{"id":5653,"date":"2020-06-30T16:05:52","date_gmt":"2020-06-30T16:05:52","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/tel\/?page_id=5653"},"modified":"2025-05-15T20:19:41","modified_gmt":"2025-05-15T20:19:41","slug":"how-do-i-run-a-webinar-for-a-large-group","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-do-i-run-a-webinar-for-a-large-group\/","title":{"rendered":"How do I run a Live Online Session for a large group?"},"content":{"rendered":"<h2>What is a large group interactive online session?<\/h2>\n<p><span style=\"font-size: 14pt\"><strong>Suggested class size: 40 &#8211; 100<br \/>\n<\/strong><\/span><span style=\"font-size: 14pt\"><strong>Suggested length: up to 60 minutes<\/strong><\/span><\/p>\n<p><span style=\"font-size: 14pt\">The objective is to have an engaging session of meaningful presentation interspersed with discussion, questioning and interactions. In the current framework of teaching, <strong>lectures should be &#8216;chunked&#8217; into smaller screencasts<\/strong> and other learning resources that students can complete at their own pace. Where appropriate you may find that adopting a <strong>Flipped Approach to learning is effective<\/strong>. <strong>Bring students together to drill more deeply into a topic and apply lessons as a group.<\/strong><\/span><\/p>\n<p><span style=\"font-size: 14pt\"><strong>Good teaching practice remains the same as on-campus teaching<\/strong>: make use of questioning, manage class discussions and tasks, and aim to foster an <b>active learning experience <\/b>rather than a passive one.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2>What activities can I use with large groups?<\/h2>\n<p style=\"padding-left: 30px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe class=\"youtube-player\" width=\"730\" height=\"411\" src=\"https:\/\/www.youtube.com\/embed\/EoKQA8OtN6Q?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-GB&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span>\n<ul>\n<li><span style=\"font-size: 14pt\"><b>Polling<\/b> &#8211;\u00a0 <b>set a question (multiple choice or Yes\/No) to your students and gather their responses<\/b>. Make this more efficient by <b>using your slides to hold the question and answer information<\/b>. See: <strong><a href=\"https:\/\/sites.reading.ac.uk\/tel-support\/2020\/12\/17\/polls-in-microsoft-teams\/\" target=\"_blank\" rel=\"noopener\">\u00a0Polling in Microsoft Teams<\/a><\/strong><\/span><\/li>\n<li><span style=\"font-size: 14pt\"><b>Third-party apps<\/b> &#8211; you can<b> share a link to a poll or quiz using apps like Mentimeter<\/b>. Post the link in the chat and display the code for attendees to join on your slide. When they&#8217;ve responded, you can <b>share the results to discuss<\/b> by sharing your screen with the class.<strong> <a href=\"https:\/\/support.microsoft.com\/en-gb\/office\/share-content-in-a-meeting-in-teams-fcc2bf59-aecd-4481-8f99-ce55dd836ce8?ui=en-us&amp;rs=en-gb&amp;ad=gb\">Sharing Screen (Teams Meetings)<\/a>\u00a0<\/strong><\/span><\/li>\n<li><span style=\"font-size: 14pt\"><b>Competitive questions<\/b> &#8211; inject a little fun into your session by getting your students to join a Kahoot, Quizizz or similar, which lets you <b>gauge their understanding of a topic whilst keeping them engaged<\/b>. Share your screen so that they can see the questions and respond using their mobile devices.<\/span><\/li>\n<\/ul>\n<style>#sp-ea-5767 .spcollapsing { height: 0; overflow: hidden; transition-property: height;transition-duration: 500ms;}#sp-ea-5767.sp-easy-accordion>.sp-ea-single {margin-bottom: 10px; border: 1px solid #e2e2e2; }#sp-ea-5767.sp-easy-accordion>.sp-ea-single>.ea-header a {color: #444;}#sp-ea-5767.sp-easy-accordion>.sp-ea-single>.sp-collapse>.ea-body {background: #fff; color: #444;}#sp-ea-5767.sp-easy-accordion>.sp-ea-single {background: #eee;}#sp-ea-5767.sp-easy-accordion>.sp-ea-single>.ea-header a .ea-expand-icon { float: left; color: #444;font-size: 16px;}.sp-ea-one.sp-easy-accordion .sp-ea-single .ea-header a {\r\n    padding: 10px !important;\r\n    color: #434343 !important;\r\n    background-color: #EAEAEA !important;\r\n    font-weight: normal !important;\r\n    font-size:1px !important;\r\n \r\n}\r\n.ea-expand-icon.fa {\r\n    color: #434343 !important;\r\n  }<\/style><div id=\"sp_easy_accordion-1751290436\"><div id=\"sp-ea-5767\" class=\"sp-ea-one sp-easy-accordion\" data-ea-active=\"ea-click\" data-ea-mode=\"vertical\" data-preloader=\"\" data-scroll-active-item=\"\" data-offset-to-scroll=\"0\"><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-57670\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse57670\" aria-controls=\"collapse57670\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Scale back on direct-input collaborative exercises:<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse57670\" data-parent=\"#sp-ea-5767\" role=\"region\" aria-labelledby=\"ea-header-57670\"> <div class=\"ea-body\"><p><span style=\"font-size: 14pt\">Using activities where the whiteboard is used by all of your students at once will become chaotic with large groups of students, so<strong> consider carefully what is appropriate for the size of your class.<\/strong> Similarly, the<strong> chat function of an interactive session may become difficult to follow and become very distracting if 100 attendees are engrossed in discussion<\/strong> whilst you are presenting. Think about how to use it effectively by <strong>dedicating time for discussion-based activity.<\/strong> Use clear signposting language to direct students' attention \u2013 for instance, you may<strong> decide to set a ground rule that the chat is only to be used for questions during the session.<\/strong><\/span><\/p><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-57671\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse57671\" aria-controls=\"collapse57671\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Locking down certain features:<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse57671\" data-parent=\"#sp-ea-5767\" role=\"region\" aria-labelledby=\"ea-header-57671\"> <div class=\"ea-body\"><ul><li><span style=\"font-size: 14pt\"><b>Video<\/b> - As attendee numbers grow, so does strain on internet connectivity. Consider disabling attendees from using webcams or asking them only to turn them on if they are coming on microphone<\/span><\/li><li><span style=\"font-size: 14pt\"><b>Audio<\/b> - You may want to <b>disable attendees from using audio (microphone) except at certain points of interaction.<\/b> This minimises disruption from attendees interrupting or background noise from them not realising their microphone is active.<\/span><\/li><li><span style=\"font-size: 14pt\"><b>Chat<\/b> - You might consider <b>disabling chat entirely except for certain points where you've planned for questions and discussion<\/b> to help you and students focus on the presentation until you're ready to interact with them.<\/span><\/li><li><span style=\"font-size: 14pt\"><b>Annotation<\/b> - Larger groups brings greater anonymity in a class. You might wish to disable attendees being able to use annotation tools on your slides.<\/span><\/li><\/ul><\/div><\/div><\/div><\/div><\/div>\n<p>&nbsp;<\/p>\n<h2>How can I manage the chat when there are a lot of attendees?<\/h2>\n<p><span style=\"font-size: 14pt\">As the size of a session increases, the role that chat plays may differ slightly as you are engaging with a much larger number of responses and it can quickly become overwhelming without thoughtful control. However, with <b>careful planning<\/b> you can make<b> good use of chat to enrich students learning through enquiry. <\/b><\/span><\/p>\n<style>#sp-ea-5766 .spcollapsing { height: 0; overflow: hidden; transition-property: height;transition-duration: 500ms;}#sp-ea-5766.sp-easy-accordion>.sp-ea-single {margin-bottom: 10px; border: 1px solid #e2e2e2; }#sp-ea-5766.sp-easy-accordion>.sp-ea-single>.ea-header a {color: #444;}#sp-ea-5766.sp-easy-accordion>.sp-ea-single>.sp-collapse>.ea-body {background: #fff; color: #444;}#sp-ea-5766.sp-easy-accordion>.sp-ea-single {background: #eee;}#sp-ea-5766.sp-easy-accordion>.sp-ea-single>.ea-header a .ea-expand-icon { float: left; color: #444;font-size: 16px;}.sp-ea-one.sp-easy-accordion .sp-ea-single .ea-header a {\r\n    padding: 10px !important;\r\n    color: #434343 !important;\r\n    background-color: #EAEAEA !important;\r\n    font-weight: normal !important;\r\n    font-size:1px !important;\r\n \r\n}\r\n.ea-expand-icon.fa {\r\n    color: #434343 !important;\r\n  }<\/style><div id=\"sp_easy_accordion-1776766559\"><div id=\"sp-ea-5766\" class=\"sp-ea-one sp-easy-accordion\" data-ea-active=\"ea-click\" data-ea-mode=\"vertical\" data-preloader=\"\" data-scroll-active-item=\"\" data-offset-to-scroll=\"0\"><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-57660\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse57660\" aria-controls=\"collapse57660\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Set expectations:<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse57660\" data-parent=\"#sp-ea-5766\" role=\"region\" aria-labelledby=\"ea-header-57660\"> <div class=\"ea-body\"><ul><li><span style=\"font-size: 14pt\">Inform your students before the session about how you expect them to behave in a session, <b>establish rules about what they should be using the chat for<\/b> and when to use it to minimise distraction caused by lengthy side channel discussions that take place separately from the presentation<\/span><\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-57661\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse57661\" aria-controls=\"collapse57661\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Plan your chat interaction:<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse57661\" data-parent=\"#sp-ea-5766\" role=\"region\" aria-labelledby=\"ea-header-57661\"> <div class=\"ea-body\"><ul><li><span style=\"font-size: 14pt\">When presenting to many attendees with a large amount of chat activity, it may be unrealistic for you to keep up with the conversation whilst presenting too, so<b> plan when you will pause in the presentation<\/b> and look at responses in the chat and pick out key messages or thoughts<\/span><\/li><li><span style=\"font-size: 14pt\">Are you able to <b>recruit someone to help you moderate the chat?<\/b> If so, they can spend time in the webinar responding to discussion or to quick questions during the presentation. Perhaps ask them to <b>highlight key contributions from attendees<\/b> in a break in the presentation. (This is an<b> optional<\/b> but helpful resource if you have capacity but many of these sessions will likely be delivered alone. With some groups it may be appropriate to invite a student to 'manage' or moderate the chat.)<\/span><\/li><li><span style=\"font-size: 14pt\">Use a dedicated chat interaction slot. <b>Pause in the presentation and ask a question<\/b>, and take a short time to respond to the chat, <b>highlighting key messages<\/b>, <b>responding to questions <\/b>and<b> inviting students onto microphone<\/b> to expand upon their contribution<\/span><\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-57662\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse57662\" aria-controls=\"collapse57662\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Plan for questions:<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse57662\" data-parent=\"#sp-ea-5766\" role=\"region\" aria-labelledby=\"ea-header-57662\"> <div class=\"ea-body\"><ul><li><span style=\"font-size: 14pt\">Schedule <b>question pick up points<\/b> in your presentation. Do you<b> pause between topics<\/b> to respond to student questions? Or will you <b>save responding to questions until the end<\/b>? Tell your students when you plan to respond to their questions<\/span><\/li><\/ul><\/div><\/div><\/div><\/div><\/div>\n<p>&nbsp;<\/p>\n<h2>How can I get feedback from my students to measure engagement?<\/h2>\n<p style=\"padding-left: 30px\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe class=\"youtube-player\" width=\"730\" height=\"411\" src=\"https:\/\/www.youtube.com\/embed\/uxxfs3h0Mm4?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-GB&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span>\n<style>#sp-ea-5765 .spcollapsing { height: 0; overflow: hidden; transition-property: height;transition-duration: 500ms;}#sp-ea-5765.sp-easy-accordion>.sp-ea-single {margin-bottom: 10px; border: 1px solid #e2e2e2; }#sp-ea-5765.sp-easy-accordion>.sp-ea-single>.ea-header a {color: #444;}#sp-ea-5765.sp-easy-accordion>.sp-ea-single>.sp-collapse>.ea-body {background: #fff; color: #444;}#sp-ea-5765.sp-easy-accordion>.sp-ea-single {background: #eee;}#sp-ea-5765.sp-easy-accordion>.sp-ea-single>.ea-header a .ea-expand-icon { float: left; color: #444;font-size: 16px;}.sp-ea-one.sp-easy-accordion .sp-ea-single .ea-header a {\r\n    padding: 10px !important;\r\n    color: #434343 !important;\r\n    background-color: #EAEAEA !important;\r\n    font-weight: normal !important;\r\n    font-size:1px !important;\r\n \r\n}\r\n.ea-expand-icon.fa {\r\n    color: #434343 !important;\r\n  }<\/style><div id=\"sp_easy_accordion-1776766559\"><div id=\"sp-ea-5765\" class=\"sp-ea-one sp-easy-accordion\" data-ea-active=\"ea-click\" data-ea-mode=\"vertical\" data-preloader=\"\" data-scroll-active-item=\"\" data-offset-to-scroll=\"0\"><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-57650\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse57650\" aria-controls=\"collapse57650\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Set expectations:<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse57650\" data-parent=\"#sp-ea-5765\" role=\"region\" aria-labelledby=\"ea-header-57650\"> <div class=\"ea-body\"><p><span style=\"font-size: 14pt\">Your students may enjoy the opportunity to experiment with the tools available. Manage your session by <strong>setting some ground rules and 'netiquette'<\/strong> regarding how you want them to interact with you and with their peers in the online environment. These steps help to <strong>foster a community<\/strong> within your online teaching by developing a shared understanding around expectations.<\/span><\/p><p><span style=\"font-size: 14pt\"><strong>If you want students to respond to you in the chat but speak on microphone when invited<\/strong>,<strong> let them know in advance this is how the sessions will run<\/strong>, so that they can join prepared with appropriate equipment and a mindset of active participation.<\/span><\/p><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-57651\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse57651\" aria-controls=\"collapse57651\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Natural breaks between topics:<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse57651\" data-parent=\"#sp-ea-5765\" role=\"region\" aria-labelledby=\"ea-header-57651\"> <div class=\"ea-body\"><p><span style=\"font-size: 14pt\"><strong>Use the natural breaks in your presentation<\/strong> or between activities as a time<strong> to reflect on what has come before and to monitor the chat<\/strong> and <strong>respond to comments or questions.<\/strong>\u00a0 Build in these breaks <strong>using signposting language<\/strong>, by summarising where you are doing, or by\u00a0 outlining the next activity or stage. Remember to pause and take advantage of these natural breaks to create a change pf pace.<\/span><\/p><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-57652\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse57652\" aria-controls=\"collapse57652\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Take advantage of non-verbal response tools:<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse57652\" data-parent=\"#sp-ea-5765\" role=\"region\" aria-labelledby=\"ea-header-57652\"> <div class=\"ea-body\"><ul><li><span style=\"font-size: 14pt\"><strong>Ask your students to use emojis like smiley faces or thumbs up to indicate their readiness<\/strong> to proceed to new topics or activities<\/span><\/li><li><span style=\"font-size: 14pt\"><strong>Periodically use feedback statuses to gauge the feeling of attendees<\/strong> in the webinar, or whether they agree or disagree with something (<a href=\"https:\/\/help.blackboard.com\/Collaborate\/Ultra\/Participant\/Participate_in_Sessions\/Engage#status-and-feedback_OTP-2\">Blackboard Collaborate statuses<\/a>)<\/span><\/li><li><span style=\"font-size: 14pt\"><strong>Use the raise hand feature to organise students<\/strong> coming onto microphone to ask or respond to questions (see: <a href=\"https:\/\/support.microsoft.com\/en-gb\/office\/raise-your-hand-in-a-teams-meeting-bb2dd8e1-e6bd-43a6-85cf-30822667b372?ui=en-us&amp;rs=en-gb&amp;ad=gb\">Raise Hand in Teams<\/a>, <a href=\"https:\/\/help.blackboard.com\/Collaborate\/Ultra\/Participant\/Participate_in_Sessions\/Engage#raise-your-hand_OTP-1\">Raise Hand in Blackboard Collaborate<\/a>.)<\/span><\/li><\/ul><\/div><\/div><\/div><\/div><\/div>\n<ul>\n<li><strong><span style=\"font-size: 14pt\"><a href=\"https:\/\/support.microsoft.com\/en-us\/office\/send-an-emoji-gif-or-sticker-in-teams-174248c9-e64d-4de1-9f41-3199cc0751ad\">Using Chat &amp; Emojis in Teams Meetings<\/a><\/span><\/strong><\/li>\n<\/ul>\n<h2>Is there an opportunity for smaller group activity? (Breakout Groups):<\/h2>\n<p><span style=\"font-size: 14pt\">Breaking out into smaller groups during large sessions can be an effective way to allow students to interact with one another and research a topic. Just as in face to face teaching, when you monitor learning by walking the room or listening into student discussions, as a moderator you can <b>move into the virtual breakout classroom groups to track their progress and steer conversation<\/b>, but otherwise they work independently of the main group and the lecturer.<\/span><\/p>\n<p><span style=\"font-size: 14pt\">Once a breakout group activity is completed, bring the students back into the main room and invite <b>discussion or group-by-group feedback and a presentation exercise.<\/b> This allows for further student-led discussion and peer learning. Suggest that a<b> single member of each group acts as the presenter for their group.<\/b><\/span><\/p>\n<p><span style=\"font-size: 14pt\"><span class=\"embed-youtube\" style=\"text-align:center; display: block;\"><iframe class=\"youtube-player\" width=\"730\" height=\"411\" src=\"https:\/\/www.youtube.com\/embed\/M6_NvrApLdw?version=3&#038;rel=1&#038;showsearch=0&#038;showinfo=1&#038;iv_load_policy=1&#038;fs=1&#038;hl=en-GB&#038;autohide=2&#038;wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\" sandbox=\"allow-scripts allow-same-origin allow-popups allow-presentation allow-popups-to-escape-sandbox\"><\/iframe><\/span><\/span><\/p>\n<p><strong><span style=\"font-size: 14pt\"><a href=\"https:\/\/sites.reading.ac.uk\/tel\/online-teaching-toolkits\/using-webinars-in-t-l\/supporting-students-to-engage-with-online-breakout-groups\/\" target=\"_blank\" rel=\"noopener\">Supporting Students to Engage with Breakout Groups<\/a><br \/>\n<a href=\"https:\/\/sites.reading.ac.uk\/tel-support\/2020\/12\/17\/breakout-rooms-in-microsoft-teams\/\">Breakout Rooms in Microsoft Teams<\/a><\/span><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>What is a large group interactive online session? Suggested class size: 40 &#8211; 100 Suggested length: up to 60 minutes The objective is to have an engaging session of meaningful presentation interspersed with discussion, questioning and interactions. In the current framework of teaching, lectures should be &#8216;chunked&#8217; into smaller screencasts and other learning resources that [&hellip;]<\/p>\n","protected":false},"author":75,"featured_media":0,"parent":5647,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_lmt_disableupdate":"no","_lmt_disable":"","_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"categories":[126,122,119],"tags":[67],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.8.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>How do I run a Live Online Session for a large group? - Technology Enhanced Learning<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-do-i-run-a-webinar-for-a-large-group\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"How do I run a Live Online Session for a large group? - Technology Enhanced Learning\" \/>\n<meta property=\"og:description\" content=\"What is a large group interactive online session? Suggested class size: 40 &#8211; 100 Suggested length: up to 60 minutes The objective is to have an engaging session of meaningful presentation interspersed with discussion, questioning and interactions. In the current framework of teaching, lectures should be &#8216;chunked&#8217; into smaller screencasts and other learning resources that [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-do-i-run-a-webinar-for-a-large-group\/\" \/>\n<meta property=\"og:site_name\" content=\"Technology Enhanced Learning\" \/>\n<meta property=\"article:modified_time\" content=\"2025-05-15T20:19:41+00:00\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Estimated reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"3 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-do-i-run-a-webinar-for-a-large-group\/\",\"url\":\"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-do-i-run-a-webinar-for-a-large-group\/\",\"name\":\"How do I run a Live Online Session for a large group? - Technology Enhanced Learning\",\"isPartOf\":{\"@id\":\"https:\/\/sites.reading.ac.uk\/tel\/#website\"},\"datePublished\":\"2020-06-30T16:05:52+00:00\",\"dateModified\":\"2025-05-15T20:19:41+00:00\",\"breadcrumb\":{\"@id\":\"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-do-i-run-a-webinar-for-a-large-group\/#breadcrumb\"},\"inLanguage\":\"en-GB\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-do-i-run-a-webinar-for-a-large-group\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-do-i-run-a-webinar-for-a-large-group\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/sites.reading.ac.uk\/tel\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Live Online Sessions\",\"item\":\"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"How do I run a Live Online Session for a large group?\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/sites.reading.ac.uk\/tel\/#website\",\"url\":\"https:\/\/sites.reading.ac.uk\/tel\/\",\"name\":\"Technology Enhanced Learning\",\"description\":\"\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/sites.reading.ac.uk\/tel\/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-GB\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"How do I run a Live Online Session for a large group? - Technology Enhanced Learning","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-do-i-run-a-webinar-for-a-large-group\/","og_locale":"en_GB","og_type":"article","og_title":"How do I run a Live Online Session for a large group? - Technology Enhanced Learning","og_description":"What is a large group interactive online session? Suggested class size: 40 &#8211; 100 Suggested length: up to 60 minutes The objective is to have an engaging session of meaningful presentation interspersed with discussion, questioning and interactions. In the current framework of teaching, lectures should be &#8216;chunked&#8217; into smaller screencasts and other learning resources that [&hellip;]","og_url":"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-do-i-run-a-webinar-for-a-large-group\/","og_site_name":"Technology Enhanced Learning","article_modified_time":"2025-05-15T20:19:41+00:00","twitter_card":"summary_large_image","twitter_misc":{"Estimated reading time":"3 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"WebPage","@id":"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-do-i-run-a-webinar-for-a-large-group\/","url":"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-do-i-run-a-webinar-for-a-large-group\/","name":"How do I run a Live Online Session for a large group? - Technology Enhanced Learning","isPartOf":{"@id":"https:\/\/sites.reading.ac.uk\/tel\/#website"},"datePublished":"2020-06-30T16:05:52+00:00","dateModified":"2025-05-15T20:19:41+00:00","breadcrumb":{"@id":"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-do-i-run-a-webinar-for-a-large-group\/#breadcrumb"},"inLanguage":"en-GB","potentialAction":[{"@type":"ReadAction","target":["https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-do-i-run-a-webinar-for-a-large-group\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/how-do-i-run-a-webinar-for-a-large-group\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/sites.reading.ac.uk\/tel\/"},{"@type":"ListItem","position":2,"name":"Live Online Sessions","item":"https:\/\/sites.reading.ac.uk\/tel\/using-webinars-in-t-l\/"},{"@type":"ListItem","position":3,"name":"How do I run a Live Online Session for a large group?"}]},{"@type":"WebSite","@id":"https:\/\/sites.reading.ac.uk\/tel\/#website","url":"https:\/\/sites.reading.ac.uk\/tel\/","name":"Technology Enhanced Learning","description":"","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/sites.reading.ac.uk\/tel\/?s={search_term_string}"},"query-input":"required name=search_term_string"}],"inLanguage":"en-GB"}]}},"jetpack_sharing_enabled":true,"featured_image_src":null,"featured_image_src_square":null,"jetpack_shortlink":"https:\/\/wp.me\/P9UENj-1tb","_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/tel\/wp-json\/wp\/v2\/pages\/5653"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/tel\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/tel\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/tel\/wp-json\/wp\/v2\/users\/75"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/tel\/wp-json\/wp\/v2\/comments?post=5653"}],"version-history":[{"count":5,"href":"https:\/\/sites.reading.ac.uk\/tel\/wp-json\/wp\/v2\/pages\/5653\/revisions"}],"predecessor-version":[{"id":13647,"href":"https:\/\/sites.reading.ac.uk\/tel\/wp-json\/wp\/v2\/pages\/5653\/revisions\/13647"}],"up":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/tel\/wp-json\/wp\/v2\/pages\/5647"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/tel\/wp-json\/wp\/v2\/media?parent=5653"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/tel\/wp-json\/wp\/v2\/categories?post=5653"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/tel\/wp-json\/wp\/v2\/tags?post=5653"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}