Linking the World Through Learning Community Driven Development Training of Trainers Workshop...

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


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


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-


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


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.


What is Blended Learning?

An educational experience created cost-effectively using an integrated mix of DL technologies.

Media: Videoconferencing

Print

Internet/WWW

(some video, CD-ROM)

DL activities can include face-to-face


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


Blended Learning at the World Bank


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.


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


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


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


A Typical Blended GDLN Course

• Facilitated group-paced activities: F2F, VC, Tape-viewing, E-Learning,

• Self-paced activities: Print, CD-Rom, E-Learning, …


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”


Instructional Design

• Analyze• Design• Develop• Implement• Evaluate


The Team

• Subject matter specialistsCourse Leader, subject experts, consultants,

assistants….• Distance Learning Specialists

instructional designers, videoconference producers, internet multimedia specialists

• FacilitatorsCentral and local


Role of the Facilitator


Distance Learning/Blended Learning Facilitators

• Logistical Support

• Pedagogical Support

• Managing Interactivity

• Time Management


Logistical Support

• Maintaining attendance, evaluation and other records

• Distribution of materials

• Orients participants on technology

• Liaise with DLC staff, local partner institutions


Pedagogical Support

• Engage and involve learners

• Clarify content

• Contextualize/apply content

• Manage group dynamics


Time Management

• Monitor time spent on activities

• Keep groups on task

• Manage session agenda


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


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.


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


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


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.


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


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


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.


New Technologies for Learning

-- new approaches for learning


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


New Technologies for Learning

• Reach diverse audiences• Offer content from a wider range of

sources• Improve the quality of instruction• Increase access to learning


Advantages Limitations

VC

PC/Internet

Print

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


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.


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?


[email protected]

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