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Virtual facilitation & training has become one of the utmost mandatory skills that any learning professional shouldn't be only aware of, but be able to articulate & sway to his/her own various needs to get the most out of a learning experience.
Introducing the Virtual Wizard, A fully gamified learning journey that will guide learning professionals through the enchanting magical realm of technology, visualization, design & learning; aiming for them to get practical implementations to their learning experiences, plus being able to use friendly tech-based tools for different learning strategies.
We follow the framework of the Sacred Trinity which helps us create our unique virtual experiences. And it is what we will get to practice & learn step by step.
A Message From The Game-Master
FREE PREVIEWHow to use this course
Before we begin...
Virtual Wizard - Chapter (1) - Foundations - Session One
Technology Orientation
E-learning Foundations & Terminologies
Virtual Wizard - Chapter (1) - Foundations - Prezi Presentation
Discord Community Shortcuts
Virtual Wizard - Chapter (1) - Foundations - Session One - Recording 1
Virtual Wizard - Chapter (1) - Foundations - Session One - Recording 2
Role of Cognition & Persuasion
Virtual Wizard - Chapter (2) - Influence Pillar - Session Two
Tonight's Important tutorials
Virtual Wizard - Chapter (2) - Influence - Recording
Assignment Details
Virtual Wizard - Chapter (3) - Design- Session Three
The Micro-cards
Tonight's Important Tutorials
Virtual Wizard - Chapter (3) - Design - Session Three - Recorded
Second Assignment Details
Virtual Wizard - Chapter (4) - Design Strategies - Session Four
Tonight's Genially tutorials
Virtual Wizard - Chapter (4) - Design Strategies - Session Four - Recorded
Virtual Wizard - Chapter (5) - Flow Strategies - Session Five
Assignment Requirements
Design References
Virtual Wizard- Chapter (5) - Flow Strategies - Session Five - Recorded
Virtual Wizard - Chapter (6) - Flow - Session Six
Actionbound Tutorials
Virtual Wizard - Chapter (6) - Flow - Session Six - Recording
Virtual Wizard - Chapter (7) - Virtual Facilitation - Tips & Tricks
Virtual Wizard - Full PDF Playbook
Extra Resources
PowerPoint Slide builder
Virtual Wizard - Chapter (7) - Virtual Facilitation - Tips & Tricks - Recorded
Virtual Wizard - Graduation - Final Session
Graduation Requirements
Final Evaluation
These are the resources learners get during & after the program to help them with their future work
Soft Copy of the written handout
Exclusive Microlearning Lessons.... Access to all program recorded live sessions
The Virtual Wizard playbook to aid your next session
This program follows Cairo Local Time (CLT)
1st Session: Monday 20th of December- 7:00 PM - 10:00 PM
2nd Session: Wednesday 22nd of December - 7:00 PM - 10:00 PM
3rd Session: Saturday 25th of December - 4:00 PM - 7:00 PM
4th Session: Monday 27th of December - 7:00 PM - 10:00 PM
5th Session: Wednesday 29th of December - 7:00 PM - 10:00 PM
6th Session: Saturday 1st of January - 4:00 PM - 7:00 PM
7th Session: Monday 3rd of January - 7:00 PM - 10:00 PM
Graduation Day: Saturday 8th of January - 4:00 PM - 7:00 PM
Moe Ash
Framework Explained
In today’s upbeat market, the pressing demand for virtual learning programs was always around, even before the pandemic we are living became an evident reality. Yet, the application of virtual programs was mainly scrutinized and set as a backup option instead of an effective and full-fledged solution that can live up to the prestige of live face to face interactions.
The way I see it, there is a trinity of 3 main arches that must be put in check when it comes to weaving a virtual learning program’s tapestry:
1. Flow 2. Influence 3. Design
Experiencing optimal flow is nothing novel to anyone who knows the theory & work of Mihaly Csikszentmihalyi, flow is an optimal psychological state that people experience when engaged in an activity that is both appropriately challenging to one's skill level, often resulting in immersion and concentrated focus on a task. This can result in deep learning and high levels of personal and work satisfaction.
Learners who get to be challenged with knowledge, questions, interaction and learning goals that match their needs & skills, plus gaining an ability to increase their mastery level bit by bit throughout a learning program are the most satisfied learners you can possibly and find. Learning designers must be able to conduct a meticulous analysis that truly explains the learning hurdle and the individuals subject to the learning, in order for them to create a learning experience that can contain cognitive & skill based challenges that would breach that state of flow.
As a learner, it is easy to lose focus & get overwhelmed by the burden of complex information being conducted in a learning program, whether that was virtual or in person.
And this should not be surprising, as our working memory (our mental workspace), has a limited capacity for processing sensory information.
If the demands placed on working memory, known as cognitive load, are too high, learners may give up in frustration or fail to comprehend. According to cognitive load theory, some inherent cognitive load must occur during the process of learning. In fact, learners can get impacted from friction, difficulties, and challenge.
What isn't an impact, is excessive or extraneous cognitive load, which is under the control of the learning designer. Extraneous cognitive load does not contribute to the learning process. By reducing the extra mental effort required to learn new information, we can assure greater learning impact upon the learner.
Needless to say, the corner stone of any learning experience (virtual or in-person) is being able to tailor a learning design worthy of the work you are conducting. Yet, a truly compelling learning design is the one that allows more capacity for autonomy & certainty.
According to Holmes & Ramos 1991, learners who assume greater control over their own learning build higher awareness and responsibility over the topics being taught or conducted.
Learners who are able to take decisions within a learning context, receive a continuous flow of feedback, perform self-assessments, able to build horizontal relationships with peers and experience diversity in learning applications are learners who experienced an engulfing design that took them onto a journey, an expedition rather than just a learning program.
In Conclusion, this scared trinity when is put in motion your virtual program is no longer at the mercy of being positioned as less of an adversary to any face-to-face interaction (or any other virtual program to say the least); for the simplest reason that you are no longer creating a mere program, you are instead building up a learning experience worthy of your & your learners’ efforts.
Only 15 can attend per program
If you are looking for corporate or installment plans for groups.
No! This is a program on how to create a learning experience binding between synchronous (live sessions) & asynchronous strategies (offline tools & techniques).
Definitely it can be as it is one of the asynchronous strategies that you can include in your learning experience, but this is not the main focus of the program.
It is a program to get the most learning effectiveness out of your virtual facilitation. By getting affiliated & equipped with multimedia principles to consider in design, design modalities, instructional strategies & virtual facilitation tips.
A learning experience is about learning and not so much about teaching, instruction or training. The focus is where it should be: on the learner and the process that the learner goes through. You definitely have to understand why and how people learn in order to be effective. Experiential learning in particular is part of the foundation of learning experience design, as it enables the learner to reach the desired learning outcome. But how do you do that? By making the experience human centered and goal oriented.
The program is mainly built on a plethora of references of ATD, Human Centered Design, Hyflex Design principles, LXD and many more. All references will be included in your soft copy handout.
If you are on the middle eastern side of the world, the program will have specific cohorts in Arabic; and there will be exclusive only English for global audience off the Middle East.