3

Learn 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.

Similarly, the best classroom trainers are ones who not only facilitate with ease, but also have mastered all aspects of the classroom, including its technology. They can connect a laptop to any projector, TV, or other display; use standard sound systems; and 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 have greater credibility with your participants.

The Basics of Hardware and Software

Let’s start with the basics: hardware and software. If you are already well versed in basic technology, you can consider this section a brief refresher. Or, skip ahead to the Tech Check at the end of the chapter.

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, tablet, or smartphone would also be considered hardware.

The computer’s processor is its brain and central nervous system; it accepts commands and tells 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 these hardware components built in.

Software, on the other hand, is the intangible program that tells the computer processor how to function and what to do. Software falls into two categories: operating systems and applications. Examples of operating systems are Microsoft Windows, Linux, and macOS High Sierra. Examples of what I call traditional applications are Microsoft Office Excel, Word, and PowerPoint. Newer applications include cloud-based programs like Google Sheets, screen capture programs like TechSmith’s Snagit, and presentation programs like Prezi.

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, and some people probably do, but the point of going to the best steakhouse in town is to enjoy what it’s known for: the steak. It’s the same with software programs—they each have their specialties. They may have a menu full of choices, but each 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 participants to collaborate. 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 PowerPoint, Adobe Acrobat Reader (to access PDFs), and Internet browsers such as Microsoft Internet Explorer, Google Chrome, or Apple Safari.

In fact, Internet software can be an entire category unto itself. We use software programs to access the Internet. Some Internet pages require additional use of special software programs, such as Adobe Flash Player or JavaScript to view certain content.

Traditional software is usually installed on your computer from a storage location such as a USB drive, your organization’s network servers, or the “store” included in the operating system, such as the Windows Store or Apple App Store. Other software programs can be downloaded onto your computer from the supplier’s website.

In the case of mobile devices such as tablets or smartphones, the software programs are called apps, which is short for applications. These apps are typically downloaded from the operating system’s store, which is natively built into the device. For example, to install an app onto an Android mobile device, you would connect to the Google Play Store.

For hardware and software to talk to one another, they often need drivers. You may have experienced working with drivers if you’ve ever installed a printer. You need the correct driver on your computer 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. They 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 Adobe Flash Player.

Like traditional software programs, plug-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 configured to allow only certain users the ability to install software or make changes to their computer settings. If participants do not have administrator rights to their computers, then they may not be able to install the required plug-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 administrator rights assigned to participants’ computers.

Settings

Most hardware and software programs have settings that can be changed by a user with administrator 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 1920 pixels wide by 1080 pixels high. Other common resolutions are 1920 × 1440, 1440 × 900, and 1366 × 768. 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 from the settings on your participants’ computers. Therefore, what you see on your computer screen may not be the exact 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 this information.

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 them. 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 their display settings, are able to keep participants’ focus off the technology and on the class. It’s the same in the virtual classroom. Once you’ve mastered the technology, you and your participants will simply use these tools and everyone can focus on learning.

Files and Folders

Other important technology components 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 you need them.

File Types

Every software program saves its files with a unique signature called a file type. You can easily determine the file type by looking at the file extension (if it’s visible), or 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, you could use a Microsoft PowerPoint file to show slides with text and graphics, or a media file to play a video that demonstrates a new skill. You might also have a poll question saved or a document you refer to during class. All 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 PowerPoint files had a .ppt extension, yet the default setting for PowerPoint 2007 and newer files is .pptx.

It’s important to know what file types are supported by your virtual classroom software. Some platforms allow .pptx files, while others still need .ppt ones. And some platforms can open media files (such as mp4 files), while others cannot. If a virtual classroom supports the file type, then the file should be loaded into it. If not, then you may need to share the application or share your desktop. The virtual classroom is faster and the participant experience is better when files are loaded into the platform, so that’s always the preferred choice when possible. Every platform 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, whiteboards, 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.

To share a document or open a saved poll question in the virtual classroom, 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 backup copies of your files, and how to email file attachments to participants. These things are essential skills for a virtual trainer. For example, I was a participant in a virtual class recently. It was a smooth experience until the trainer accidentally closed his slide presentation. Unfortunately, he did not know how to reopen it. It was an embarrassing moment for him, and the class could not continue as planned. He had to call for help to remedy the situation.

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 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 (Wi-Fi) hotspot. Those connections are more likely to be slower or not as robust. They may also lack security, leaving your computer vulnerable to outside intruders or other malicious activity.

Bandwidth

You are probably already familiar with bandwidth. In simplest terms, bandwidth refers to the speed that data transfer from one computer to another. So, if you have ever waited too long for a webpage to load, or watched an online video that played in slow motion, then you know what it’s like to be dependent on Internet bandwidth.

Bandwidth is typically measured in bits per second (bps) or megabits per second (mbps). So a data transfer rate of 120 million bits per second (120 megabits) would be written as 120 mbps. The higher the bandwidth, the faster the data transfer (Figure 3-1).

Most virtual classroom software programs state the minimum data transfer rates required for use. However, the true amount needed depends upon what features will be used and what activities are planned. For example, if the audio connection will be through the computer (Voice over Internet Protocol, or VoIP), a higher bandwidth will be required than if regular telephone lines are used. Or, if the trainer turns on the webcam for live-streaming video, then the bandwidth requirement will be higher.

One of the frequent causes of problems during a virtual class is lack of sufficient bandwidth on the participant or trainer connections. When participants complain of slow-loading graphics, or if they say the audio is “choppy,” it’s typically a bandwidth problem.

Firewalls and Pop-Up Blockers

Due to security concerns on the Internet, most computers have software to prevent unauthorized intrusions. While this is 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 prevents unauthorized entry to the network, but 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 organization’s IT or IS department 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 is a pop-up blocker. 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 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 to capture login information. Find out 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 or login problems, a common troubleshooting technique is to clear out the browser’s cache and its cookies.

Virtual trainers should know how to clear the Internet cache and delete unwanted cookies. In most Internet browser programs, including Internet Explorer, Firefox, and Chrome, this option can be found in dialog 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 what everyone’s saying.

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:

•  stand-alone conference call

•  integrated conference call

•  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 supplier.

Integrated conference calling connects the virtual classroom software and the conference bridge. One supplier provides both the software and telephony, and the moderator of one is the moderator of the other. With integrated conference calling, everyone still uses a telephone to dial in to 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 can 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 (dial-out). My preference is for participants to let the system dial their number (the dial-out option), so that their audio is automatically synced in the virtual classroom platform.

The third type of telephony used for virtual classes is VoIP. (VoIP can either be pronounced as one syllable, voyp, or spelled out, vee-oh-eye-pee.) VoIP uses the Internet and the 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 often ask if they can use a cell phone to participate in or facilitate virtual training. They can, provided there is a clear connection without static or the chance of a dropped call. A telephone is a telephone, regardless of the connection type. VoIP telephones also can be used.

The bottom line is that the first two audio methods require some type of telephone connection. The third type, VoIP, simply uses the computer, its hardware components, and its Internet connection. 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 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.

Because I was teaching others how to use technology, I wanted to know as much as I could about it. 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 is still my approach to learning new technology: read the documentation, try it out, and play around with it. It’s also what I recommend for trainers who are learning new 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.

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.

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 technology skills you want to learn more about.

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

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