Professional Development Webinars

the world 'webinar' spellout in blue blocks

IACET's Professional Development Webinars are designed to bring a value added to Accredited Providers and individual members by providing relevant educational opportunities on topics associated with adult continuing education and training.

Interactive and convenient, IACET’s Professional Development series of webinars covers topics such as:

  • Web-Based/Online Course Development and Implementation.
  • Best practices for adult education.
  • Innovative ideas on the latest technology.
  • Ideas for improving classroom instruction and training programs.
  • Best practices for online and classroom instructors.
  • And much more.

Connection Webinars are available to Accredited Providers and Individual Membership free of charge.  Non-members may attend select webinars free and most others for a small fee per webinar. You can become an Individual Member fast and easy, join now.

Note: IACET is proud to offer premiere continuing education experiences for the general knowledge of our members. IACET however does not provide Continuing Education Units for these webinars. For accredited providers that offer CEUs for their courses, see our list of accredited providers.

Would you like to offer a webinar in partnership with IACET?  Submit your proposal for consideration.

Professional Development Webinars Overview

When Title Presenter
August 22, 2019

Demonstrating the ROI of your Program

The need to demonstrate value for money is not new. In fact, interest in showing the return on investment (ROI) in training and education programs has existed for decades - and many organizations have complied. Yet, today, there is still confusion and concern over demonstrating the ultimate value of training investments.  This webinar will delve into the what, how, and why of ROI. 

By the end of this session, learners will be able to:

- list the five levels of evaluation

- describe the 12 steps in the ROI Methodology process model

- name the standards that support implementation of the model

Patti Phillips
August 29, 2019

Adapting Third Party Content to Comply with the IACET Standard

Often, training organizations must utilize third party content in order to meet regulatory requirements. This third party content may include OSHA requirements, Department of Labor standards, or other content required under local or federal law.  
In this webinar, an IACET Accredited Provider will demonstrate the steps to ensure that, as outside content is brought into their training programs, their organization remains compliant with the ANSI/IACET Standard 1- 2018 for Continuing Education and Training. 


By the end of this session, learners will:
* Conduct a needs analysis and apply it to third party content.  
* Develop measurable learning outcomes using materials provided by a third party.
* Identify different instructional methods in order to ensure the learning outcomes are achieved. 
* Create and/or modify class assessment (s) provided by third party to ensure it is compliant with IACET standards. 

Maria Diaz
September 5, 2019

Creating Engagement in the Virtual Classroom: Advanced Facilitation Skills for the Experienced Training Professional

Quite literally, hundreds of articles every year use the term "engagement" with little to no effort in defining it.  Several current research efforts directed at cognition in learning environments suggest there are at least three separate factors at play:

1. Emotional Engagement – How the learner feels about the learning experience.

2. Intellectual Engagement – What the learner thinks about the information presented in the learning experience.

3. Environmental Engagement – How the learner’s interaction with the learning environment change both the environment and learner’s perception of the experience.

Perhaps most importantly, each one of these factors is necessary but insufficient on their own to produce an engaged learner AND failure of any one of these factors can result in disengagement. Virtual classroom facilitators have a great deal of control over these factors for learners. However, it takes more than clever exercises or mastery of collaboration tools like breakout rooms and whiteboards, to succeed. It takes a nuanced understanding of the learning environment and the learners participating in that environment to bring your virtual delivery to the next level.

By the end of this session, learners will be able to:

• facilitate emotional engagement, including creating intellectual safety through listening

• generate environmental engagement while supporting a diverse audience

• encourage intellectual engagement through debrief exercises and the 'spacing effect'

Start the journey that takes your virtual facilitation skills to the next level with these practical applications of research into how people learn.

Jennifer Hofmann
October 3, 2019

Assessment: Do you know what your students are learning?

The news across higher education is about providing students with skills they need for jobs and more often professors are asked to show evidence of student learning. This webinar will focus on planning assessment to better understand what students are learning in a course. To meet this focus the following outcomes will be addressed where participants will: 

• Examine the learning outcomes written for a course; 
• Describe how assessments throughout the course address these learning outcomes; 
• Analyze how well students have mastered the learning outcomes using these assessments; 
• Discuss summative and formative assessments use in a course; 
• Make a plan how formative and summative assessment along with mapping how learning outcomes are addressed can provide you the best picture of what your students are learning. 

Christina Dryden
October 17, 2019

Building Leadership Competency with Emotional, Social, and Cultural Intelligence

Building Leadership Competency requires the interface of Emotional - EQ, Social - SQ, and Cultural - CQ, Intelligence. The Competency Formula consists of integrating three factors: Knowledge + Skills + Abilities. 

From this webinar, you will be able to:

- First learning objective - Knowledge. From research and experience, define EQ, SQ, and CQ and how the interface of EQ, SQ, and CQ applies to our working environments. 
- Second learning objective - Skills. Hone our learned, forgotten, or little used skills to assimilate lessons learned from integrated EQ, SQ, and CQ and recognize our day to day as well as long term professional challenges. 
-Third learning objective - Abilities. Use our engaged, full brain thinking to incorporate our Knowledge and Skills into Abilities to effectively manage professional challenges such as talent retention, change in changing times, and resilience.  
- Fourth learning Objective - Leadership Competency. Competent, effective leaders at all levels, place trust as the keystone of our organizations. Effective leaders empower, recognize, and develop talent. They keep the health of the organization in mind as they weed out the causes and symptoms of dysfunction. They communicate with mindfulness every step of the way toward organizational health and fitness. The EQ, SQ, and CQ gauging tools, and organizational health assessments will be drawn from my book "Puliziotta's Organizational Health and Fitness - Strategies and Lessons Learned in Zapping the DYSfunctional Virus" (https://www.amazon.com/dp/1533234701)

Emma Kowalenko
December 12, 2019

Effective Test Questions

Writing effective questions for tests, certifications, and other types of training is essential to assessing learning outcomes and participant knowledge. However, training around writing quality questions is not provided in many subject areas or graduate programs. This webinar will focus on some of the basics of writing high quality assessment items. To meet this focus, the following outcomes will be addressed where participants will: 
• Examine test items to avoid correct answers using common test-taking strategies; 
• Discuss specific ways to phrase questions and answer alternatives to ensure the question is measuring the intended knowledge; 
• Analyze types of questions and phrases applicable to writing questions in accordance to Bloom’s Taxonomy. 
 

Elizabeth Pearsall

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