Learning objectives:

• Longread format enables sharing large amounts of learning information in a user-friendly structure (more than limited slides for self-study materials)
  
• Because of the multimedia elements, learning is less monotonous and can increase engagement
  
• Longread format assists with memorizing and accumulating large amounts of information amount

Moreover, to enhance the text visibility, some text parts in the longread are highlighted by typographic: notes, footnotes, comments, bullet points, lists, quotes, citations, "attention" blocks, microtests, tasks, questions, etc.

The learning track may contain references to a variety of sources (e.g., internal company documents and various materials on the internet.)

Learning objectives:

• Illustrate theoretical material
  
• Provide resources for additional learning
  
• Compile useful resources in one place

Many video formats can be used in the learning process; the most common are:

• Video lectures
  
• Video collages, including those with voiceovers
  
• Screencasts
  
• Excerpts from past training sessions
  
• Animation or educational movies
  
• Clippings from cartoons, movies, TV shows, etc.
  

Learning objectives:

• Theoretical materials (e.g., video collections)
  
• For analysis and tasks (e.g., video case as the material)
  
• To demonstrate the sample skill application (using video from the workshop)
  
• Enhancing visibility and adding emotional components for "one style" materials in longread and learning tracks.

Audio pieces in a variety of formats can be used in training:

• Audio lectures
  
• Audiobooks
  
• Podcasts
  
• Recordings of calls and face-to-face conversations
  
• Clippings from radio/TV, etc.
  

Learning objectives:

• Theoretical materials (e.g., audio collections, audiobooks, and podcasts)
  
• Material for analysis and task

Audio in training is mostly used for:

• Familiarization with theoretical material (audio lectures, audiobooks, podcasts)
  
• As an audio case for analysis (recordings of real dialogues, clippings from radio/TV shows).
  

Testing knowledge is a method for measuring participants' knowledge of the training topic.

Learning objectives:

• Testing knowledge of the training themes
  
• Actualizing knowledge before presenting new material
  
• Using additional "teaching" on the training topic

Tips:
Tests can be used both before presenting a new topic in the actualization phase and after studying the topic in the practical phase.

When solving a case in the free answer format, all asynchronous training participants work on the same question or the same problem in a designated space on the online whiteboard, but everyone also does the work independently at a suitable time.

Learning objectives:

• Guiding the group to a consensus
  
• Showing the most effective solution
  
• Finding the right answer
  
• Facilitating vicarious experience

Examples:

• Conduct a SWOT analysis
  
• Write directions for the development of the sales department for the coming year
  
• Write a pitching text for different target audiences

When solving a case in small groups, several resources can be used to record answers and solutions (one solution for each small group). However, if the task is to emphasize the differences in the answers, it will be more effective to work on one whiteboard. With this option, participants agree to communicate via video calls and complete the task together, while the answers are recorded by one person.

Learning objectives:

• Exploring the problem from different views
  
• Sharing opinions
  
• Highlighting different aspects of the same issue
  
• Revealing the differences and similarities in attitudes, perceptions, etc.
  
• Facilitating vicarious experiences

Examples:

• Conduct a SWOT analysis
  
• Write directions for the development of the sales department for the coming year
  
• Analyze the indicators of the branch: identify the causes and solutions
  
• Create an educational program
  

The peer-to-peer case solution is carried out in two stages: first, the participants solve the task and then evaluate each other's work.

Learning objectives:

• Getting acquainted with each other's answers and opinions
  
• Exploring diverse solutions and decisions
  
• Learning to give and receive constructive feedback
  
• Facilitating vicarious experiences
  

Examples:

• Sales: product presentation, resolving objections
  
• Leadership: setting tasks for an employee, writing a motivating speech, analyzing department indicators
  
• L&D: create an educational program
  

A feedback form is a method of getting feedback on training, usually in an anonymous form.

Learning objectives:
Used to quickly get feedback from employees about the training and the trainer and the applicability of tools. It is the first level of evaluation of learning outcomes according to the model of Donald Kirkpatrick. We recommend including such questions in the feedback form

• Did the training meet your expectations?
  
• Was your trainer supportive and engaging?
  
• Was the material engaging?
  
• Was the training platform easy to use and understand?
  
• Was the training material relevant to your role and/or position?
  
• Was there any part of the training that surprised you?
  
• What are your desired goals from completing this training?
  
• Did the time required to complete the training align with your expectations?
  
• If you could change one thing about the training, what would it be?
  
• Which topics would you like to learn more about
  

Tips:
Include a feedback form in the post-training materials, so that participants can answer the questions when it is convenient for them. If it is important for you to collect as many feedback forms as possible from the participants, then organize gathering the forms during the virtual training.