Designing and Implementing a Virtual Classroom Training (vct) Instructor-led Course
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Transcript of Designing and Implementing a Virtual Classroom Training (vct) Instructor-led Course
Dimitris Elefsiniotis
Designing and Implementing a Virtual Classroom Training (VCT) Instructor-led Course
VocTEL Conference 2015
Dimitris Elefsiniotis, Master Network EngineerIntracom Telecom, Professional Services Department
Master of Engineering (M.Eng.), Electrical/Electronic Engineering, Dimokrition University of Thrace
Master of Business Administration (M.B.A), Industrialization and Development, Liverpool Hope University
Certified trainer (36190) for O.A.E.D-LAEK training programs regarding various networking technologies. I have performed a significant number of official and company internal training technical seminars.
Cisco Certifications CCNA, CCDA, CCIP, RSSSE, Cisco ID# (CSCO) - CSCO10904983
Juniper Certifications JNCIA-EX, JNCIA-ER, JNCIS-E, JNCIS-SP, JNCIS-ENT, JNCIP-SP, Juniper Certification ID#: JPR91610
Tellabs 8600 Professional Services Certifications HP Certifications More info about me can be found in the following link: https://www.linkedin.com/pub/dimitris-elefsiniotis/5/367/773
Who Am I
My own definition about TEL according to my experience throughout this year mainly as a learner and as a tutor:
“TEL is differentiated from commonly used content-based and machine-driven e-learning, as it consists of an
interactive blended learning environment where a number of different activities (activity-based) and interactions
take place among students, module content and tutors, and cognitive (computer-based) tools engage learning with
technology (as opposed to learning through technology)”
Reflect on my Experience in TEL Course
“Online instructors need to be intentional about creating a sense of
presence in their courses so that students know from the very
beginning that somebody is leading their educational experience”
Social Presence Theory
Course Title: Networking Fundamentals
Duration and Class Size: The length of the course is 5 days; and a total of 20 hours (4 hours/day). It will be implemented during the afternoons, Monday to Friday, 18:00 to 22.00
Target Audience: Network Engineers and Technicians
Prerequisites: Network engineers with a basic knowledge of networking protocols and basic understanding of different OS (Microsoft Windows, Linux).
Web-Based Course Outline
Training Program Phases and Activities (1)
❖ Pre-course Performing a Training Need Analysis (TNA) with the facilitation of a web
survey they have to submit along with the “why are you interested” note. Online survey will be created by using the webpage http://freeonlinesurveys.com/
Via utilizing Socrative highly interactive online tool, create for potential learners an online networking knowledge identification pre-test. Socrative offers simplicity, fun, entertainment, and multiple types of assessment questions.
Perform an audio-visual conference (SAC) utilizing the WizIQ SaaS-based online education platform embedded functionality, in order to break the ice between participants, offer them the chance to present themselves to the tutor and the rest of the group, and start communicating early enough.
Tutor will contact the students who will enroll to the program via email, and a personal blog with relative to the course activities and posts establishing an asynchronous channel of communication.
Training Program Phases and Activities (4)
❖ Virtual Class Training (VCT) Seminar will be web-based, facilitating distance learning
via the utilization of WizIQ SaaS-based online education platform, connecting educators and learners, from different places all around the world.
Virtual-labs will be created with the use of GNS3 free software. Learners will be separated in groups of two and utilize student breakout rooms for real-time communication and collaboration while executing the practical exercises.
Throughout training break-out sessions with numerous quizzes will be offered via Socrative.
Training Program Phases and Activities (5)
❖ After-course Communicate to learners a training evaluation survey and
get their feedback about various aspects of the whole training experience. http://freeonlinesurveys.com/s/4k06bburmgip2oi647025
In order to objectively evaluate the success of a program, and measure its overall Return On Investment (ROI) for learners the key element is Time/Distance. Hence, instructors need to leave time for participants to sentimentally disengage from the training. Only then will they be able to identify the right criteria for its successful measurement. Knowledge evaluation assessment (based on the
ION's Quality Online Course Initiative) Personal interview with participants
Technology Tools – The Blog of the Instructor (1)❖ Educational Blogging via the communication of various
aspects of the training activities e.g the GNS3 know-howhttps://delefsi.wordpress.com/2015/02/09/a-short-video-about-graphical-network-simulator/
Wordpress (Content Management Software) has been utilized which holds the 6th position in the top 100 tools for learning in 2014 (Jane Heart’s list)
Design Versatility Simplicity Extension of functionality with various plugins e.g event
calendar, twitter feed, video gallery, RSS/email subscriptions Low cost or no cost Accessed from anywhere, anytime, be the cornerstone of
asynchronous e-learning Constructivist Pedagogy
Technology Tools – The Blog of the Instructor (2)
Keep the blog posts for the training programme private enforcing confidentiality between participants
All learners will be invited by navigating to the proper section and completing the form for each one. They‘ll all receive an email instructing them to click a button and accept the invitation. Once they accept their invitations, they’ll acquire online access to instructor’s communication space, Dimitris Elefsiniotis Blog
Technology Tools – The WizIQ Platform (1)
❖ Free of charge or low cost offered SaaS-based online education platform (hosted)
❖ SAC and text chatting, interactive blackboard, presentation and documents sharing, embedded media e.g video
❖ Breakout rooms, screen sharing, online tests and assessments, attendance report, polling, live class recording, multilingual interface
❖ Ease and convenience ❖ Best virtual classroom award for 3rd year in a
row (2012, 2013, 2014)
Conole’s Octahedron Model Representation
6 key learning characteristics/components
Social Constuctivism is the pedagogical/andragogical model
Social Situated Learning theory Experiential theory Systems theory Connectivist theory
Conole’s Implementation of Learning ComponentsIndividual - Individual is the focus of learning should the learner read all the provided material and tries to understand its concepts in order to collaborate. Gathering of other resources for sharing.
Social - Learning is explained through interaction with others, through discourse and collaboration, via online asynchronous and synchronous means of communication e.g instructor blog and WizIQ collaborative social online space
Reflection - Where conscious reflection on experience is the basis by which experience is transformed into learning. This is accomplished with execution of virtual labs, trial and error situation, commenting on blog posts, posting opinions and queries on instructor blog, and constantly transforming them.
Non-Reflection - Learning is explained with reference to processes and skills learning e.g installation GNS3, reading of tutorials to understand its basic functions for how to utilize it while the actual training will take place.
Information – Various information will be provided, from training presentations, to guides for software utilization. These sources of information formulate the basis of consequent experience and the raw material for learning.
Experience - Where learning arises through direct experience, activity, and practical application with the utilization of GNS3 software.
Anderson’s Interaction-based Model
Student-Teacher (interpersonal form of interaction) Student-Student (interpersonal form of interaction) Student-Content
Forms of Interactive Learning
Structured Learning Resources Paced Collaborative Learning Community of Inquiry