Videoconference-based learning

Distance learning, online

Benefits of Videoconference-based Learning
 Closely resembles traditional classroom-based education; permits learners to be active
participants in the process
 Faculty and staff needs can be met more quickly through just-in-time training
 More faculty and staff can be trained faster without increasing training resources
 Guest lecturers can be easily integrated into the course
 Enables any site to be the provider of the learning activities.
 Videoconferencing is cost-effective, when you consider the traveling costs for traditional
training.
 Videoconference-based learning exploits the already acquired videoconferencing
technologies and network infrastructure.
 H.323 standards provide for learners in any H.323 compliant site to be active participants.
Videoconference-based Learning Strategies
 Establish Class Expectations
– It ain’t MTV
– At the begging of the session, prepare the preparing learners for an active
experience
 Reduce Distractions
 Engage Students with Variety and Interaction
 Encourage Dialogue
Explain the methods and application of e-learning
We can define eLearning as ...
A learning environment supported by continuously evolving, collaborative processes
focused on increasing individual and organizational performance.

Effective eLearning thrives at the nexus of web usability, communication,

relationship, document, and Knowledge Management tools.

eLearning IS eLearning is NOT

N o n L i n e a r - Learners determine how, L i n e a r - Learners must move through
what and when they access presentation in a predetermined sequence.
information.
D y n a m i c P r o c e s s - Transformed, S t a t i c E v e n t - Learning is not an event that
personalized, customized on demand in only happens when scheduled training
response to learner and environmental occurs, it happens continuously.
variables. Available on demand and just in
time.
L e a r n e r C o n t r o l l e d - Learner controls I n s t r u c t o r C o n t r o l l e d - Instructor
their own interaction with the content and determines sequence, content, media and
presentation. Learner has opportunities timing. Long simulations, or animations or
for reflection and application. Flash presentations are instructor
controlled. Synchronous meetings are
instructor controlled.
R e u s a b l e O b j e c t s - Content of any
media that can be chunked down to the
most granular, meaningful level to allow
combinations of objects to be assembled
and dynamically presented for different
environments and functional needs.
Learn More About Reusable
Objects
I n f o r m a l - Recognizes that at least 70%
of learning occurs in meetings, in the
corridors and breakrooms, through
collaboration, in situational communities.
Informal Learning
Masie
P l a t f o r m I n d e p e n d e n t - can be
transformed for use in a variety of
standard formats - XML, HTML, DHTML,
PDA, etc. in a variety of environments,
both formal and informal.
K n o w l e d g e M a n a g e m e n t - Rich, flexible L M S o r L C M S - To manage the
tools chosen to create, collect and
distribute information, on demand and
contextually, to learners, intra and extra
organizationally.
What do they Need?
Communities of Interest -
Collaborative, self selecting and
organizing groups of individuals that share
the same interests.
R A D (Rapid Application Development) -
Iterative, incremental design process.
Define, design, refine processes are
integrated and parallel. Continuously
refining prototypes allows improvements
to be integrated and tested with each
iteration. Each iteration offers an
opportunity to increase the penetration
and acceptance of the learning support
processes.
Multi Channel
Learner <-> Learner, Content <-> Learner,
Expert <-> Learner, Expert <-> Content,
Expert <-> Expert
Learning Objects or Knowledge
O b j e c t s o r I n f o r m a t i o n O b j e c t s - By
focusing the use of an object for only one
environment, you remove reusability. Web
standard enterprise level portal and CMS
platforms should be used.
F o r m a l - Learning occurs w/o formal training
presentations. Training is not the same as
learning.
S t a n d a r d s - AICC ( Aviation Industry CBT
Committee) , SCORM - (Sharable Content
Object Reference Model - Department of
Defense, USA) Why use these limiting
standards from extremely different, strongly
hierarchical environments?
administrative and content aspects of
training, usually supports a linear
presentation of materials. Used to track
learners, not the value of the learning
processes
CoPs, Functional or Departmental -
Limited by type of function, title or expertise.
I S D - Linear approach to needs analysis,
design and evaluation. Errors are
geometrically compounded from wrong
audience analysis, invalid sample audience,
skewed survey results, wrong focus on
weaknesses. Validity and usability issues
are not discovered until training is
delivered. By then it's too late to correct,
adjust, or change because of the sunk
resource investment in the deliverables.
S i n g l e C h a n n e l - Trainer to Attendee

We also like this definition of Knowledge Management.

Knowledge Management is about using information
strategically to achieve one's business objectives.
Knowledge Management is the organizational activity of
creating the social environment and technical infrastructure
so that knowledge can be accessed, shared and created.
Robert K. Logan