Dr Anthony 'Skip' Basiel – Blended Learning Solutions

Webinar Design – Draft workshop outline 20/06/2023

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If you are interested in improving your webinar experiences as an academic Tutor or Corporate Trainer or Business Manager, please see the outline of my new workshop. Please do contact me at abasiel@gmail.com so we can discuss this exciting blended learning solution.

Yours, Anthony

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Webinar Design Workshop

 

Course title:	Interactive Webinar Design for Hosts/Facilitators with Low-to-Medium Confidence Level © 2023 Dr Anthony ‘Skip’ Basiel
Course learning outcomes:	Course Learning Outcomes Personal / Professional (Self-set) LOs 1. Academic: Research related design principle for your specific application of webinar design (e.g. Conduct job interview, Facilitate an online course)  1a. [Add a related personal objective in your own words.] 2. Technical: Set-up and test your webinar related tools to provide a good quality experience. 2a. [Add a related personal objective in your own words.] 3. Standards: Apply appropriate guidelines or regulations for the webinar experience e.g. GDPR, ethics, legal. 3a. [Add a related personal objective in your own words.] 4. Apply learning to conduct self-assessment and justify design decisions. 4a. [Set any measurable learner-generated objective.]
Learner persona:	Career starter: Graduates with basic qualifications who lack employability and digital skills and have limited practical experience as well as limited professional networks e.g. Robyn who did my job interview or clients who are new to online teaching
Skills acquired:	1. Research skills – Find appropriate sources from academic references or commercial market research to provide a foundation to build and justify your webinar design. 2. Technical skills – Demonstrate the ability to set-up webinar tools to meet desired outcomes. 3. Critical Thinking – Ability to reflect on your webinar design to evaluate it for improvements.
Course assessment:	1. Learner-generated Multiple-choice Quiz: Learners take a small ‘how-to’ tutorial on making a good quality MCQ with a designated ‘correct answer’ from an A-B-C option. The correct solution is identified with links to the source to help the quiz respondent find out more about the topic covered in the question. NOTE: Questions are submitted in the first half of the course so a pool of quiz MCQs can be used at the start and end of the course. 2. Pre/Post Quiz: This Ipsative assessment gives the learner a snapshot of their prior knowledge entering the course and a final quiz mark so they can measure the difference or the impact the course had on their learning. The quiz also gives open comments for learners to: a) say any opening expectations b) end suggestions to improve the course or any MCQs that could be improved. 3. Self-assessment recording review: A recording of the webinar with the text transcript is analyzed for comparison to presentation guidelines. For example, a tag/word cloud is made of the transcript to identify key terms used and their frequency. Visual review is done for lighting and body positioning. Audio clarity is assessed for all participants.
Module: 1 of 3
Title:	Researching Webinar Design © 2023 Dr Anthony ‘Skip’ Basiel
Module learning outcomes:	MLO1: Identify your current understanding of webinar design. MLO2: Conduct a short research session to identify any webinar design principles. MLO3: Conduct a short market research session to identify any webinar designs that may be used as a model. MLO4: . Conduct a short research session with Chat GPT to identify any webinar design issues to promote interactivity.		Course LO alignment: Course Learning Outcomes 1. Academic: Research related design principle for your specific application of webinar design (e.g. Conduct job interview, Facilitate an online course) 3. Standards: Apply appropriate guidelines or regulations for the webinar experience e.g. GDPR, ethics, legal. 4. Apply learning to conduct self-assessment and justify design decisions.
Content type	Topic title (Title of the topic)	Topic outline (A brief outline of what the topic entails)	MLO alignment
Research	Ice Breaker	Learners search for evidence why I am qualified to have produced this online course text / workshop and provide online support.	CLO 1 & 2
Pre-test	Learner-made MCQ	Establish the starting prior knowledge. Learner takes random allocated Web 2.0 MCQ.	CLO 1 & 2
Research	Background	Find samples of webinar designs that can serve as models to synthesize into a model for the learner to use. Add to learning journal.	CLO 1 & 2
Research	Background	Search for any design principles that can inform the webinar they want to develop. Add to learning journal.	CLO 1 & 2
Research	Background	Compare to findings from a ChatGPT query. Add to learning journal.	CLO 1 & 2
Apply	Sample Introduction	Apply the research to record a short 3- minute max self-introduction for your Tutor or other classmates / study partners in your learning cohort.	CLO 4
Reflection	Review	In your Learning Journal for this session, play back your introduction video to identify any places you can improve your webinar design. You can re-do the recording if you have time to do a self-assessment on your improvement. If you have a study partner in the cohort or in your family, add any comments in your Learning Journal.	CLO 4
Follow-up	Prep for next session	1. Find free online voice-to-text software or the transcript made by our recording software. Copy your transcript text into a free online tag or word cloud generator to identify your vocabulary. Copy and paste this into your Learning Journal with any observations you have. 2. Mind map: Draw by hand or with a free online tool to make a mind map of any components used in making your introduction video. E.g. software, people, etc.	CLO 4

Induction

Interactive Webinar Design
for Hosts/Facilitators with Low-to-Medium Confidence Level: Induction and Welcome
© 2023 Dr Anthony ‘Skip’ Basiel

Hello and welcome to this online course.

We want you to know that you are not alone in your learning journey.

This course aims to provide you with the digital resources and human support to help you achieve your personal and professional objectives. Through the curriculum provided you have the means to get the course credits or certification you require.

Communication is key, so please do visit our course support section:
[ Contact | FAQ | Virtual Assistant | Locations ].

Along with world-class content created by subject matter experts from across the globe your course is developed by our passionate team of learning experience and graphics designers and technologists.

This induction provides important background information to get you started on the course to work independently. We provide clear course and module learning outcomes, but encourage you to also set your own personal and professional objectives. These may add to your lifelong learning or provide evidence to help progress our career.

Everyone learns differently. There is no one-stop-solution to your experience of a learning course. For this reason, we provide you with a range of interactive text, media and learning activities to challenge you to push your boundaries and grow.

It is not enough to just learn academic theories or principles. We need to be able to apply this abstract knowledge to real-world problem-solving. We challenge you with interactive exercises and activities to help you produce new creative and innovative solutions.

According to the Greek Educationalist, Socrates, “The unexamined life is not worth living.” Our courses include a range of assessments to help you measure your success in the module. For example, you may have a multiple-choice quiz to determine your knowledge level before starting the training. There may be written essays to provide you a way to document your case study analysis. Other assessments may use audio or video recordings to enhance your presentation skills often needed in industry.

We encourage you to take your lessons learnt from the course and reflect on the experience. Through a learning journal you can take this new knowledge and apply it to your professional network to build dynamic real-world solutions.

Please do review our dynamic FAQ resources or contact your support Facilitator with any questions or suggestions on how we can improve your learning experience. Communication is key, so please do stay in touch.

Assessment

Interactive Webinar Design for Hosts/Facilitators with Low-to-Medium Confidence Level
© 2023 Dr Anthony ‘Skip’ Basiel

This module uses an individual submission model, although the students are encouraged (if there is a group cohort) to work with study partners to do peer review before the final online submission of the video presentation and self-assessment document.

The course and module learning objectives are included in the final written self-assessment. See below. The Self-assessment criteria is negotiated with the students based on their personal / professional objectives.

A maximum 10-minute recording of the final webinar is provided with the reflective essay (maximum 2k words).

A pre/post MCQ online quiz is made by students to grow a dynamic quiz pool of Q&As.

Course Learning Outcomes	Personal / Professional (Self-set) LOs
1. Academic: Research related design principle for your specific application of webinar design (e.g. Conduct job interview, Facilitate an online course)	1a. [Add a related personal objective in your own words.]
2. Technical: Set-up and test your webinar related tools to provide a good quality experience.	2a. [Add a related personal objective in your own words.]
3. Standards: Apply appropriate guidelines or regulations for the webinar experience e.g. GDPR, ethics, legal.	3a. [Add a related personal objective in your own words.]
4. Apply learning to conduct self-assessment and justify design decisions.	4a. [Set any measurable learner-generated objective.]

Assessment Task:

If you are at work and need to do a presentation or talk for your manager or a client, you can record this event as the assessment submission. Limit the video recording to 10 minutes or less. A text transcript is required to accompany the self-analysis report template below. The report should be 2K maximum. Please submit the Word document with links to the online cloud files e.g. Text Transcript and video (.mp4) from your account. Set permissions to allow all to have access.
Submission Details:
Contact the IT Team (IT@forthrev.com ) with any questions or your Course Facilitator with any academic questions. Please refer to the Course Learning Management web page for other details and the Course Handbook for submission dates and details.
Self-Assessment Template:

Course Assessment Header [Module codes and admin details]

Student Details [Any info needed to identify the submission to the student database ]

Executive Summary [ 350 words maximum – what the webinar topic addressed (objective(s). How the webinar was designed. Lessons learnt (conclusion).

Introduction [Context of the webinar recording]

Background [Any academic or commercial research to inform the webinar design]

Technology [Any technical set-up choices.]

Conclusion(s) [Any lesson’s learnt]

References or Bibliography (optional – but recommended) [Harvard style evidence to support claims made in the paper]

Appendix [ web link to the video recording of the webinar] [Any supporting data e.g. transcripts, screen grabs of video recordings]

Personal Note: I was an Online Tutor for the University of London’s MBA Programme teaching the ‘Successful Leadership’ module. We used this assessment as one of the elements in an assessment portfolio. This was, by far, the favorite assessment the students mentioned in the course survey feedback. It was also identified as the skill they applied in work most often.