Planning Virtual Meetings and Webinars

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This handbook is meant to provide general guidelines for those connected with CLIR interested in presenting and/or hosting an online meeting or educational experience.

The 2017 development of this handbook is part of the CLIR Strategies for Advancing Hidden Collections project (SAHC), funded by The Andrew W. Mellon Foundation. More resources related to that project can be found in the SAHC Resource Library.


In today’s online environment, the possibilities for virtual learning are nearly limitless. From Facebook Live to Adobe Connect, choosing the right platform may be challenging. Careful consideration of content and goals will help guide you to the right platform.

Casual v. Formal

There is a significant difference between the platform needs for a gathering of colleagues casually chatting about something and a professional presentation of ideas to a large group. The former requires minimal technology, and the latter likely requires a much more robust system.

For the causal experience, consider basic VOIP conference lines, Skype group, Google Hangouts, and the like.

  • Do you actually need to see a screen or is voice access enough?
  • Will everyone be able to participate via audio connections or will some need a chat feature?
  • Will everyone be able to use their computer for audio or will a phone line be necessary?
  • Consider the time of day for the meetup. If during work hours, some may not have access to platforms that require any sort of download. If after work hours, some may not have access to robust internet connections.
  • Talk to your group, and find out what works best for you.

For the formal experience, consider more robust platforms that allow for greater flexibility such as UberConference (DLF maintains a Pro account), Adobe Connect, GoToMeeting, and the like.

  • Will you need the ability to screen share, chat, and file share?
  • Will your participants need to access audio via VOIP, computer, and/or phone audio connections?
  • Will your presenters need training on the platform in advance?
  • Even in the most robust systems, there is value in keeping things simple so that participants can focus on the content rather than the platform.

Collaborative v. Lecture

While most educators agree that engaged learning is the best educational model, there is still value in lecture for presenting certain types of information. Recreating lecture in a virtual environment is relatively easy. Virtual collaboration can be a bit more challenging.

If you need a collaborative online environment:

  • Limit the size of your group. The larger the group, the more difficult collaboration can be. Some web conferencing platforms allow breaking into groups, but be sure to test the feature before the meeting so you understand how it works for everyone.
  • Consider creating large chat spaces to allow contribution even if someone is unable to participate via audio connection.
  • Combine technologies. Using a conference line and a collaborative work space such as GoogleDocs can allow live feedback and tracking when working together on a project.

When presenting information in a lecture environment:

  • It’s still important to create an interactive environment. Allow a way for participants to ask questions and engage with the presenter and other attendees.
  • Intersperse lecture with engagement. Create chat opportunities that allow an exchange of ideas. Give participants a way to stretch their brain with simple activities like polls or sharing reactions.

Meeting v. Learning

You may think that planning an online meeting is as simple as sending out a link for people to join, but the best online meeting planners follow many of the same best practices as virtual learning.

If you are planning a meeting, consider the following:

  • Have a detailed agenda including time estimates for each part of the discussion. This will not only keep everyone on track during the meeting but also allow participants to plan ahead to enter and leave the meeting if needed.
  • Keep in mind if everyone in the meeting will have access to an audio line and/or any thing you put on the screen. Those who may only be able to hear the meeting will need to have verbal descriptions of anything on the screen and have any chat discussions summarized for them. Those who will be unable to participate with a microphone will need to have access to chat.
  • Since time is crucial when meeting online, distribute any documents to be discussed in advance so participants can review them. This will allow more meaningful discussions when everyone is together.

If you are interested in creating a learning environment:

  • Planning should begin far in advance of the date of presentation.
  • A more robust virtual platform is often necessary to create an engaging learning experience for everyone.
  • For more details on planning a virtual learning experience, see the Hosts section of this handbook and check out the Resources listed below.

Recorded v. Live

The experience of a live virtual event will be much different than a recorded one. Perhaps you decide to focus on one or the other or create a learning experience that uses both.

If you are recording a live presentation for use later:

  • Be sure that you designate someone to start and end the recording.

Have a plan for storage of the recording. Where will it live? Who will have access? Will editing be necessary? How long will you provide access?

  • If possible, mark on the live script sections that will be cut from the recording to make editing easier.
  • Recognize that not all activities of a live event can be recreated for someone listening to a recording.

It’s OK if you only offer something live. Everyone may not be able to attend, but that is the nature of life. Provide ample notice of the event (or purposely plan a pop-up event), and those who are more interested will attend.

If you plan to only provide a recorded presentation:

  • Follow best practices for presentation and consider how you will engage your audience if the content is educational.
  • Plan for a way that viewers can ask questions or provide feedback whether through your email, a specific Twitter hashtag you can track, a GoogleForm, or some other means.
  • Be sure you have all of the necessary software and hardware to make a quality recording and determine in advance where the recording will live.
  • Consider including your script as captions in the recording to offer an additional way users can access the materials.

Audio v. Video

For some virtual experiences, audio may be sufficient but sometimes, in order to build trust or a team spirit, video can help.

When thinking about audio only:

  • Audio only options often require less robust systems and can often be accessed through a phone line without the need for a computer.
  • This can be great for a simple conference call with a small group of individuals already familiar with each other.
  • For those who are visual learners, be sure to supply any documents to be discussed in advance so everyone can follow the conversation.

When thinking about video options:

  • Remember everyone may not have access to a webcam. Will participants still be able to participate another way?
  • Video includes screen sharing, not just webcam sharing. Sometimes it is valuable to be able to visually share documents or other information.
  • If you expect everyone to participate through video, give advance notice so no one is surprised.





  • Secrets of Successful Webinars (Online Searcher, Vol. 39, no. 5, Sept./Oct. 2015) - Includes checklists and tips from Mary Ellen Bates and Cathy Chiba on planning, creating, and hosting successful webinars.
  • MEB’s Amazing Webinar Checklist and Templates (pdf) - A tool created by Mary Ellen Bates to help webinar hosts stay organized through the webinar planning and presentation process.



Resources and Media

When using images, videos, and music for virtual learning, carefully consider any restrictions on the media. If you have any doubt over proper use and/or attribution requirements or limitations, contact the owner or licencor of the media. CLIR and DLF are not responsible for any misuse of media obtained from the following sources.

Table of Contents

  1. About DLF and the Organizers' Toolkit
  2. Working with Team DLF
  3. Starting a New Initiative or Working Group
  4. General Facilitation and Goal-Setting
  5. Facilitating for Diversity and Inclusion
  6. Preventing and Managing Burnout
  7. Gathering Info/Building Enthusiasm
  8. Planning an In-Person Meetup
  9. Setting Up Year-Round Meetings
  10. Talking and Writing
  11. Organizing and Sharing Your Work
  12. Planning Virtual Meetings and Webinars
  13. In a Nutshell