the training, you want to have six months or more. 
>> I agree. Particularly I think because you do have your curriculum review, so you cannot just be planning your workshop up until five minutes before it starts. You want to leave yourself that time but the important part you made is doing a focus group is not just this exercise, it is about getting input from your stakeholders and the people who will be in the training or will be impacted by the work that comes out of the training. 
>> You need to give yourself time to do it. 
>> Very often, we choose faculty based on people who participated in the focus group. It is a great way to spend time with people to see how much they are familiar with the topic, you get a sense of their dispositions, in terms of delivery of information and having conversations which I'll -- which is how our trainings are designed. 
>> It gets important to keep those people that come, engaged. 
>> Do we give a stipend for our focus groups? 
>> It depends, I have done that. 
>> I recently had one where we did give a small amount, we did a budget for that and that is something to think about if you will be designing a curriculum and you're submitting to your funder to do that, to set aside time and money. 
>> We have also done it quite often, people volunteer their time. We will cover their expenses, but they volunteered their time, certain people will come and not want to receive stipend so often we work with judges who will volunteer their time, other providers who are subject matter experts volunteer their time, subject matter experts you tend to have to set aside stipends for those people. 
>> I want to give you more information about what happens, what is the process? 
>> It is quite simple, I will pretend that that we are in an in person training, how would a needs assessment go. The way we conduct it is we put paper in the room and we do a large idea generation, the freethinking exercise. We asked the question, what does this learner need to know about this topic? We make sure we are clear with everyone present, one for the learner is, make sure you know who exactly the learner is, in as much detail as possible, we got jammed up sometime doing -- we came to a curriculum meeting wanted to do a curriculum for judges who are dealing with violence but we did not decide what kind of judges. We could not know, do we want all judges, will it be open, do we want juvenile judges, family law judges, if the real the conversation in some ways, even if you're going to user focus group to decide that question, which is reasonable, set aside time to do that before you do the needs assessment, to really clarify who the audience is. 
>> Make sure you know everybody knows who the audience is, you just ask, what does this need to know about this topic and you conduct a freethinking idea exercise, typically the way we do it, if I was facilitating the meeting, I would take notes, of everything that was suggested, on the paper we will put down everything, there is no judgment, this is not an evaluation piece this is a freethinking piece. 
>> Everything gets put on the paper, I number every idea, and that is important, you number all the ideas, and you just let people flow with the thoughts, I tend to encourage people not to get bogged down and how long this training will be, how much can we cover, you're giving too many topics, let it go. Let people think as broadly as possible. 
>> Are you going to cover everything that is said in the room? Probably not. But, as you go you will see, categories of things and topics will naturally fall together. They will be similar. They can be combined. You will see that some topics will be repetitive, you will see some topics do not make sense or might be too far outside of what you're trying to teach. 
>> You might see that, we don't have time for this but we can create a good robust toolkit and give that out to people, these can be additional resources, this can be a second training, if we submit in the next application, you want to do an advanced training, you already have these items that are identified. 
>> Do not fret too much about that, after you start to notice that people are repeating things, or running out of things, or people to start to look exhausted, you will know it is winding down. For a two day training in person, I will give anywhere from two, three hours for this process, but give people a break as well, 15 minutes to take a break, that kind of thing. 
>> It can take a while and you might end up with as many as 100 topics by the time you're finished and that is also common. The process that we go through after that, is that we number, all the topics. 
>> Then go back through the topics, and she where things are either repetitive, or where ideas can be combined into categories or buckets, as an example let's say, we're going through the list and I read, I start with number one, number two, let's say by the time I get to topic number eight, I say, okay, is this a standalone topic or will this go with something else? As a committee, we will say, that goes with number two. So I would cross that out and put in parentheses by number two, I would write the number eight. You go through the whole list like this and by the end, you will end up with certain categories or buckets, that will be the larger segments of your training. 
>> The final step to the assessment, now that I have these buckets got go back again and think about what is in the bucket, these buckets will have several topics, and say how important is this, on a scale of 1 to 10. Is this bucket something that is essential, does this need to be in the training? Let's give this a priority number of 10. Is this very low priority, is this mid-priority? 
>> That is the needs assessment piece, for the curriculum design that I would do at that in person focus group. 
>> If you are doing this on the phone, or on the webinar, I would not necessarily do the part where you go back through and combine the pieces. On the same call. I would definitely break that up, break down into a couple of different calls, I might even do the fruits -- do the freethinking part and then go through either in the office with a colleague or myself and do the combining, and then maybe send that back to people in buckets for them to look at my email or on a separate call and do the prior to rosacea. 
>> And do the prior authorization. 
>> The other thing, this is one way to do a needs assessment, you can do a needs assessment through questionnaires, you can send out questionnaires, you can do needs assessments through written materials, or research, if you are doing a training for practitioners of some kind, like prosecutors, you might do a needs assessment through observation of how they behave and for -- on how they behave in court. 
>> You can do a combination with a focus group or in lieu of the focus group. The other thing to remember, you continue to assess the learner needs throughout. You are doing this assessment in advance so you can design your curriculum but then you will continue to assess during the program by watching the learners perform, and then after the program, doing evaluations, surveys, sometimes we do follow-up interviews or technical assistance, this assessment process in finding out what the learner needs is a continuous circle. It does not end. 
>> Any questions? 
>> It depends, I think the part where you go back through and you do the combining piece, people tend to get burnt out on that part so because people start to feel like it's a mess and you're never going to get anywhere, but you will see that it is organized very quickly but I would say, within four hours total I would get all of those things. 
>> The combining and deleting can be tedious for people. 
>> Do you do any notetaking during the session? 
>> Yes. 
>> I love to have somebody there to take notes. People always end up sharing good case studies, stories, and I like to take note of those things because those conversations become part of the curriculum. I had a strict policy at one point, if I knew I was writing a curriculum I wanted to be my own notetaker. 
>> Since then, I have ceded control, and done the facilitation and had somebody else take notes but either way, it is great if you get somebody to do the notes. 
>> Let's do a sample needs assessment, we can see how this process works. Let's assume that you have the role of the grantee, you provide legal and advocacy services to survivors of domestic violence and you put on trainings as well, what does your learner, attorneys and advocates, need to know? 
>> Let's see how we do. Let's see how this process goes. 
>> Trauma informed interviewing. 
>> Understanding bias. 
>> Building trust. 
>> How to assess risk. 
>> Resources that are available. 
>> Motivational interviewing. 
>> How the court determines custody cases. 
>> Dynamics of child protective services. 
>> Dynamics in their home state. 
>> Communication to nonlegal parties. 
>> Safety resources in the community. 
>> Child support. 
>> The role of custody evaluators. 
>> Slowing down and not rushing. 
>> Safe housing options. 
>> Crisis intervention. 
>> Challenges survivors face. 
>> Immigration issues. 
>> Language access issues. 
>> Recognizing cues in body language. 
>> Intersection with other pending cases. 
>> Eligibility requirements for services. 
>> How to translate legal rhetoric. 
>> Protective orders. 
>> You can see as we go, we have had a lot of great ideas, some of them overlap, some of them are you -- are duplicates. 
>> You can exhaust the process a little bit, but you can see in the brief couple of minutes that we did, there are great ideas that came out of doing this talk, and you're thinking about what are the needs of the audience and the needs of the attorneys that will do this work. I love these ideas around safety, language access, trauma, that is an important thing, so we people thought of trauma. 
>> These are things to think about and I believe we take some time to do this process, even for one hour, on the telephone, you'll get ideas that you did not think about. You cannot possibly know or remember the full expanse of ideas that might be coming important. 
>> There is specific content and sulfur skills, soccer skills of interviewing and learning how to slow down so that becomes an area to think about and so on so this was terrific. 
>> We will move now from this notion of needs assessment into you have done the assessment got you a good idea of the content that you do want to include in your training, how do you start to turn that into specific objectives for the knowledge skills and dispositions that you want to impart to the folks with tender training. 
>> Here is a quote from Dan Spalding, adult learning has this fancy name, it is called [ Indiscernible ]  it's a long area of research and started up in the 50s and 60s, we can give you some of the theories and terrific practical ideas of how to work with adults. 
>> As you think about objectives, that classes are based on activities, mediocre classes are based on materials and good classes are based on objectives. 
>> One of the things you learn how to do in teacher school is right objectives and you learn that when you're writing the objectives, your thinking specifically about the change in behavior or the change in knowledge. 
>> You're not just bringing people together to present them with information, you want them to make a change in the way they're doing things or you want them to learn things so they can do a good job of doing whatever it is that the training is dealing with. 
>> Let's get a little feedback from you, what do you think of when someone says, what is your learning objective. What is the first thing that comes into your mind? 
>> Measurable. 
>> Takeaways. 
>> It helps define the purpose of the training. 
>> What will happen after the training? 
>> Knowledge. 
>> Skills. 
>> What someone tend to -- what someone tend to -- 
>> All the things you generated in your needs assessment, you can start narrowing things down into these ideas of what you want people to do. 
>> Achiever. 
>> How will learners change their practice? That is a really important one, the second question, why are objectives important? We have this idea of how to craft a good objective, why do we care? 
>> Managing the expectations. Setting the roadmap. 
>> Focusing the training. 
>> If I do not have the objective going in, it makes it difficult for me to evaluate going out. 
>> We want to make sure the objectives are measurable so we can measure them. 
>> Often, schools would do a training for teachers and they will say, the training was successful because 25 people attended the training, for three hours. And that is the end. 
>> There is not anything about what we want to have happen after the training is over. 
>> These are terrific. It gives purpose to what we are doing. 
>> It helps guide us along. 
>> I mentioned knowledge skills and dispositions, attitudes behaviors and skills, these are all in a measurable way, detailing what will happen and it helps you guide what you will do and it also helps your attendees understand the parameters of the day. When they ask a question or they want something more, you can say, we might have time to talk about that but it is beyond the scope of the work that we are doing today because these are the objectives that we have been able to identify. 
>> We will talk about how we figure out what those verbs are. 
>> Thank you. If you are in education, or you have interest in education, you may have seen this and it is a way to frame the writing of objectives. 
>> If you look at the handout that we attached There's an I-LED objective,  so you will see on the handout, the same hierarchy and the idea behind this, this is not the original version, this is a later version, and this is more user-friendly, we utilize this version. 
>> The idea behind this is that as you got this hierarchy, the cognition becomes more complex, it becomes more complicated, the level of thinking and skills that you're trying to develop will become more complicated and more complex the higher you go. 
>> And they build upon each other, you cannot -- applied information unless you can remember it. You really cannot evaluate something unless you're going through the process of applying, analyzing, and you can evaluate. You cannot really create something new at the top, unless you have gone through all the other processes, a helpful way to think about your objectives, is to think through what level, one complexity are you trying to get to for your learner, you want to be aware of time and space and what is achievable, but you think about what level you're trying to reach, and then we have this chart of the I-LED  handout, it gives you verbs that you can use, if you were to look at the chart and say, the level of cognition I am trying to reach is I want this person to be able to remember what laws apply and if you look at the T verbs, -- if you look at the key verbs, if you're trying to get folks to remember the laws that apply, you might say, you can list all the different laws that apply in a custody matter or you want them to be able to define the laws, or identify the laws, you can see in this chart, after you think through how complex the process will be, you can look at this chart and think about the verbs. Any questions? 
>> This is just one framework that you can use, it's a good way to think through what you're trying to achieve and match the words you are using to what you're hoping that your learner can do, let's critique this sample objective. 
>> Learners will understand how to create an online training video. What is wrong with this objective? 
>> What is wrong with this statement? 
>> It cannot be measured. 
>> It is too broad. 
>> It is difficult to gauge understanding. 
>> Understanding and create are two different things. 
>> Objective should be about the takeaways and not so much about what will be done during the training. 
>> It is too vague. 
>> There are a couple of things wrong with this objective, the one that is most glaring is the fact that it says to understand how to do it. How do we know they understand how to do it? We do not know. It cannot be measured. We want to write the objectives in such a way that we can see or hear that the learner understands, it is not a problem we want them to understand how to do something, it is a problem that this is written in such a way that we do not know that they understand. 
>> If you were to go back to the chart on the handout, and look understanding, you can see there are lots of verbs, describe, explain, paraphrase, contrast, summarize, interpret, these are verbs that lead us to an action so we can see that people really did understand. 
>> We are just asking that when you write your objectives you think that next step, it is not understanding is a problem it is that you go to the next step and write the objective in such a way that the learner knows what you want them to do to reflect that they understand. 
>> Part of this is about understanding and the other part is about creating, we want them to create something? Which is the right objective? That's a great way to think about your objectives, this is the process that you want to go through when you're writing your objectives. 
>> Ask yourself, is this something that the learner would actually do. 
>> This group will knock this one out of the park. Let's go back to the fictional OVW grantee  and write an objective. You went through that needs assessment, you have combined and prioritized the needs of the learner, attorneys and advocates, you ended up with one of your priorities is the safety needs of the survivor. Thinking about that as one of your priorities, for the training, is the survivor in immediate danger? Has she participated in safety planning? How do you find out about safety issues that may impact the case? All sorts of things fit into this bucket. 
>> Think about your learner, think about the level of cognition that you want to achieve with this particular training, maybe you want your learner to be able to evaluate the situation, now we have moved further up, what kind of objectives can you come up with using the chart, that will demonstrate that the learner can evaluate the safety needs of the survivor. And you are welcome to write that down on a piece of paper, but also feel free, we will critique it on the next slide, you can also type in the chat box. 
>> The objective is that they will demonstrate that the learner can evaluate the safety needs of the survivor. 
>> Participants can list community safety resources for victims and their children. 
>> We will go through some of the objectives but you are correct, it's a lower level but the whole idea of chart is that you do not always immediately go to the top depending on who is sitting in the room, listing those resources may be unimportant to be able to evaluate the safety needs. 
>> In teacher's school, we teach the students the ABCs of objectives, which are considering your audience, the behavior that you want them to be able to do, the condition under which they can do that, and in K-12 we think about very specific content, the degree to which they can do it so, the student will be able to complete 25 multiplication problems, in a time and it will get 20 of them correct. That is a very immeasurable objective. It gives you an easy way of evaluation. 
>> Participants will be able to explain the power and control wheel. You have given them the worksheet but just giving them the worksheet does not mean they can use it so the roads are important. 
>> Core components of trauma informed interviewing, there is a list. There is a list for common factors. 
>> Take a second to look at the verbs, we mentioned evaluate, some of the verbs are choosing, supporting, comparing, arguing, design, it's a great one. 
>> If you get to that point, that is something where you expect the people in your audience to have these foundational ideas by the time they leave, they get to the point where they can create something. That is where you are at with the design. 
>> I agree. Just because yours is the last one, we will go ahead and look at your objectives and feel free to continue to type your objectives in the chat box. We can go back and look at them, we will go through your objectives. 
>> We use the S.M.A.R.T. objectives, your objective is  by the end of this class, you can determine appropriate questions to ask regarding the survivors safety needs during an interview. 
>> It is specific, you will end up at the end of the day with a list of questions that you can ask that will get us to that. Can we measure whether those questions will get at the survivors safety needs? We should be able to. 
>> There is good action here, incredibly relevant to what we gave you, and we have timely, it is also known as time bound. 
>> When you use the smart objectives, you want to make sure the objective is not completely open-ended, this may be going on for the next 25 years, but I think in your case, the notion of during an interview helps get us at the timepiece. We will not make a list of 750 questions, to ask, we will not have time. In this case the time bound issue will be more part of the interview. 
>> The word appropriate maybe a little vague, I might think of a different qualifier to determine -- 
>> Appropriate questions in this case might be questions that are phrased using trauma informed language. That might be a way of getting to what you need and what you mean by appropriate. 
>> That is more detail. That would be helpful. 
>> What is the difference between actionable and relevant? 
>> These things are not always the same -- I think time bound so you're selling some sort of time when it for your objectives, when I talk about S.M.A.R.T.  objectives, I do the achievable, is this something the learner can do in the real world and can I tell one have done that, is that achievable? Or are we setting these pie in the sky objectives that no one can achieve? 
>> The relevant piece as well, comes in with making sure that you did the needs assessment, we said the safety of the survivor is an important bucket, we want to make sure the objectives focused around that piece. So there objective -- so the objective is relevant to the content that we are trying to get across. 
>> One of the main elements when you look at adult learning, it is based on a clear need. It is relevant to the people, we are creating training for people that they can use in the workplace. 
>> I will admit, I often will Google things like smart goals, I teach a project management class for a university in Virginia, we spent a lot of time thinking about the objectives for a project, similar to a plan, but thinking about how to make sure that we are creating objectives that are relevant to your lives and most of you mentioned these as you went through earlier with the objectives. 
>> Any other questions about writing objectives? It is so important to have that in place because it will guide everything else that you do. 
>> Part of this is helping you now, you have done the assessment, you have your objectives, you want to think about how you are going to deliver this training. We told you that you have something to do training, but you had some ideas, some flexibility in terms of how that was done, this is a chart I've been working on, for today's purposes, I have it to where I like it, these are the various ways you can think about delivering training. The ones on the left are self-explanatory, you can do it one line or face to face, or blended learning, we could do one or the other. 
>> The words of the top maybe less than a year, asynchronous means it is done out of time, people are not necessarily together working on things in a way to go, this is we're not doing things -- asynchronous is out of time, synchronous means at the same time, face-to-face workshops are synchronous, where all together in same place, and we're doing things together but these gatherings can be enhanced through the use of technology tools. 
>> For instance, I am a fan of the butcher block paper hung up and we put some thoughts on things, the problem with that is there is no record, if we're just throwing everything out and maybe it is not important that we record that, and we can take a digital picture, or it is important that we recorded and we can have someone taking the notes and jotting things down, as you are learning, there are some great online tools that you can use to do a similar kind of brainstorming that will be automatically digital and able to be shared amongst a group. 
>> Online, for synchronous, a webinar, we are doing that right now, we are working together and you're listening to us talk, we could put our video up, you can use the chat box to participate at the same time, we could swap out for interactive whiteboard, we could have a document where people are making contributions. 
>> The asynchronous part of this may be some of these things, it is just they are happening apart from time, or dispense in shooting at their own pace, rather than all being together at the same time. 
>> We want to take a little bit of time to mention some of the tools that you might consider using in order to complete this training. 
>> For the synchronous tools, something like Adobe connect, it doesn't have to be Adobe connect, I tend to list specific tools but Adobe connect is a teleconferencing tool, there is WebEx, others you can use, any twitter users in the room? Twitter can be a synchronous tool, it can be used everybody in twitter at the same time using it as a chat tool, Google has wonderful tools that allow editing of a document or slides so the days of I worked on the word document and that I email that to Jennifer and she works on that and she sends that back to me, we can be in the same document at the same time. 
>> There are other tools as well, anyone familiar with PADLET?  Is an online bulletin board tool -- it is an online bulletin board tool. Everybody puts their ideas here. 
>> Everybody can put things together, this is a nice tool to replace or supplement the butcher block paper in your training. Everybody can be here and you can move the notes around and start to do some of the groupings, as you go. 
>> The last one on the list, is called today's meet. This is a back channel tool, it is a way of having folks be able to chat exactly the way you're doing it in Adobe connect and you can use this in a face-to-face training, I will often have a today's meet back channel text set up so if you have questions you can add things, you can chat with each other, you can ask questions, whatever it is, it's a way of being able to collect that and reference it so what we are doing in Adobe connect, we can do in a face-to-face setting. 
>> Technology is never going to stay the same. If you are waiting for that day, when everything is stable and there will not be anymore changed, it will not happen. Today's meet was the go to back channel tool, I use it every semester with my students, I use it in a lot of face-to-face workshops, I believe it is shutting down on July 1. It was run by one person, I do not know if he had any funding but he did the coding, the set up, he cannot supported anymore. Some tools do the same thing, maybe not as popular, and there is a link for you that has five or six suggestions. 
>> How secure is this? For most of these, they have choices as to how secure they make them. For instance PADLET , I can create a completely public PADLET  that anybody can see and find in a search engine. I can create a completely locked down PADLET that only people  who are logged in to the application can access to mine, if you think about as a continuum, there is in between, I will often, when I create something like a PADLET , I sent them to where the only people who can participate are the ones that have the direct link and I checked the box that says, do not let this show up in a search engine. Today's meet with the same, you can have a completely public today's meet they did share with anybody in the world or you can set up a private room for only you and your students were part of it. 
>> When you're thinking about your training, any kind of app that you will use think about the learner in terms of accessibility and if there is accessibility needs, we know that Adobe connect is the most accessible for people with disabilities so it is something to think about. 
>> It is exciting with the various ways that we can do things and so, this webinar is being recorded, the webinar can be offered on a website, hopefully with some information about why you would want to watch it, to be something for you to complete afterwards to help you be sure that you got the content but there is that sort of, training, the curriculum is getting wider in the ways you can combine these different technologies for outreach. 
>> No matter how you do it, all these things we talked about are important, the needs assessment, make sure you have objectives, I worry sometimes because my organization, we do webinars and will put them up for people to watch but I wonder how much they get out of them, if we do not have some kind of thing for them to think about and for something for them to do after. 
>> When I do a circuit is tools, a lot of things are on the same list, tools can be used for two different things, they can be synchronous and asynchronous, twitter tends to be more used as an asynchronous tool, it becomes a synchronous tool when we do a twitter chat and we are together. 
>> The same for today's meet, I can have that open, and I cannot people contributing, Google, same thing, the online courses, that is the much more in depth tool and I think -- the one week course everybody does the week at their own pace, but they can do it on demand so online courses can be synchronous, maybe we're all together and we can anticipate in a discussion, but later we are doing the things at our own pace, if it becomes on demand, we may not have the same opportunity to participate in discussion but I still be part of the content. 
>> The last piece we put together, was a way of enhancing interactivity, often, webinars tend to be just the delivery methods, you do not have access to the chat, but most of you are listening to the presenter presenter content. 
>> That is fine but it tends to be boring. You have to be actively engaged. Adobe connect and most teleconferencing tools have interactive tools built into an -- built in, we can get people involved in what is going on, you can use it at the beginning, you can get a sense of where the audience is, you can use it as a quiz tool if you want, it is important to you, that people learn certain things and they can list and describe the law you can use the polling tool as a bit of an assessment as to how people are learning, we have not use this today but Adobe connect has a whiteboard, people can type in ideas, and you can include audio and video. 
>> Content management systems, you can deliver courses so something like blackboard, or campus, maybe you're using WordPress, they will have tools. Discussion forum's, we read the article and we ask you a question and folks responded in a discussion forum and if it is happening at the same time, that's a great way of getting people to participate. Many course management systems have the ability to create self-paced activities, you start the activity and you learn something, you take the quiz, then a direct you to something else, then you do another activity, you're doing it at your own pace, plenty of assessments in course management systems, and then there are opportunities to do private reflections using journals. 
>> These are a few ideas for ways that you can make sure your learners are interacting with the content. 
>> We have talked about most of these already, for the assessment tools, there are great ones online, word press, videos, Adobe spark, you can create videos that are useful. 
>> They are assessment tools for quizzes. 
>> I am cognizant of the time. I threw a lot at you. 
>> Any questions? 
>> Anything to share? 
>> Many opportunities to apply learning during the session, yes. 
>> Any resources for adult learning best practices? 
>> I have a list of additional readings that you can do. I recommend any other I-LED courses  that we put on, they incorporate pieces around until learning best practices, we have curriculum development, faculty development, distance learning, I am hoping to do another webinar. 
>> I can talk with you more off-line. 
>> I understand the pre-work. The pre-work, if it is really relevant, you do not want it to be long but if there is a piece of information, make sure there's something that asked them to report out. Or to think about it. Read this article, and to write to -- and write some sentences and make sure you reference that during the training. 
>> The new principles made us read things and when we went to the first faculty meeting, she asked us questions. So we learned quickly that these are not just -- this was really important. 
>> Get some credit, get some accountability built in and that will help push the limits. 
>> It would be a matter of having your interpreter in the class with you, here is the contact information. 
>> Thank you. Thank you to all of you for being here today. Thank you for your participation. 
>> Thank you. 
>> Here is my contact information. 
>> Thank you for your participation. I look forward to seeing you in Philadelphia. 
>> Thank you, everyone. 
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