Dr Anthony 'Skip' Basiel – Blended Learning Solutions

Interactive Video: Ipsative Assessment 11/10/2020

Please see the two YouTube videos that provide an interactive learning experience where you get to control a live online athletics sprint game.

It is in two-parts. You will need to have an online device which has a keyboard so you can control your sprinter using the ‘Left’ and ‘Right’ arrow keys.

You can add to our text discussion board at: https://groups.google.com/g/regent-assessment-forum

Play video 1 of 2: https://youtu.be/2ZyOU5pDzmk

Play video 2 of 2: https://youtu.be/wkpxOuMzj-g

The feedback form below will help us improve the videos. Please do send comment. Thanks, Dr Anthony ‘Skip’ Basiel

Engaging with and Empowering Employees, Customers and Communities 27/08/2020

Stephen Citron is preparing to publish a new book. Included is a chapter about an eLearning project done with my colleague, Dr. Mike Howarth – ‘Work Based Learning Wednesdays – Monthly Webinar Project’. Here is a brief draft epilogue:

Beyond Work Based Learning Webinars

Dr Anthony ‘Skip’ Basiel                             August 2020

The Work Based Learning Wednesdays Webinar Project was ahead of its time. We hosted monthly webinar interviews with Middlesex University Alumni to unearth ‘tips to success’ from action projects done in their organisations. Along with the live webcast, we had a phone-in option and live text chat for questions or comments. Volunteer students supported the event as webinar facilitators, digital video recorders and editors. eLearning and eMarketing video testimonials were project deliverables.

The project was so innovative that the Deputy Vice-Chancellor extended the model to include the Deans of each Faculty to share good practice and build a virtual community. Additionally, the project was given inter/national recognition through publications and the Peer Awards.

How has the WBL Wednesdays webinar model evolved to address current online learners’ needs during the Coronavirus in 2020? We have embraced a paradigm shift from an interview design to an immersive Socratic discussion model using 360* video augmented reality. Experts sit in a circle promoting brainstorming and creativity to solve a problem or address an issue. The face-to-face audience sitting in the next circle out, swap seats with the Experts when asking a question. The 360* video camera records the event while a live webinar engages the virtual audience through live text discussion facilitated by the host. All audio is converted to auto-text transcripts and tag clouds. Participants are encouraged to use smartphones to record or webcast the event from their perspective using a meta-film approach[1]. Readers are encouraged to explore the ‘Immersive Fishbowl Webinar Design’ at https://abasiel.wordpress.com/elearning-r-d/.

[1] https://youtu.be/TQXk2sHItmk , https://drive.google.com/open?id=1_FtlGNw3xU8TNmYwhQpUaf_PGNJY82Dm

ucisa DCG-DEG Spotlight Webinars 2020 06/06/2020

Webinar Design to Promote Quality Engagement: Towards a Transactional Model and Toolkit

Date: Wednesday 1st July (Recording information below)

Interactive video has grown over the last decade to engage learners through a range of instructional designs and supporting technologies. Webinars are now commonplace, but as with early eLearning pedagogy, a ‘talking head’ design falls short of meeting the potential of the media. Next-generation learners need to master virtual collaboration skills to construct solutions to higher-level problem solving using interactive webinars.

How do academics, instructional designers and students design and use webinars to construct new knowledge through social meaning making? The Webinar Profile Toolkit is a methodology and toolkit aimed at providing distance learning stakeholders with the techniques and resources to construct their own effective webinars. First, we look at WHAT are the main features of a webinar? Next, WHAT possible instructional designs and Web Video Hard/Soft Skills are developed. Then, we look at WHY a webinar model linked to Transactional Distance can be a way forward to promote autonomous, creative learners. A software toolkit will be used as part of this ‘hands-on’ workshop to give participants to apply their learning.

This is an action-packed 60-minute workshop that promises to stretch your understanding of how to engage learning through a webinar. Be ready to do some pre-event tasks, collaborate with fellow ‘webinerds’ through Socratic ‘fishbowl discussion. And make smartphone recordings from your own room to share your reflections on the event.

The PowerPoint slides are available to download and you can see the ‘bad example video’ https://youtu.be/X09GCZ1FZgM – The Webinar Profile Toolkit can be downloaded so you can use it for your next video. Please email a copy back to me to discuss the Transaction Distance Model at abasiel@gmail.com

City of Westminster College Webinar Forum 29/05/2020

On Friday 22 May, Dr Mike Howarth was hosted by Esam Baboukhan, of the City of Westminster College with me as Facilitator. The interactive session covered valuable and important topics around video for eLearning. Please see our YouTube video:

We encourage anyone who is hosting or presenting a webinar to look at our paper on ‘Transactional Webinar Design’ at https://abasiel.wordpress.com/2020/04/16/transactional-webinar-design/
and try out our online toolkit form to create a profile or self-assessment of your webinar at: https://abasiel.wordpress.com/awards/

Happy to hear from you by email at abasiel@gmail.com

360* Webinars: spacial awareness 24/05/2020

Please see this video in relation to spacial awareness in a webinar using a Socartic discussion or fishbowl design.

70:20:10 Webinar Design 24/05/2020

Welcome to this blog about the 70:20:10 Webinar Design.
Full paper is at https://drive.google.com/file/d/1_TXqkLqT5yhNWbtSWrJde0aQr2nIxy-m/view?usp=sharing

If you have come to this page from the QR code link in the research paper, well done! You are on your way to the next stage of the augmented reality (AR) treasure hunt. Click the YouTube video below to experience a 360* video. This is discussed in the paper at the end.

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This blog explores the application and adaption of the 70:20:10 Corporate Training Instructional Design Model to a Webinar context. Part of this discussion examines the ways in which ‘Guest Speakers’ can be used in the context of webinars. Please see a ‘Guest Speaker’ proposal here:

https://drive.google.com/file/d/10YLxnPZeP94QAZsaMTlswM6C8883r3cv/view?usp=sharing

Dr Anthony ‘Skip’ Basiel

Introduction:

In the mid-90s Lombardo, et al. (1996) conducted a survey with almost 200 executives through the Center for Creative Leadership about their learning philosophy. The unexpected results have come to be known as the 70:20:10 learning and development model:

• 70% challenging (informal) assignments
• 20% developmental relationships
• 10% formal learning and development training  

The conclusion is that the great majority of our learning is experiential, grown from our tacit (applied) knowledge while 20% is social through peer-to-peer interactions, mentoring or feedback/feedforward comments.

A problem faced during the Coronavirus is that a lock-down situation we are in social isolation. Our synchronous (live) online interactions are via text chats and web video conferencing. This chapter addresses the question, ‘How can we adapt the 70:20:10 (face-to-face) model to webinar design?’ We will travel in reverse order, starting with formal teaching and training using current webinar technology to support short-term recall of procedural knowledge (the 10%). Next, we will discuss and analyse webinar designs that promote social learning opportunities. Lastly, suggestions of challenging assignments linked to tacit knowledge are explored. We conclude with an examination of the application of a Socratic discussion to a 360* immersive fishbowl webinar design (Basiel 2020). A Webinar Profile Toolkit (2020) offers Event Hosts / Presenters guidelines based upon Moore’s Transactional Distance Theory (1997).

2020 Bell Labs Prize 15/05/2020

We have submitted a proposal for the Bell Labs Prize at:

https://www.bell-labs.com/prize/

Collaborative Webinars That Promote Creative Solutions

Webinar designs are mainly flat two-dimensional experiences, which limits the full potential for brainstorming collaborative exchanges that feed innovation and creative opportunities. The Coronavirus creates an isolated landscape that hinders our ability for group problem solving. We need a new online model. 

Our project proposes the use of a Socratic ‘fishbowl’ discussion design where the experts are seated in the center circle providing their position on a topic or problem to solve. A 360* video camera captures the debate so the audience can play it back to understand the stakeholder’s different perspectives. The participants can exchange (virtual) seats with the experts to contribute new information.  Smartphones record the event from their geographic location to add a reflective element to the narrative.  

The ’Transactional Webinar Design’ is underpinned by Moore’s distance learning theory which analyses the relationship of content structure and the dialogue opportunities for communication. The goal is to encourage autonomous self-managed learning. A new webinar profile toolkit is offered by this research to generate a graphic representation of the transactional elements from the host and attendee’s perspective. The data informs how to adapt the webinar design, as needed, to promote opportunities for creative expression or innovative contributions. 

Transactional Webinar Design 16/04/2020

Please see the full paper from the introduction and conclusion below at: https://drive.google.com/open?id=1W-ps95oELnKXXsydehI8WAB5-MMccaTm

Transactional Webinar Design
by Anthony Basiel and Mike Howarth April 2020
abasiel@gmail.com | drmichaelhowarth@icloud.com
https://abasiel.wordpress.com | http://www.mhmvr.co.uk/

Introduction
During the time of the 2020 Coronavirus, there was an unprecedented increase in web video conferencing for professional and academic use (Business Insider 2020). From the trial-and-error approach used by many organisations, it has become apparent that guidelines for conducting webinars are needed. What are the protocols that can inform webinar design? A theoretical foundation is needed to provide a clear plan forward in the research and development of webinar interaction. This paper puts forward a ‘transactional webinar design’. A starting proposition for any webinar event is for the stakeholders to recognise the nature and degree of self-directedness. In doing so, we are working towards autonomous, self-managed webinar participants and stakeholders. The narrative of this paper moves through a series of questions. First, WHAT are the key factors of a successful webinar? Next, HOW can we blend the tools with the interactive/transactional design? Lastly, WHY would we choose this webinar model?

When engaging in an argument, a starting common language is needed. What do we mean by ‘transactional’? Dewey (1949) explains ‘transaction’ in an education context, as the individual’s pattern of behaviour in an environment. The webinar virtual 2D space is addressed in this paper. According to Moore (1997) the separation of [stakeholders] is sufficiently significant that special [engagement] strategies and techniques are needed.
This webinar analysis begins by looking at WHAT elements comprise a successful event and the related evaluation criteria. This section starts with the technical components and moves to examine the stakeholder’s profiles. When hosting or attending a webinar, is there a clear model of the expectations of the participants? Is there an inherent expectation for the interactions to be identical to a face-to-face discussion, classroom lecture, seminar debate, role-play enactment, or unstructured brainstorming? This expectation needs to be explicit so there is a criteria to measure success. In this way, there is a benchmark to form the ‘transactional webinar design’.

Conclusion

This paper investigated three questions in relation to webinar design:

1. WHAT are the key factors of a successful webinar?
2. HOW can we blend the tools with the interactive/transactional design?
3. WHY would we choose this webinar model?

For a variety of learning environments, Moore (1997) suggests that distance learning requires changes in the traditional role of teachers to be able to select media for (webinar) instruction. This paper has shown these key issues:

• Successful webinars require technical and pedagogic blending depending on the profile of the stakeholders,
• The degree of learner autonomy is related to the instructional design,
• The next-generation of webinar design may move from the current 2D (outside-looking-in) view to include a 3D immersive (inside-looking-out) perspective,
• Webinar pedagogy can provide learning opportunities from traditional Behaviourist instructional design to Humanists creative brainstorming,
• One approach to addressing ‘learning entropy’ in a large Socratic webinar discussion can be to use techniques such as a fishbone diagram,
• The Transactional Webinar Profile Toolkit (2020), provided in this research, gives the reader software to apply Moore’s Transactional Distance Theory to a real-world webinar event,
• Ongoing evaluation needs to be part of the webinar design.

By building a virtual learning community researching webinar design, we can progress towards the next-generation pedagogies and technology blends presented in this paper. The authors challenge readers to contact them to provide case study feedback on the results of using the Transactional Webinar Profile Toolkit and webinar learning theory offered. Through the analysis of the case study examples tends can inform the future designs of webinars. The authors predict a paradigm shift to more creative brainstorming webinars in the near future to promote autonomous learners.

Webinar Profile Toolkit 14/04/2020

As part of my draft conference paper on ‘Transactional Webinar Design’, I have drafted an Excel file to download. This ‘Webinar Profile Toolkit’ provides guidelines in analysing a webinar in terms of structure and dialogue to identify Moore’s Transactional Distance in relation to the potential for stakeholders to develop learning autonomy.

Please download the Webinar Profile Toolkit. Save the Excel file on your local hard drive to get the full function of the profile charts.

See the Excel file for May 2020 – v9:
https://drive.google.com/file/d/1SM3qV4fl58YZCqFvGWvJ6TP4F_KX-wRr/view?usp=sharing

The online Toolkit form is at: https://abasiel.wordpress.com/awards/

Here is the video walk-through: https://youtu.be/QZwvXAh9_WU
Please note this video excludes the new tabs in the toolkit for ‘Video’ and ‘Self-Assessment’. (We will add this soon).

(c) 2020 Dr. Anthony Basiel

Your feedback is welcomed using the online survey in the file.