A step-by-step presentation of the design rationale and consequent implementation of a distant learning technical and highly specialized seminar for network engineers and technicians in the telecom sector. Of course the same principles and approach may be adopted for any short duration (1-2 weeks) course. This is going to be highly interactive, with multimedia content and scope, facilitating different technologies to mediate the learning situation. Learners will utilize them while they will be in attendance, before attendance, and after it, for evaluation and feedback purposes of the whole educational program. The purpose of the design is the delivery of a TEL (Technology Enhanced Learning) approach during implementation, where all the learning will be facilitated by the utilization of synchronous and asynchronous technology tools. Planned course activities split in three distinct phases: 1. Pre-course with specific activities for the learners and an overall scope to meet the participants and their needs, and customize accordingly the face-to-face activity and the content to be delivered. This stage will also foster collaboration since learners will be asked to introduce themselves and actively be part of the program early enough. 2. VCT (Virtual Class Training) will facilitate distance learning via the utilization of a SaaS (Software as a Service)-based online education platform, connecting educators and learners, from different places all around the world. Virtual-labs make the activity even more authentic and it will be offered via the web, along with quizzes and break-the-ice sessions. Online education platform offers student breakout rooms for real-time communication and collaboration while executing the practical exercises. 3. After-course include the evaluation and feedback. What is of greater value for learners and tutors is the calculation of the training program ROI (Return on Investment). In order to objectively evaluate the success of a program, the key element is Time Distance, and they need to leave time to sentimentally disengage from it. Hence, an interview should be planned e.g 6 months later, in order for the practical implications of the program to be identified. From the above it is obvious that a continuous contact between instructor and learners is necessary and should be implemented.

1. Dimitris Elefsiniotis
Designing and Implementing a
Virtual Classroom Training (VCT)
Instructor-led Course
VocTEL Conference 2015

2.  Dimitris Elefsiniotis, Master Network Engineer
Intracom Telecom, Professional Services Department
 Master of Engineering (M.Eng.), Electrical/Electronic Engineering,
Dimokrition University of Thrace
 Master of Business Administration (M.B.A), Industrialization and
Development, Liverpool Hope University
 Certified trainer (36190) for O.A.E.D-LAEK training programs regarding
various networking technologies. I have performed a significant number of
official and company internal training technical seminars.
 Cisco Certifications
 CCNA, CCDA, CCIP, RSSSE, Cisco ID# (CSCO) - CSCO10904983
 Juniper Certifications
 JNCIA-EX, JNCIA-ER, JNCIS-E, JNCIS-SP, JNCIS-ENT, JNCIP-SP,
Juniper Certification ID#: JPR91610
 Tellabs 8600 Professional Services Certifications
 HP Certifications
 More info about me can be found in the following link:
https://www.linkedin.com/pub/dimitris-elefsiniotis/5/367/773
Who Am I

3. My own definition about TEL according to my experience
throughout this year mainly as a learner and as a tutor:
“TEL is differentiated from commonly used content-based
and machine-driven e-learning, as it consists of an
interactive blended learning environment where a number
of different activities (activity-based) and interactions
take place among students, module content and tutors, and
cognitive (computer-based) tools engage learning with
technology (as opposed to learning through technology)”
Reflect on my Experience in TEL Course

4. “Online instructors need to be
intentional about creating a sense of
presence in their courses so that
students know from the very
beginning that somebody is leading
their educational experience”
Social Presence Theory

5. Course Title: Networking Fundamentals
Duration and Class Size:
The length of the course is 5 days; and a total of 20 hours (4
hours/day). It will be implemented during the afternoons,
Monday to Friday, 18:00 to 22.00
Target Audience: Network Engineers and Technicians
Prerequisites: Network engineers with a basic knowledge of
networking protocols and basic understanding of different OS
(Microsoft Windows, Linux).
Web-Based Course Outline

6. Training Program Phases and Activities (1)
❖ Pre-course
 Performing a Training Need Analysis (TNA) with the facilitation of a web
survey they have to submit along with the “why are you interested”
note. Online survey will be created by using the webpage
http://freeonlinesurveys.com/
 Via utilizing Socrative highly interactive online tool, create for potential
learners an online networking knowledge identification pre-test. Socrative
offers simplicity, fun, entertainment, and multiple types of assessment
questions.
 Perform an audio-visual conference (SAC) utilizing the WizIQ SaaS-
based online education platform embedded functionality, in order to
break the ice between participants, offer them the chance to present
themselves to the tutor and the rest of the group, and start communicating
early enough.
 Tutor will contact the students who will enroll to the program via email, and
a personal blog with relative to the course activities and posts establishing
an asynchronous channel of communication.

7. Training Program Phases and Activities (2)

8. Training Program Phases and Activities (3)

9. Training Program Phases and Activities (4)
❖ Virtual Class Training (VCT)
 Seminar will be web-based, facilitating distance learning
via the utilization of WizIQ SaaS-based online
education platform, connecting educators and
learners, from different places all around the world.
 Virtual-labs will be created with the use of GNS3 free
software. Learners will be separated in groups of two
and utilize student breakout rooms for real-time
communication and collaboration while executing the
practical exercises.
 Throughout training break-out sessions with numerous
quizzes will be offered via Socrative.

10. Training Program Phases and Activities (5)
❖ After-course
 Communicate to learners a training evaluation survey and
get their feedback about various aspects of the whole
training experience.
http://freeonlinesurveys.com/s/4k06bburmgip2oi647025
 In order to objectively evaluate the success of a program, and
measure its overall Return On Investment (ROI) for
learners the key element is Time/Distance. Hence, instructors
need to leave time for participants to sentimentally disengage
from the training. Only then will they be able to identify the
right criteria for its successful measurement.
 Knowledge evaluation assessment (based on the ION's Quality
Online Course Initiative)
 Personal interview with participants

11. Technology Tools – The Blog of the Instructor (1)
❖ Educational Blogging via the communication of various
aspects of the training activities e.g the GNS3 know-
how
https://delefsi.wordpress.com/2015/02/09/a-short-video-about-graphical-network-simulator/
 Wordpress (Content Management Software) has been
utilized which holds the 6th position in the top 100 tools
for learning in 2014 (Jane Heart’s list)
 Design Versatility
 Simplicity
 Extension of functionality with various plugins e.g event
calendar, twitter feed, video gallery, RSS/email subscriptions
 Low cost or no cost
 Accessed from anywhere, anytime, be the cornerstone of
asynchronous e-learning
 Constructivist Pedagogy

12. Technology Tools – The Blog of the Instructor (2)
 Keep the blog posts for the training programme private
enforcing confidentiality between participants
 All learners will be invited by navigating to the proper
section and completing the form for each one. They‘ll all
receive an email instructing them to click a button and
accept the invitation. Once they accept their invitations,
they’ll acquire online access to instructor’s
communication space, Dimitris Elefsiniotis Blog

13. Technology Tools – The Blog of the Instructor (3)

14. Technology Tools – The WizIQ Platform (1)
❖ Free of charge or low cost offered SaaS-based
online education platform (hosted)
❖ SAC and text chatting, interactive blackboard,
presentation and documents sharing,
embedded media e.g video
❖ Breakout rooms, screen sharing, online tests
and assessments, attendance report, polling,
live class recording, multilingual interface
❖ Ease and convenience 
❖ Best virtual classroom award for 3rd year in a
row (2012, 2013, 2014)

15. Technology Tools – The WizIQ Platform (2)

16. Technology Tools – The WizIQ Platform (3)

17. Conole’s Octahedron Model Representation
 6 key learning
characteristics/components
 Social Constuctivism is the
pedagogical/andragogical model
 Social Situated Learning theory
 Experiential theory
 Systems theory
 Connectivist theory

18. Conole’s Implementation of Learning Components
Individual - Individual is the focus of learning
should the learner read all the provided material
and tries to understand its concepts in order to
collaborate. Gathering of other resources for
sharing.
Social - Learning is explained through
interaction with others, through discourse and
collaboration, via online asynchronous and
synchronous means of communication e.g
instructor blog and WizIQ collaborative social
online space
Reflection - Where conscious reflection on
experience is the basis by which experience is
transformed into learning. This is accomplished
with execution of virtual labs, trial and error
situation, commenting on blog posts, posting
opinions and queries on instructor blog, and
constantly transforming them.
Non-Reflection - Learning is explained with
reference to processes and skills learning e.g
installation GNS3, reading of tutorials to
understand its basic functions for how to utilize it
while the actual training will take place.
Information – Various information will be
provided, from training presentations, to guides
for software utilization. These sources of
information formulate the basis of consequent
experience and the raw material for learning.
Experience - Where learning arises through
direct experience, activity, and practical
application with the utilization of GNS3 software.

19. Anderson’s Interaction-based Model
 Student-Teacher (interpersonal form of interaction)
 Student-Student (interpersonal form of interaction)
 Student-Content
Forms of Interactive Learning
 Structured Learning Resources
 Paced Collaborative Learning
 Community of Inquiry

20. The Socratic Method and the Communication Era

23. thank
you