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Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
Beyond Face-to-Face: New Methods for Staff Training
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Beyond Face-to-Face: New Methods for Staff Training

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American Library Association 2010 Annual Conference – Friday June 25, 2010 - Washington DC …

American Library Association 2010 Annual Conference – Friday June 25, 2010 - Washington DC

Web Conferencing section of this half-day preconference

Published in: Education
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  • Typically refer to three kinds of events when we talk about web conferencing – Virtual classroom or live synchronous classroomWebinar or online presentationMeetingsQUESTION - Who is doing any of these three – participants, in your organization, presenting and producing
  • When live, real-time facilitated instruction with learning-oriented interaction is needed. This environment is for active idea generation, problem solving, and other higher-level application activities; learners are vulnerable at the point of application – real-time interactive context addresses this. We live in social context, so learning within social context is necessary for application - peer interaction enhances the construction of meaning. Different scenario than knowledge dispersal or information dump – In asynchronous learning: knowledge dispersal with learner control over pace, time to reflect, etcIn synchronous learning: high cognitive load when learner can’t control pace and there’s a dump of contentAlso showing up at a scheduled time really isn’t needed in info dump if there’s no interaction – make it count –If you don’t have the interactive components in your live event, why are you having it? Might want to consider another approach (pre-recorded slide presentation, e.g.)
  • QUESTION – what systems are people using?Often times I’m asked about “the best” system – there’s typically one answer to this question
  • There are a lot of different web conferencing systems available with different strengths and features – Eluminate, WebEx, Adobe Connect, GoToMeeting, DimDim, etc. There are also other synchronous tools with fewer features that could meet needs. One regularly sees folks asking about what system is best – the answer is always “it depends” – context and needs differ from organization to organization, and you need to think about your own case – what will you use it for, what resources do you have already, what makes sense for you.HANDOUT of features list.
  • This is a way to think about features when you’re shopping or when you’re going for a blend with different tools
  • Moore’s three interactions – asynchronous gets at learner-content, but without blended approaches lacks learner-expert and learner-learner interactions – as we know, a LOT of research finds that interaction is essential for learningLearner – Content – the foundation of Western educationLearner – Expert – takes individual learners into account - to clarify, draw analogies, simplify, suggest further readings, etc.Learner – Learner – much educational theory includes the importance of social dimensions of learning – active learning, authentic learning, problem-based learning, communities of practice approaches etc.QUESTION– what are ways to get at the three interactions – don’t always have to be syncLearner-Content approaches – e.g. screencasts, course modules, books, articles, blogs, podcasts, videoLearner-Expert approaches – e.g. discussion boards, email, IM or Skype office hours, web conference, TwitterLearner-Learner approaches – e.g discussion boards, email, web conference, TwitterSo the idea is to think about how, if it’s necessary for what you’re teaching, to get these interactions in
  • Our case – purchased some WebJunction classes to offer to CO library staff at a distance. Staff reported some of the same challenges and issues as are traditionally reported in the literature – these include…QUESTION – I’m interested to know about scenarios in your libraries where learners have faced similar challenges
  • To try to support learning and address these challenges, we piloted this approach of using the existing asynchronous content and add two facilitated discussions to add the learner-expert and learner-learner interactive componentsOur case study – allows for segmentation effect – learner pace in asynchronous approach is maintained – learner can take in content at their own pace, allows time for reflection, integration etc – sensitive to human and financial resource issues – used existing content and made it relevant to individual learners with the synch component
  • Handouts - participant guide, facilitator guideTips to highlight: Clear roles; Importance of producer, of two people to field questions etc.; Welcome exercise (map with whiteboard) to establish rapport – no dead space! ImagesNote on Connect – Flash based so no plugins, movable pods
  • Tips – importance of showing features that will be used during the session; setting of expectations/ground rules for communication here too – can also put these separately in a slide; note on muting phones
  • Including photos for community building
  • Most of the session consisted of slides like this – handwriting font for informality; participants would brainstorm and I scribed; Eileen facilitated
  • PROMOTE participantsWhiteboard layout in Connect– show three different exercises – grid box, voting, scenarios –Advantages – kinesthetic, visual, participatory, can annotate a lot of different materials
  • Show poll as well – advantage of reports
  • You can try it!Other ideas?
  • Chat layout in Connect– chat brainstorm, have participants respond in chat to someone’s brief presentation, have participants work in pairs through chat private messagingAdvantages of chat – kinesthetic, a lot of feedback in a short time, discussion is captured
  • Media layout in Connect – audio file or video fileAdvantages - multi-modal approach, adds visual / auditory richness – just what you’d get in the F2F classroom with adding these componentsDisadvantages – bandwidth issues, can’t tell what your participants are experiencing
  • Note the flexibility in layout
  • Other free or low cost approaches to synchronous learningSkypeWeb video calling1-to-1 video callsConference calls – no videoIMSend filesScreensharingAbility to add extrasFree for skype-to-skype YugmaAdd desktop, document or application sharingBeta version with integrated audio/videoPro includes whiteboard, recording (~$150 year)Mikogoshare screen contentRemote desktopProvides phone conferencing numbers (not toll-free)Phone charge, otherwise freeYuuGuuScreen/desktop sharing, IM, Skype integrationFree for up to 5 in a session, plus limits on minutes/month; then $10, $15/monthTinyChatIM and video chatroomsFreeDimDimFull conferencing platformFree for 20 attendees and basic meetings/events, more for additional features      
  • Transcript

    • 1. Web Conferencing<br />
    • 2. When to use<br />
    • 3. What System?<br />
    • 4. It depends!<br />
    • 5. Characteristics<br />
    • 6. Moore’s Three Interactions<br />1.<br />2.<br />Learner - Content<br />Learner - Expert<br />3.<br />Learner - Learner<br />
    • 7. Staff Challenges and Issues<br />
    • 8. Our Blended Learning Model<br />online<br />facilitated<br />discussion<br />online<br />facilitated<br />discussion<br />asynchronous<br />course<br />
    • 9. Facilitators - Intro<br />Managing Difficult Patrons with ConfidenceOnline Facilitated Discussion<br />May 11, 2010<br />Eileen McCluskey<br />Trainer<br />High Plains Library District<br />Mary Beth Faccioli<br />Instructional Design & Technology <br />Consultant<br />Colorado State Library<br />
    • 10. Connect Tools<br />
    • 11. Participant Intros<br />
    • 12. Why is this important?<br />
    • 13. Whiteboard Brainstorm<br />
    • 14. Whiteboard Poll<br />
    • 15. Scenario and Action<br />
    • 16. Chat Exercises<br />
    • 17. Media examples<br />
    • 18. More features<br />
    • 19. Other tools<br />

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