linking the world through learning community driven development training of trainers workshop...
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Linking the World Through Learning
Community Driven DevelopmentTraining of Trainers Workshop
Distance Learning and the Role of the Facilitator
Shobha Kumar
The Learning Design Team
World Bank Institute
March 8, 2004
Linking the World Through Learning
Distance Learning
is an educational process in which a significant proportion of the teaching is conducted by someone removed in time and/or place from the learner, but linked by various technologies transmitting voice, video, data and print information
Linking the World Through Learning
Distance Learning
• Correspondence course since 1840• Mix of analog technologies (print, audio,
phone, television, videocassettes, fax, satellite) 1960-85
• Interactive audio and video, CBT• Mix of digital technologies (Internet, CD-
ROM, Email, chat, on-line databases, videoconferencing) 1995-
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Learning Technologies
Synchronous AsynchronousSame time same place
Face-to-Face
Different time same place
Learning resource centers
Same time different place
TV, Radio broadcasting
VC, teleconferencing
Web casting
Chat
Different time and place
Print, Audio/video tape
Email, Internet,
Discussion groups
CD, DVD/VCD
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The Power is in the Mix
An ideal distance education delivery system will rarely be based on a single platform, but rather, it will be an integrated mix of methods, technologies and networks, with their appropriate educational benefits and learner support services.
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What is Blended Learning?
An educational experience created cost-effectively using an integrated mix of DL technologies.
Media: Videoconferencing
Internet/WWW
(some video, CD-ROM)
DL activities can include face-to-face
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Key Benefits of Blended Approach
Takes best from different media to:
– Reach a wide & diverse audience
– Content from diverse sources
– Team based learning
– Interactivity, mentoring & feedback
– Learning extended over time – applied to work
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Blended Learning at the World Bank
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What is GDLN?The Global Development Learning Network
Distance Learning Centers (DLC’s)• 61 centers, expanding to 105 (FY04-05)
independent country-owned institutionsUser’s• Program Partners and ParticipantsThe World Bank• Coordinates business processes, support to
DLCs, provides tech. platform, brokers and delivers programs.
Linking the World Through Learning
14 January 2004 8
BeninCôte d'IvoireEthiopiaGhana(+1*)MozambiqueMauritaniaSenegalTanzaniaUgandaTotal=9
China (3)South Korea(Malaysia*)MongoliaPhilippinesSingaporeThailandTimor LesteVietnamAustraliaTotal=11
BoliviaBrazilChileCosta Rica (2)ColombiaDominican RepublicEcuadorEl SalvadorGuatemalaMexico (2)NicaraguaPeru Total=14
Canada (2)Washington, DCTotal=2
Belgium, FranceGermanyNetherlandsPortugal, SpainItaly, (UK*)Total=7
BosniaLatviaLithuania (2)Russia (2)PolandRumaniaUkraineTurkey (2)(+1*)(Yugoslavia*)Total=11
JordanEgyptSaudi ArabiaTotal=3
Around the world: GDLN today
AfghanistanIndia (+1*)Sri LankaTotal=3
Total=61
* Centers that are part of the British Council’s Network of Knowledge Learning Centers and therefore connect to GDLN
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DL Model of GDLN 1-2
• Instructor-led, structured learning, as well as Knowledge sharing/exchange
• Clear objective to improve the effectiveness of development
• Blended approach for learning and knowledge sharing
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DL Model of GDLN 2-2
• Group learning, knowledge sharing at distributed classrooms and individual learning
• Local facilitation and learner support• Interaction and participation • Experiential• “Just in time” learning• Evaluation and Monitoring
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A Typical Blended GDLN Course
• Facilitated group-paced activities: F2F, VC, Tape-viewing, E-Learning,
• Self-paced activities: Print, CD-Rom, E-Learning, …
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A Typical DL Course
• 5-day F2F course converts to:
• 8, half-day sessions in several sites– 2 hr videoconference sessions
– 2 hr multimedia/internet/self-paced
• Over an 8-week “semester”
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Instructional Design
• Analyze• Design• Develop• Implement• Evaluate
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The Team
• Subject matter specialistsCourse Leader, subject experts, consultants,
assistants….• Distance Learning Specialists
instructional designers, videoconference producers, internet multimedia specialists
• FacilitatorsCentral and local
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Role of the Facilitator
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Distance Learning/Blended Learning Facilitators
• Logistical Support
• Pedagogical Support
• Managing Interactivity
• Time Management
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Logistical Support
• Maintaining attendance, evaluation and other records
• Distribution of materials
• Orients participants on technology
• Liaise with DLC staff, local partner institutions
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Pedagogical Support
• Engage and involve learners
• Clarify content
• Contextualize/apply content
• Manage group dynamics
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Time Management
• Monitor time spent on activities
• Keep groups on task
• Manage session agenda
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Managing Interactivity
• Encourage engagement with other sites• Summarize and give group responses• Raise and direct questions• Advocate on behalf of the group• Provide updates on learning issues and
group morale
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Tips for Effective Discussion Facilitation
• Be prepared• Set a relaxed and open tone• Establish clear ground rules• Monitor and assist the group process• Help the group grapple with the content• Use probing comments and open-ended
questions• Reserve adequate time for closing the
discussion.
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Guidelines for V/C Facilitators (1-2)
• Ensure that there is a sign with your country name in view of the camera
• Ensure that participants are greeted and seated 30 minutes prior to the V/C
• Be in touch with technicians ahead of time• Plan your site introduction ahead of time
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Guidelines for V/C Facilitators (2-2)
• Adhere to the running order• Turn off the microphones after your site
finishes talking• Make sure that no one person monopolizes
the conversation• Have back-up plans ready
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Back-Up Plans
• Prepare ahead of time-- presenter slides, course materials available for participants in hard copy.
• Work with the local technicians -- establish an audio connection with Washington, DC
• Continue with the local group work and report back to the course team via email.
• If only the HQ gets disconnected, continue your interaction with other sites.
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Examples of Blended Learning 1-3
Scenario A A face to face course is supported by distance
learning before, during, and after the event.
• preparatory sessions and dialogs conducted via V/C prior to the f2f course
• course website for materials and participant interaction is set up
• follow-up discussions and communities of practice supported via online discussions and V/C sessions
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Examples of Blended Learning 2-3
Scenario B
A course has an even mix of f2f, V/C, and e-learning components
• Reading materials on course website• Weekly or bi-weekly video-conferences• Local f2f sessions led by site facilitator
before and after the V/C• Learning activities convened in the internet/
multi-media room• Online discussions• Follow-up activities, and communities of practice
Linking the World Through Learning
Examples of Blended Learning (3-3)
Scenario C
An e-learning course is supplemented by V/Cs
Objective is to:• enhance participant networking and
interaction, • bring in subject matter experts, and • clarify technical and logistical issues.
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New Technologies for Learning
-- new approaches for learning
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Traditional vs New Pattern
• Traditional– emphasis on transmission of subject matter
• “Classroom” an exclusive delivery mode
• New—Changing roles of instructors and learners
• New technologies/methodologies of instruction and learning
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New Technologies for Learning
• Reach diverse audiences• Offer content from a wider range of
sources• Improve the quality of instruction• Increase access to learning
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Advantages Limitations
VC
PC/Internet
Similar to traditional classroom; F2F from different places; interaction with instructor and peers;
Flexible schedule and pace; interaction with material and people asynchronous and/or same time; low-threat learning environment; hyperlink to rich resources
Easy to use; portable; eye-comfortable; completely learner-paced; cost effective
go to VC center on schedule; Spec. equipment & connection cost; coordination
Availability;accessibility; computer skills of instructor and learner; relatively expensive to design & produce
Little interaction; not preferred by all; heavy for travel
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Advantages Limitations
CD-ROM
Video-tape
Offline opportunity to access information, complete record of a learning activity, flexibility, accomodates high degree of interactivity
Flexible in delivery, easy to access, stimulates discussion and your viewers’ imagination, can be reused in other workshops/courses, website
Time consuming and hard to edit
No interactivity, expensive to produce, hard to edit.
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Choosing the Right Technology Blend
Key Criteria….
• Is it cost-effective?
• Do learners have
access to it?
• Does it promote interaction?
• Does it motivate learners?
• Is it user-friendly?
• Does it foster collaboration?
Linking the World Through Learning