Manual eng

This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained therein.

Trainer’s manual

v e r. 1 . 0 www.webcasttolearn.com

Partners

The Trainer’s manual was prepared in the frames of How to webcast
– new media use in the efficient learning processes project, co-
financed by the Lifelong Learning Programme – Leonardo da Vinci.

It provides preparation, promotion and valorisation of the on-line
teaching methodology with the use of webcast software. These
programmes allow one to conduct training with the use of
presentations, video and sound (VOIP).

The Trainer’s manual exemplifies an extension of the practical
knowledge contained in the methodology and it is designed to facilitate
the work of trainers. The main aim is to support them in the
organisational process of the webcast training and provide an
efficiency in the use of all accessible tools.

Project is being implemented by the consortium consisting of:
· Management Observatory Foundation (FOZ)
· Adam Smith College (ASC)
· Czech Efficient Learning Node (CELN)
· Institute of Mobile Technologies for Education and Culture
(IMOTEC)

Authors:
· Calum Thomson (ASC)
· Jaroslav Čech (CELN)
· Krzysztof Zieliński (FOZ)
· Vilma Butkute (IMOTEC)

In the co-operation with:
· Bartosz Kramek (TransmisjeOnline)

Warsaw 2010
How to webcast – new media use in the efficient learning processes
www.webcasttolearn.com

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Spis treści

Introduction ....................................................................................... 4

Communication ................................................................................. 4

Interaction ....................................................................................... 4

The impact of technology on the learning process .................................. 4

Before the training ............................................................................. 6

During the training ........................................................................... 10

Training team .................................................................................. 10

Sound ............................................................................................ 12

Video.............................................................................................. 12

After the training .............................................................................. 13

Summary .......................................................................................... 14

Glossary ........................................................................................... 15

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Introduction
Webcast training is supposed to simulate a traditional classroom Trainer’s and
trainees’ vir-
training situation as closely as is possible. tual meeting

The software used for the training allows for an experience that is very
similar to a face-to-face meeting with a trainer. Professional
software
Thanks to that, a common virtual space for interaction (accessible in
different locations simultaneously) is being created. Trainees and
Virtual space
trainers taking part in the session can be in different, often distant
for interaction
places, and still interact face-to-face.
and trainees’
dispersion

Communication
Different char-
Regardless of the similarities they share, there are significant acteristics of
differences between traditional and webcasting training. They are group proc-
noticeable especially when building and developing relationships esses
between the two participating sides.

Nonverbal communication in webcasting is considerably poorer than Trainees’ body
during a traditional training session. The trainer usually cannot see the language un-
participants and, therefore, he cannot “read” their unarticulated seen
reactions to the presented material.

However, webcasting makes it possible to control the trainees’
Webcast lets
participation, which cannot be done during a traditional training
you not only
session. This is crucial especially when carrying out training for large moderate and
and open groups of people. Such supervision by a trainer is possible manage privi-
due to their ability to manage communication channels, allowing them leges but also
control the
to give the right to speak to participants, moderating and approving
methods of
their input before it is published. interaction

Interaction
A webcast training session is also characterized by the different types
of interaction available for use with the trainees through the vast
Internet resources as well as professional software which can be used,
e. g. chats, questionnaires, quizzes, videoconferences.
More openness
The impact of technology on the learning process in communica-
An online webcast training session generates a number of interesting tion
educational effects which significantly influence the course and
efficiency of the training.
Higher level of
criticism
Dispersion and virtualization of the trainees raises their sense of
anonymity. Webcasting training participants are often more eager to

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ask questions and express their critical opinions than during a
traditional training.

Webcast software allows for the archiving of participants’ input by
recording the chat and audio-video discussion in the case of a
videoconference. Therefore, the training might be replayed enabling an Asynchronous
asynchronous participation in the session. Also a multimedia database e-learning:
can be established by creating educational resources (e-learning creating multi-
media crea-
content) from the webcasts. tional
resources and
The questions/comments are recorded and visible on the screen, knowledge da-
therefore, the trainer has to refer to them sooner or later. Taking the tabases
trainees’ satisfaction into consideration, no question should be left
unanswered. A greater ne-
cessity to an-
Recording of the trainees’ input also has a psychological effect, swer trainees’
because the trainer/organiser feels more obliged to answer a trainee’s questions (due
question or react to their remarks/comments/suggestions. The to the syste-
matic dis-
questions that could not be answered during the training are usually
course)
answered after the session (using the electronic methods of
communication).
The speed of
The use of tools for the training assessment, such as automatically training eval-
recorded statistics or electronic questionnaires, determine the speed of uation
its evaluation (which is considerably faster than in case of the
traditional training).

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Before the training
When planning a webcast training session one has to remember that it
Webcast
should be prepared according to the general rules of training design. training should
be like any
It has to be preceded by an analysis of the target group and its other kind of
training needs. At the same time, one has to take into consideration training
the characteristics of webcast software and their impact on achieving
the desired educational results.
The partici-
When preparing a webcast training session, a trainer has to follow a pants’ charac-
teristics deter-
sequence of tasks specified in the schedule. Particular tasks or their
mine the used
order may vary depending on the client, subject or the training group methods and
etc., however, usually the order is as follows: teaching tools

The less the trainees are
Task 1: Analyze the group – Who are they? : known to each other and the
trainer, the greater the limita-
· Inside/outside trainees- people from the tions of the interaction will be
organization/people from the outside of
the organization
The worse the skills, the
· Familiarity with new technologies - more simple methods should
be used
proficiency in using web applications; an
ability to adapt quickly to new software and
new situations
The lower the motivation,
the shorter the webcast
· Motivation and expectations – determined
on the basis of needs analysis and target
group’s characteristics
The lower the discipline
· Level of discipline – predicted on the basis level, the more restrictive
of the target group’s analysis the training methods and
the less interaction involved

Task 2: Formulate the objectives for the training session:
The objectives
o Set the objectives for the training – the main objective must be
and the more specific ones. Additional questions: SMART: Spe-
cific, Measur-
· can the objectives be achieved through the webcast able, Available,
Realistic, Time
training? framed

· how can the training be constructed to ensure the
achievement of the objectives?

o Define the indicative criteria of achieved objectives for
measuring the accomplished goals
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· what will indicate that the training session achieved
its objectives?
What subject
area will help to
Task 3: Prepare the content: achieve the set
objective
o Establishing the scope of the training – summary of the
content and key topics

o Formulating the topic of the training – detailed Webcast train-
information about the content of the session ing session
should contain
concentrated
o Curriculum – a detailed plan showing the order and
and very inter-
estimated duration of every point of discussion esting informa-
tion
o Presentation – which usually serves as the basic
information and education tool used during a webcasting
session. A simple form with minimum graphics is
recommended. An overly complicated form might cause
Establishing the
technical problems and confuse the trainees. number of par-
ticipants must
o Additional materials: exercises, articles, knowledge take under con-
bases. sideration the
objectives and
Task 4: Establish the form of the training session technical limi-
tations
o Establishing the number of participants (the size of the
group)

· 2-6 people – training have the shape of a
workshop, good communication between
The more par-
participants
ticipants – the
greater interac-
· 7-19 people – problems with communication may tion
occur

· 20-50 people – oral communication is limited,
participants use additional tools, e.g. chat

· 51 or more – limited communication, training
should be well planned and organised

o Location of the training session

· will training be in a classroom or transmitted on-
line

· only virtual trainees on-line

o Dispersion of the participants:

· a group of trainees in front of one computer

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Optimum time
for webcast ses-
· every trainee at their own computer sion is 45-90
min.
o Suggested time and number of modules:

· 1 module up to 45 minutes
We advice
· 2 modules, 45 minutes each against web-
casts longer
· longer than 90 minutes than 90 min-
utes
o Choosing the methods of interaction

· chat / Instant Messaging - This allows trainees to From the most
communicate with each other and the lecturer safe and pop-
ular ones to
giving input and feedback without disturbing the least popular
class ones which
are most diffi-
· questionnaires / Quizzes - These can be used to cult to carry
conduct formative assessment and give students out
instant feedback.

· WebQuests – This allows students to become
engaged with the webcasts training session and
provide input with solutions found by the trainees
potentially leading to different final conclusions.

· Simulated Interactive Whiteboards – These can be
used by trainees as a platform to work
collaboratively in the virtual environment.

· videoconference – This allows real time audiovisual
transmission between the participants and the
trainer, simulating further the face to face
environment of a traditional training session.

· file sharing – the trainer prepares a file and enables
the trainees to download and edit it

· screen sharing – display of trainer’s desktop
allowing real time editing of documents and
presentation of the changes to the trainees

Task 5: Inform the trainees about the technical capabilities of the
equipment

o Software technical requirements

o Hardware requirements

o Available functionalities

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o Instructions concerning the use of equipment
The larger
o Most frequent mistakes group, the sce-
nario should
Task 6: Prepare the training scenario. The scenario contains the key be more
information about the training session and constitutes its functional detailed
framework. It is a concise text containing:

o Organizational information concerning the webcast
training:

· date and time of the training

· time frame – time and form of questions

· form of training session The scenario is
characterised
· training team – duties of team members by the pres-
entation
· number of trainees

· tools for interaction

o Technical information

· software used during the training

· technical (hardware) requirements of the software

· hardware (equipment) requirements

o Information concerning the content of the training:

· topic

· scope

· programme

· timetable

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During the training
A webcast training session has to be preceded by relevant preparation
in terms of its organization, content and technical requirements. Only good
Organizational and technical aspects of a session are extremely preparation of
all participants
important and key to the success of the training. will let the
training to be
It is crucial to introduce the trainees to the form of the training and the efficient
software used during the webcasting session. Usually the trainees are
asked to connect to the platform, for their first session at least, 30
minutes before the session in order to test their computer and its
Internet connection.

Any additional technical requirements and instructions are published
on the website or sent to the participants before the start of the The roles of the
sessions. Contact details for technical support are also provided. training team
should match
the knowledge,
skills and num-
Training team ber of its mem-
bers
Effective webcast training depends on a couple of key roles that the
training team has to fulfil.

The team usually consists of a trainer and a moderator. It can be
reinforced by a co-trainer and technical support.
The trainer
A trainer who is familiar with the webcasting technology can and modera-
tor’s scope of
successfully conduct a session for a small group of participants (up to work may dif-
6 people). During a webcasting session for a group larger than 50 fer according
participants, the moderator’s help is necessary in order to manage the to their know-
trainees’ participation. ledge and abil-
ities
Key tasks of a trainer include:

o To give a presentation using methods that would engage
the trainees

o To answer trainees’ questions – during and after the
session

o To represent and help the organiser – welcoming/saying
goodbye to the participants on behalf of the organiser,
organising of the session

o To support the didactic process - to maintain a positive
and stimulating atmosphere which would reinforce the
learning process; to check the trainees’ involvement

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Key tasks of a moderator include:

o To represent and help the organiser – welcoming/saying
Moderator may
goodbye to the participants on behalf of the organiser, answer simple
organising of the session questions

o To animate and moderate the discussion

o To report the progress of the session and to stress the
most important information Moderator op-
erates the chat
o To provide technical support – to introduce the and other tools
participants to the applications and to help them use of communica-
them effectively; to solve any technical problems tion

o To manage the communication between the trainer and
the trainees, to pass on the questions and feedback

o To create the educational and marketing materials and to
publish them (together with comments) on social
networking websites

The nature of a webcast in relation to the dispersion of the trainees
makes the use of tools enabling interaction necessary. The most
Chat a tool
commonly used are as follows: enabling an
exchange of
text messages
in real time
o Chat – used in 99% of training sessions allows the trainer
and/or moderator:

§ to effectively introduce the trainees into the session
Quizzes and
§ to stress the most important points of the training questionnaires
contain exer-
§ to ask questions during the session cises for trai-
nees prepared
§ to inform about technical problems in advanced or
ad hoc. It
o Quizzes and questionnaires in real time allows the trainer enables auto-
and/or moderator: matic aggrega-
tion of answers
§ to assess trainees’ progress and presenta-
tion of the sta-
§ to assess trainees’ involvement and opinions tistics

§ to increase concentration levels

o Whiteboard allows the trainer and/or moderator:

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§ to highlight the key contents of the training Whiteboard it
highlights cer-
§ to facilitate collaboration between the trainees (in tain areas of
small teams) presentations
and documents
o Screen sharing allows the trainer and/or moderator:

§ to edit a document in real time

§ to facilitate team work in small groups Screen sharing
- a tool, which
§ to check the trainees’ progress enables you to
transmit the
o Knowledge bases allows the trainer and/or moderator: contents of
your computer
§ to solve the tasks screen to one
or more other
§ to broaden the subject of the training computers

§ to show examples of the application of knowledge

o WebQuests – a constructivist approach in teaching which
uses online resources to solve problems given by the
trainer. It involves role playing and searching for the
solutions on the Internet.

o Online games – simple educational games which help to
memorize the presented didactic materials.

Sound
Sound is crucial for the webcast training and together with “ppt” Use of head-
phones with
presentations they form main channel for transmission of the session
microphone is
content. That is why its quality and reliability are important. Three essential – it
major factors influencing the audio transmission are: helps to avoid
rustle, echo,
o Efficient software etc.

o Fast Internet connection

o The use of headphones with a microphone (to avoid echo)

Video
If the webcast training participants are provided by live webcam video,
an awareness of the lighting is important (there should be two sources
of light directed at the trainer to avoid casting strong shadows; no
light behind him to avoid flooding the camera with light). A banner
with the organizer’s logo could be placed behind the trainer, provided
its colours are subtle.

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After the training
Many available webcast software packages allow us to record the
training session. Utilizing this function lets us use the recording for a
few purposes.

o Preparation and presentation of post-training materials:
Trainer’s auto-
· promotion and marketing through the knowledge evaluation

· expanding the knowledge bases

o The training evaluation:

· review of the recorded training session;

· internal assessment of the trainer and didactic
methods

· analysis of chat messages

· statistics: trainees’ activity and its duration

· evaluating questionnaires

o Follow up after the training:
Trainer an-
· post-training evaluation
swers for all
questions
· answers to the questions asked during the training
(via chat)

· sending links, presentations, additional materials

o Using the recorded session:
Efficacious
· building and expanding the knowledge bases knowledge
management
· distribution of e-learning content

· integration with existing systems

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Summary
Webcast training gives the participants a great opportunity to meet the
experts who otherwise would be unavailable. It also significantly
lowers the costs spent on training by eliminating the need for travel
and day release from the workplace. Webcast training uses the
Internet resources and teaches flexibility in utilising on-line tools. With
the use of webcasting it is possible for trainers to conduct sessions for
participants from all over the country or even around the world.

However, it is crucial to have some practice using the webcasting tools
before the first training session, for example, in smaller groups and
during teleconferences. It will help you to get used to the software and
an unnatural necessity to “talk to the screen”.

A trainer conducting his first webcasting session often gets the
impression that he is talking to himself and is not sure that there are
actually any people “on the other side” who are listening to him.
Problems with confirming their presence and lack of feedback might
undermine trainer’s confidence. That is why it is recommended to have
an experienced moderator during the first training sessions. He can
help the trainer by taking care of the organizational side and technical
support.

With every webcasting session the trainer will feel more comfortable
and a moderator’s support will be less necessary. More advanced
methods of trainees’ involvement and greater flexibility in the training
are then possible.

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Glossary

Chat – a tool enabling an exchange of text messages in real time. The
conversation may be both public (accessible for everyone) or individual
(accessible only for selected participants).

Electronic questionnaires – on-line form with set of deliberately
prepared questions. It gives the possibility to express an opinion by
answering on closed-, half-opened- and opened questions. The an-
swers are being aggregated and published as a statistics

Evaluation – an analysis of the values/features of a particular pro-
gramme or action (e. g. curriculum, project) which use criteria against
set of standards in order of development, improvement and efficiency.
It consist of the systematically collected and analysed information
about the goals established criteria.

Interactive whiteboard – a toll allowing to underline key parts of the
presentations and documents. It is particularly important during col-
laboration in small groups of trainees.

Knowledge bases – libraries of educational materials with docu-
ments, presentations, e-learning courses, audio and video files, which
may be used to broaden the knowledge gained during the webcast
session ( e. g. videolectures.net, docstoc.com, slideshare.net)

On-line games – on-line applications which help to memorise training
material and improve the concentration on the training.

Quiz – exercise prepared by the trainer in advance or ad hoc. It
consists of a questions based on the information collected during the
training. Its complex form requires high level of concentration and
involvement

Screen sharing – a tool which enables the transmission of computer’s
screen contents to one or more viewers. Participants may see all
changes in the real time. It facilitates the technical support and work
in groups on documents.

Videoconference – interactive communication, which allows to inter-
act using video and audio transmissions simultaneously. People using
specific equipment may talk and see each other on the same time.
Although it is used for a video and audio transmissions, it can be also
helpful in sharing documents, information and remarks.

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Webcast – an audio and video transmission on the web (World Wide
Web) from one specific source to large group of participants. Trans-
mission may be conducted ‘on-line’ or ‘on-demand’.

Webcast software – it is all computer programmes that give the
possibility to communicate via the Internet. It helps to transmit the
view of a presentation, sound, video and chat. It may be additionally
equipped with interactive whiteboard, questionnaires, screen sharing.
Exemplary software programmes: Adobe Acrobat Connect Pro, YUGMA,
Dim dim, ONIF.

Webcast training scenario – plan of a training which involves key
information (like goals, topics, tools ect.) and has its own framework.
It is particularly important during webcasts with large groups of
people, where effective time planning is crucial for training completion

Webcast training session – is a single online training. Optimum time
for a webcast session should be 45-90 min. It affirms best effective-
ness and assures concentration on the subject.

WebQuest – according to the Dodge’s publication it is “an inquiry-ori-
ented activity in which some or all of the information that learners in-
teract with comes from resources on the internet, optionally supple-
mented with videoconferencing, http://webquest.org). We may distin-
guish two types of WebQuest – long-term and short-term. In the
short-term WebQuest students have to pick up large portion of infor-
mation in short period of time (1-3 days). During the long-term Web-
Qest they have a lot of time (1 week- 1 month) to get acquainted with
the topic. Main thing is to analyse possessed knowledge and trans-
form it while making specific exercises.

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