3

Learn About
Technology

 

What's Inside This Chapter   In this chapter, you’ll learn

• The basics of hardware and software
• Files and folder structure
• Internet features specific to virtual training
• Types of telephony in virtual training
• The importance of learning more about technology.

To be a successful virtual trainer, you must learn about technology. You need to know more than the virtual classroom software—you also need to know what's underneath it.

It's similar to driving a car. You can be a good driver without knowing how to change a tire or check the oil. But when a problem arises, you are dependent on someone else to fix it. You may be waiting on the side of the road while everyone else passes you by.

Classroom trainers are faced with the same reality. The best classroom trainers are ones who not only facilitate with ease, but they have mastered all aspects of the classroom including its technology. They can connect a laptop to any projector, show videos on any DVD player, and use standard sound systems. They can perform basic troubleshooting when things go wrong. They are not dependent on someone else for these essential classroom functions.

The more you know about technology, the more comfortable you'll be in the virtual classroom. You'll be able to troubleshoot when things go wrong, it will be easier for you to multitask, and your classes will flow more smoothly. You'll also be seen with greater credibility by your participants.

The Basics of Hardware and Software

For those of you who already know basic technology, bear with me while we make sure everyone is on the same page. Or, skip ahead to the Tech Check at the end of this section.

Let's start with the basics: hardware and software.

Hardware consists of the physical components you can touch. Your desktop computer, monitor, mouse, printer, cables, keyboard, hard drives, and removable drives are all considered hardware. Your laptop, PDA, or smartphone would also be considered hardware.

The computer's processor is the brain and central nervous system of the computer—accepting commands and telling the various parts what to do and how to respond. Some of these hardware items take input (mouse, keyboard, touch screen), while others give output (monitor or screen, printer).

To participate in virtual training, and to facilitate an online class, you'll need a basic computer setup: computer, monitor, mouse, and keyboard, plus a sound card and speakers if you plan to use any sound-enabled features in class. Most laptops have all of these hardware components built-in.

Software, on the other hand, are the intangible programs that tell the computer processor how to function and what to do. Software falls into two categories: operating systems and traditional applications. Examples of operating systems are Microsoft Windows, Linux, and Mac OS X (pronounced Oh-Ess-Ten) Snow Leopard. Examples of what I call traditional applications are Microsoft Office Excel, Word, and PowerPoint.

Every software program has its specialty. If I visited your town and asked where the best steak restaurant was, you'd send me to the place known for great steak. And you'd expect me to order a steak when I got there. Would I go and order spaghetti? No. It's possible to order spaghetti, some people probably do, but the point of going to the best steakhouse in town is to enjoy what its known for: the steak. It's the same with software programs—they each have their specialties. They may have a menu full of choices, and a kitchen capable of cooking a variety of cuisine, but each restaurant—and each software program—has a sweet spot, or what it does best.

The virtual classroom uses a special type of software program that allows multiple computers to see the same screen at the same time and to collaborate together. We'll explore the details of these types of classroom software programs in chapter 4.

Other software programs that virtual trainers commonly use include Microsoft Office PowerPoint, Adobe Acrobat Reader (PDF), and Internet browsers such as Microsoft Internet Explorer or Apple Safari.

Speaking of the Internet, Internet software can be an entire category unto itself. We use software programs to access the Internet such as Microsoft Internet Explorer, Mozilla Firefox, Apple Safari, or Google Chrome. We also use software programs, such as Adobe Flash Player to view certain Internet content. And Internet software can help us use other Internet software, such as the case with Google Toolbar, which helps speed web searches and adds other browser functionality.

Traditional software is usually installed on your computer from a storage location such as a CD-ROM, USB drive, or your organization's network servers. Internet software is usually downloaded onto your computer by visiting a vendor's website.

In order for hardware and software to talk to one another, they need "drivers." You may have experienced working with drivers if you've ever installed a printer. You need the correct driver on your computer in order to be able to print to that printer. Some Internet software, including certain virtual classroom and collaboration programs, also need to have drivers installed. In my experience, drivers are not a frequent cause of problems during a virtual training class, but they are something to keep in the back of your mind when troubleshooting incorrect display or other settings. We'll explore troubleshooting in chapter 10.

 

Software Plug-Ins and Administrator Rights. Some software programs make use of "plug-ins" (also called "add-ins") to enhance their capabilities. Plug-ins are like little software programs that stay hidden in the background until they are needed. Plug-ins have various functions, such as playing video or audio clips. For example, when you play a video in a virtual classroom software program, it could use a plug-in like Apple QuickTime or Adobe Flash Player.

Like traditional software programs, add-ins are installed or downloaded onto a computer. Some virtual classroom software requires plug-ins to work properly. This is where problems may arise, because computers can be programmed to allow only certain users the ability to install software or make changes to their computer settings. If a participant does not have administrator rights to his or her computer, then the computer may not be able to install required add-ins for the virtual classroom software programs.

Trainers should check with the Information Technology (IT) or Information Services (IS) department of their organization to see if there will be any known challenges with installing necessary plug-ins or administrative rights assigned to participants' computers.

 

Settings. Most hardware and software programs have settings that can be changed by a user with administrative privileges. Some settings are based on the type of hardware you have, while other settings are changed because of user preference.

For example, your monitor has various display settings. Some monitors display a screen resolution that is 1024 pixels wide by 768 pixels high. Other common resolutions are 800 X 600 or 1280 X 800. The screen resolution dictates the output quality and size display seen on a monitor.

When delivering virtual training, your computer's screen resolution settings might be different than the settings on your participants' computers. Therefore, what you see on your computer screen may not exactly be the same image as what your participants see on their computer screens. Everyone's screens will look similar, yet there may be distortions or other slight differences.

It may be helpful to think of it this way: When you play a music CD on different systems, you hear the same song but with slightly different experiences. The sound quality depends on the speakers, as well as the player's sound settings such as bass, treble, and balance. The result is a slightly different listening experience based on the hardware and software used.

Therefore, as a virtual trainer you should have a general understanding of what settings can be changed on a computer and know how to change the basic settings of your own computer.

By now you're probably thinking: Do I really need to know these technology details? Let's just get to the good stuff—how to deliver training in the virtual classroom. The answer is yes—you really do need to know these technology details.

Think about a classroom trainer who uses a projector to display a visual. If the projected display is crooked or slightly out of focus, then everyone in the class notices. They focus on the imperfections, and wonder why the trainer doesn't fix it. On the other hand, if a classroom trainer uses a projector and the visual display is perfect, then no one pays attention to the mechanics. Instead, they're focused on learning.

Classroom trainers who know how to adjust projectors, including all of the menu commands such as keystone and other display settings, are able to keep participants' focus off the technology and on the class.

It's really the same in the virtual classroom. Once you've mastered the technology, including this behind-the-scenes look at it, you and your participants will simply use these tools and everyone can focus on the learning.

Files and Folders

Another important technology component are files and the folder structure where you store them. There are two main reasons a virtual trainer needs to know about files and folders. First, you need to know what file types work (and don't work) with your virtual classroom software. Second, you need to know where your files are stored and how to get to them quickly when needed.

 

File Types. Every software program saves its files with a unique signature called a file type. The file type is readily apparent by either looking at the file extension (if it's visible), or by looking at the icon graphic next to the file name. These file extensions associate the file with a particular software program.

When you are delivering in the virtual classroom, you use files to communicate visually. For example, a Microsoft Office PowerPoint presentation file shows slides with text and graphics or a media file could play a video to demonstrate a new skill. You might also have a poll question saved or a document you wish to refer to during class. All of these files are opened or "shared" in your virtual classroom.

When software programs are updated to newer versions, sometimes the file extensions change as well. For example, previous versions of Microsoft Office PowerPoint files had a .ppt extension, yet the default setting for PowerPoint 2007 files is .pptx.

It's important to know what file types are supported by your virtual classroom software. Every program is different, so you should know what works for your chosen software.

 

File Storage. Trainers use files in both the face-to-face classroom and the virtual classroom. A face-to-face classroom trainer has instructor notes, participant handouts, flipcharts, and videos. In the virtual classroom, a trainer uses all of the above and more. Virtual training files could also include poll questions, saved chat notes, and other shared documents.

Your electronic files are stored in drives and folders, similar to how you store paper files in your office filing cabinet. Your file organization structure is not critically important: You may be an extremely organized "filer" and have every file in its place, with hanging folders and color-coded labels. Or, you may be a "piler," with everything thrown into piles. Your computer filing cabinet is probably the same: files organized in subfolders or collected in one big folder. What is important is being able to find the training file you need at a moment's notice. Therefore, it really doesn't matter what your style is, as long as you can find the file you need when you need it.

In the virtual classroom, in order to share a document or to open a saved poll question, you must know the name of the file, where you saved it, and how to navigate to that location. You need to be able to get to it quickly. You should also know how to make back-up copies of your files, and how to email file attachments to participants. These things are essential skills for a virtual trainer.

The Internet

Virtual classroom software, by its very nature, uses the Internet. Therefore, virtual trainers should know basic Internet features.

 

Connection Types. A fairly important consideration is the type of Internet connection that you and your participants have. The connection needs to be fast enough to handle the virtual classroom software and all of the activities you have planned. If you plan to use any streaming video during the class, you'll want to ensure everyone's Internet speeds are fast enough to handle it.

While most corporate Internet connections are fast, consider the home office user or someone using a public wireless hotspot. Those connections are more likely to be slower or not as robust.

 

Firewalls and Pop-Up Blockers. Due to security concerns on the Internet, most computers today have software to prevent unauthorized intrusions. While this is normally a good thing, it can get in the way of virtual classroom software programs.

A firewall is a virtual barrier that, for security reasons, separates a computer or network from others. It not only prevents unauthorized entry to the network, it can also prevent outbound connections. Firewalls typically do not get in the way on personal home computers. But an organization's firewall for its corporate computers might interfere with a virtual software program. Therefore, it's important for a trainer to check with the IT or IS department of the organization ahead of time to see if there will be any known challenges with firewalls or other security features.

Another security element found on most Internet-connected computers are pop-up blockers. These blockers prevent "pop-up" windows from opening in a computer's Internet browser. Once again, this is usually a good thing, but it can also get in the way of some virtual classroom software programs that open in a new pop-up window.

Pop-up blockers can usually be disabled by the computer's user, although sometimes multiple pop-up blockers can be installed and in use at one time. My favorite trick is to press the CTRL key on the keyboard while clicking on a link, because that manually overrides any pop-up blockers.

 

Cookies and Caches. As you log in to some websites, a small file is deposited into your computer with identifying information such as your computer's IP address or which pages you view while on the site. These small files are referred to as cookies. Some virtual classroom software programs need to have an Internet browser's cookies enabled in order to capture log in information. You should know if your computer has security settings that prevent cookies from being deposited.

These cookies are stored in a tucked-away location called a cache, along with other temporary Internet files. When an Internet browser is having display problems or log in problems, a common troubleshooting technique is to clear out the browser's cache and to clear out its cookies.

Virtual trainers should know how to clear the Internet cache and delete unwanted cookies. In most Internet browser programs, including Microsoft Internet Explorer, Firefox Mozilla, and Google Chrome, this option can be found in dialogue boxes under the Tools menu.

Telephony

During a virtual training class, you'll have three types of connections: visual, kinesthetic, and auditory. The visual connection is what's seen on the screen. Kinesthetic is the physical movement associated with the connection, such as typing on the keyboard. And the audio connection is hearing everyone's dialogue.

Your computer handles the visual and kinesthetic connections to the virtual training class, and your telephone usually handles the audio. Telephony is a broad term referring to overall audio connection and telephone equipment used.

There are three types of audio connections you and the participants could use:

1. Standalone conference call
2. Integrated conference call
3. Voice over Internet Protocol (VoIP).

With a stand-alone conference call, everyone dials a pre-established telephone number. This conference call is not connected in any way to the virtual classroom software. Sometimes these numbers are referred to as a "conference bridge" and are often managed by a telephony vendor.

Integrated conference calling connects both the virtual classroom software and the conference bridge. One vendor supplies both the software and telephony, and the moderator of one is the moderator of the other. With integrated conference calling, everyone still uses his or her telephone to dial into the audio portion of the call. One advantage of an integrated telephony connection is that some virtual classroom software programs display the participants' telephone connection status, and the trainer is able to view and change individual settings (such as placing a participant on mute).

Also, an integrated conference call often includes the ability for participants to dial-in or to receive a phone call from the conference service. My personal preference is for participants to dial-in, so that they can decide what time to pick up the phone and dial.

The third type of conference calling used for virtual classes is Voice over Internet Protocol, or VoIP for short. (VoIP can either be pronounced as one syllable "voyp" or spelled out "vee-oh-eye-pee.")

VoIP uses the Internet and computer's microphone and speakers to transmit the audio portion of the call. Instead of using a telephone for the conference call, participants simply connect to the conference and speak into their computer's microphone. They hear the trainer and other participants through their computer's speakers.

People frequently ask if they can use a cell phone to participate in or facilitate virtual training. The answer is yes, provided there is a clear connection signal without static or the chance of a dropped call. A telephone is a telephone, regardless of the type of connection it has. VoIP telephones can be used as well. The bottom line is that the first two audio methods listed above require some type of telephone connection. The third type, VoIP, simply uses the computer, its hardware components, and its Internet connection.

For example, my home office telephone uses VoIP for its connection. I do not have traditional telephone service to my house; instead, my phone service travels over my Internet connection. So, when I deliver a virtual training class that uses the first two options, I use my laptop to log in to the virtual classroom software and use my telephone to dial the conference call number. While they both use the Internet, they are separate connections to the virtual class.

Virtual trainers should know common commands used by the conference call provider, such as how to mute and unmute lines, and whether or not the audio conference supports audio subgroups or "breakout rooms."

Learn More About Technology

I've always felt fortunate that my training career began as a software trainer when personal computers first became mainstream in office environments. I learned and taught DOS programming, the first version of Microsoft Windows, early versions of today's common office programs, and basic networking. This experience allowed me to become very comfortable with technology.

Since I was teaching others how to use technology, I wanted to know as much as I could about it, and why it acted the way it did. So I read every software manual from cover to cover (this was when software programs came with printed instruction manuals). I clicked on every button, experimented with every feature, and learned as many shortcuts and tips as I could find.

This has remained my approach to learning new technology: reading the documentation, trying it out, and playing around with it. It's also what I recommend for trainers who are just learning a new piece of technology.

Perhaps you are like most trainers I encounter: You are self-taught in technology. You know how to get online, read email, type a letter, and fumble through a spreadsheet. You learn new technology when you have to, either by trial and error or when someone shows you a new trick. This method is common, and it works for most people. However, now that you are training in the virtual classroom, you should learn as much as you can about technology. It will serve to your advantage.

One Trainer's Journey: Learning About Technology

Kathy Shurte's Story

I am truly "the accidental" virtual trainer. Technology is not my forte, so I did not seek out opportunities to play (or frustrate myself) with the latest toys. The organizations I worked for tended to be very restrictive with technology, so I wasn't learning virtual skills at work. However, I totally understand how important technology is to the way we do business today, and I do want to learn.
Through a volunteer position with ASTD, I gained experience working on virtual teams. We did most of our work via teleconference and, as time went on, there were opportunities to participate in webinars as both a participant and a presenter. It was a great confidence builder! We also had a "tech" team at our service, and I called on them when needed.
Although I was not an early adopter, when I was ready to stick my toe in the water, I did it surrounded by a strong support network. For my training sessions, I selected topics about which I was passionate, and that made it easy for me to focus on the message and not get caught up in the medium. I also reached out to the most tech savvy people I knew and asked them for advice. Curiously, most of them were not trainers; they were just very technically astute people. And more curiously, they were telling me to do things that, as a trainer, I knew I should do: Engage your learners. Don't read from your slides. Ask questions, lots of questions. Pretty soon, my self-talk was saying, "See, you already know how to do this!" The learning, for me, was all about the technology.

 

 

Getting It Done

Remember, technology is simply a means to an end. It's not our goal. Instead, it helps us reach our goal. We want to know it so we can use it. We want to master it so that we can manage it. Use Worksheet 3-1 to assess what types of technology you want to learn more about.

In order to be a successful virtual trainer, you must become comfortable with technology—not for the sake of technology, but for the sake of your training. In chapter 4, we'll cover the typical capabilities of virtual classroom software and how to present online.

Worksheet 3–1: Tech Check

Place a checkmark next to the training skills you would like to focus on learning to deliver in the virtual classroom.

	Technology Item
	Computer hardware and software
	Internet
	Software programs, such as Microsoft Office PowerPoint
	Telephony

How will you learn about each one? List the resources you will use. (See the References in the back of this book for some ideas.)

 

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