Web-Based Training

Current Web-based training (WBT) is based upon systematic research and experience with strategies for improving learning and instruction, beginning in the early part of the 20th century and continuing to the present. Use of the World-Wide Web for delivery may improve access to training, but the effectiveness of the resulting training and the usefulness of the outcomes is chiefly dependent upon the quality of the instructional design and the completeness of the support package provided. Factors that impact WBT quality, and which must be addressed in design and implementation processes, include assessment and accommodation of trainees previous learning experiences, training expectations, and overall readiness for new training; availability and familiarity to trainees and trainers of appropriate delivery technologies; presence of technical support; opportunities for interaction with the trainer and other trainees; the preparation and practices of trainers; corporate support and recognition; trainees capacities and expectations for independent and self-directed learning; and the presence of relevant, quality online training materials. WBT creates changes and may thus produce stresses in the training environment, as well as efficiencies. Reduction in travel and subsistence requirements means cost savings, but may also be seen by trainees as depriving them of opportunities to meet with each other face-to-face; self-pacing means trainees may proceed independently and at their own rate, but also that group support may be reduced (unless a cohort model is adopted); use of the Internet for delivery of training materials may foster trainee independence, but may also result in confusion for some trainees used to print materials and a paced, group delivery model; trainers no longer have to lecture as materials (always high quality, and often multimedia-based) are prepared in advance, but some may resent the loss of their role at center-stage; trainees are more responsible for their own learning, which may reflect the autonomy of adult responsibility common in the other areas of their lives, but this may be different from the expectations of some for how training should be conducted. To achieve the efficiencies and advantages well-designed and -managed WBT may offer, adopting organizations must make adjustments. Managers may need to show concrete support for online training by permitting trainees to use corporate resources during company time, to assure access to adequate bandwidth. Trainers may need to master new skills and be willing to adopt new roles less concerned with information dissemination and more involved with meeting individual trainees expressed needs. Trainees themselves may also need new skills, and may need to exercise more independence and selfdirection in their learning. As technologies become more available to support WBT, and as more models of successful WBT are available, the commitment to this delivery model is predicted to continue to grow. The previous corporate experience of the productivity paradox in relation to computers, in which some succeeded in improving productivity while others did notand some even experienced productivity losseswill need to be avoided, especially in relation to promising innovations such as reusable learning objects. Similarly, arrival of the noncommercial new Internets in Canada and the United States constitute a fresh start, an opportunity to demonstrate the value of these resources for academic and research purposes. 2 Choices of the right technologies, effective use of these choices, attention to security and privacy concerns, adequate training and support of users at all levels, assurance of timely and convenient technology access, an

A basic web-based distance education model

Thesis (Master)--Izmir Institute of Technology, Computer Engineering, Izmir, 2005Includes bibliographical references (leaves: 147)Text in English; Abstract: Turkish and Englishxv, 201 leavesDuring the recent years, the rapid growth of the Web and multimedia technologies urged a shift of Computer-Based Educational Technology towards the Web. In the leading universities of the developed countries, studies on Web-Based Education have started and in an increasing manner are going strong. In the last few years, the leading universities of Turkey are also greatly interested in Web-Based Education and have started their re-structuring accordingly.The goal of this study is to design a basic model to be utilized by a university aiming to offer web-based distance education. In achieving this; by the use of system approach, a model comprising of three subsystems, namely system analysis, system design and evaluation&control, working in coordination with each other, has been tried to be proposed. There may be only one missing point of this study, that is; since preparing a lesson or program according to this model was not foreseen in this thesis, the effectiveness evaluations suggested in the evaluation&control subsystem could not be realized. It is recommended to realize such an evaluation in a further study to make it possible to reveal the effectiveness of web-based education by preparing a lesson or program according to this model.On the other hand, a survey has been conducted in Turkey in some of the universities either offering web-based education or are interested in studies in this field.The aim of this survey is to analyze from system design point of view the studies carried out in our universities on this matter and to get a picture of the existing situation.The directed questions aiming this were prepared by taking into consideration of the three stages of system design subsystem, i.e. administrative design, educational design, and technological design. It is intended for the result of this survey to shed light to the new-coming institutions in this field. As a matter of fact, each stage of this subsystem is a survey item itself and should be researched one by one in other studies.Furthermore, for individuals interested in distance education and web-based distance education and for people newly involved in this matter, this thesis is intended to be a reference material and to serve this purpose the sections are prepared containing the basic information accordingly. Nevertheless, since most of the information regarding system design are prepared without taking into consideration the disabled people, the relevant information are not complete. In another study, the offering of the web-based education to the disabled people, especially for deaf, hard of hearing or speech impaired, and blind students, has to be investigated.Finally, in this thesis the proposed model for the Web-Based Distance Education, as being a basic and conceptual model, has a flexible structure; i.e., suitable for all the institutions and establishments intending to offer the web-based education.What is important here, is to exploit the potential sources within the institution that will display the required systematic approach

Optimizing Quality for Collaborative Video Viewing

The increasing popularity of distance learning and online courses has highlighted the lack of collaborative tools for student groups. In addition, the introduction of lecture videos into the online curriculum has drawn attention to the disparity in the network resources used by the students. We present an architecture and adaptation model called AI2TV (Adaptive Internet Interactive Team Video), a system that allows geographically dispersed participants, possibly some or all disadvantaged in network resources, to collaboratively view a video in synchrony. AI2TV upholds the invariant that each participant will view semantically equivalent content at all times. Video player actions, like play, pause and stop, can be initiated by any of the participants and the results of those actions are seen by all the members. These features allow group members to review a lecture video in tandem to facilitate the learning process. We employ an autonomic (feedback loop) controller that monitors clients' video status and adjusts the quality of the video according to the resources of each client. We show in experimental trials that our system can successfully synchronize video for distributed clients while, at the same time, optimizing the video quality given actual (fluctuating) bandwidth by adaptively adjusting the quality level for each participant

BIBS: A Lecture Webcasting System

The Berkeley Internet Broadcasting System (BIBS) is a lecture webcasting system developed and operated by the Berkeley Multimedia Research Center. The system offers live remote viewing and on-demand replay of course lectures using streaming audio and video over the Internet. During the Fall 2000 semester 14 classes were webcast, including several large lower division classes, with a total enrollment of over 4,000 students. Lectures were played over 15,000 times per month during the semester. The primary use of the webcasts is to study for examinations. Students report they watch BIBS lectures because they did not understand material presented in lecture, because they wanted to review what the instructor said about selected topics, because they missed a lecture, and/or because they had difficulty understanding the speaker (e.g., non-native English speakers). Analysis of various survey data suggests that more than 50% of the students enrolled in some large classes view lectures and that as many as 75% of the lectures are played by members of the Berkeley community. Faculty attitudes vary about the virtues of lecture webcasting. Some question the use of this technology while others believe it is a valuable aid to education. Further study is required to accurately assess the pedagogical impact that lecture webcasts have on student learning

Proposal of a health care network based on big data analytics for PDs

Health care networks for Parkinson's disease (PD) already exist and have been already proposed in the literature, but most of them are not able to analyse the vast volume of data generated from medical examinations and collected and organised in a pre-defined manner. In this work, the authors propose a novel health care network based on big data analytics for PD. The main goal of the proposed architecture is to support clinicians in the objective assessment of the typical PD motor issues and alterations. The proposed health care network has the ability to retrieve a vast volume of acquired heterogeneous data from a Data warehouse and train an ensemble SVM to classify and rate the motor severity of a PD patient. Once the network is trained, it will be able to analyse the data collected during motor examinations of a PD patient and generate a diagnostic report on the basis of the previously acquired knowledge. Such a diagnostic report represents a tool both to monitor the follow up of the disease for each patient and give robust advice about the severity of the disease to clinicians

An introduction to learning technology in tertiary education in the UK.

Contents: 1. The Learning Technology Arena 2. The Learning Technology Community 3. Learning Technology Tools 4. Key issues and developments in the Learning Technology Field 5. Implementing Learning Technologies 6. Further Resource

Building capacity in climate change policy analysis and negotiation: methods and technologies

Capacity building is often cited as the reason “we cannot just pour money into developing countries” and why so many development projects fail because their design does not address local conditions. It is therefore a key technical and political concept in international development. Some of the poorest countries in the world are also some of the most vulnerable to the impacts of climate change. Their vulnerability is in part due to a lack of capacity to plan and anticipate the effects of climate change on crops, water resources, urban electricity demand etc. What capacities do these countries lack to deal with climate change? How will they cope? What steps can they take to reduce their vulnerability? This innovative and high-profile research project was part of a larger project (called C3D) and conducted with non-governmental organisations in Senegal, South Africa and Sri Lanka. The research involved several participatory workshops and a questionnaire to all three research centres

Chapter 7: Institutional Support

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)