Applied formative evaluation in the webbased environment.

The use of the Internet and specifically the World, Wide Web (Web) as a media for collaboration and problem-solving is an evolving solution to the problem of increasing numbers of students in the university setting. A variety of virtual universities are appearing on the Web to address this dilemma. There are gaps, however, in these Systems which do not meet the needs of the participants. This research examines the use of applied formative evaluation (feedback) methodologies and protocols, used between the stakeholders of a web-based learning environment, to facilitate the learning process. Principles are established to guide the learning environment designer (LED), the mediator between the subject expert (SE) or teacher and the interactive multimedia web-based design team, in creating a student-centred learning space on the web. The principles and protocols developed in this research are illustrated through the D E L B E R T (Digital Environment Learning-Based Evaluation Response Theory) Tutorial system. This web-based collaborative, problem-solving seminar makes use of on-line tools such as; e-mail, H T M L forms, Javascript and video conferencing to promote communication through a guided-discovery delivery methodology. The case studies conducted with the system support the methodologies proposed in this thesis. Telecommunication in the area of educational technology is a rapidly changing field. Therefore, the focus of this research is not in the development of software or programming which may be out of date before its implementation. Instead, this research contributes to the design process of a web-based educational environment. The principles and protocols are aimed at supporting the applied formative evaluation methodology between the participants in the on-line learning process. In this way the research can be adapted to new technologies, beyond those adapted to the D E L B E RT Tutorial system, thus, not limiting itself as a contribution to the science of educational technology

A 360 degree learning environment for university online teaching

The paper is a sequence of methods to inform competent online video conferencing (webinar) teaching resources for universities rushing to meet learning effective provision in the current Covid crisis. The authors consider Moore's Theory of Transactional Distance (1970), with the focus of the theory on developing autonomy in the learner, may still be relevant as a theoretical guide to a rapid growth in demand for online learning, despite originally being applied to traditional paper based distance learning. Ensuring autonomy of learning in the theory's application, might need a WHAT, HOW, WHY, analysis to encourage the self-managed focus of webinar Presenters, Facilitators, Participants and stakeholders to be informed and aware from small PowerPoint projects to large scale conferences. The home-distance learning environment of the autonomous learner is now quite different to that envisaged in Moore's theory. Participants now have a broadcast studio in their home. The authors suggest a base level of hard skills of technical nature and soft skills of performance and engagement are required. Managing complex online events are also not a feature of Moore's concept of the autonomous learner. Therefore a ‘Fishbone’ analysis is proposed to show the process of identifying key issues and quickly resolving solutions that may arise. Looking to the future, the authors see the potential for a virtual online 360* Classroom. The Webinar could quickly evolve to use 3D Virtual Reality technology. One application might be to realise the traditional Socratic Method of higher level thinking accessible to many in a virtual online 3D environment. The conflation of technology and educational objectives are complex, but may now be managed with the methods suggested in the paper. Finally, a Transactional Distance Toolkit, is explored as a quick and easy method of planning the structure and organisation of a webinar and a with its inbuilt visualisations are away to assess the effectiveness learner autonomy

Models of webcasts and webinars: towards interactive new-media webcasts.

In this paper we provide a context for models of webcasts and webinars from the perspective of a UK higher education Institution and the corporate training setting. Our synthesis of technical and pedagogic elements arises from these e-learning and marketing considerations and forms a proposal for the Interactive New-media Webcast design (INWeb). Three webcast models are compared with respect to moderated text discussion, the presenterʼs capacity and the type of content engagement for the online event as a key component of the new design model. These e-learning webcast models are triangulated with Garrisonʼs (2004) distance learning historical timeline and Pincasʼ (2007) collection of pedagogic designs known as the 3Ps (Presentation, Practice and Performance). A critique of our mini-case studies is our way to ground the e-learning theory in real-world examples of use. These webcast illustrations are presented from both a business and academic perspective. Mooreʼs (1993, 1996) Transactional Distance Theory (TDT) is critically reviewed for its application to the pedagogic design of the INWeb model. Dialogue and structure are analysed to see the impact on the autonomous learner as a webcast participant. The transactional distance between the webcast presenter and the online viewer/ callers is explored in the context of the webcast content as a learner-generated Web 2.0 dynamic resource for learning and marketing. Our summary reflections then discuss how the current webcast models may be extended if we provide a framework informed by the Evolutionary Graph Theory and Metcalfeʼs Law (Hendler, 2008) as possible theoretical positions to tie together the professional social network and Web 2.0 elements to future interactive New-media Webcast Designs

Work based learning support: a shift to a web based model using the VLE Denouement toolkit.

The current model for learner/candidate support at the National Centre for Work Based Learning Partnership (NCWBLP) at Middlesex University, London – England uses a one-to-many structure. One advisor interacts in a supervisory capacity with one student in a face-to-face meeting, telephone conversation or email exchange. This is a time intensive process for the advisor. A shift to a web based model is in the pilot stage. This involves two major changes: * The adoption of a virtual learning environment and associated tools (i.e. – WebCT and web video conferencing), * A shift to a peer-to-peer virtual network of collaboration and support. The difficulty arises in designing a virtual learning environment (VLE) that can accommodate these changes. The VLE Denouement toolkit (www.iclml.mdx.ac.uk/research) is offered as a solution. This online software system is used as a mediation device between the web based learning environment designer and the work based learning advisor/e-content provider. It helps to produce a profile of the virtual learning environment in context of: * E-content, * E-communication, * Telepistemology (online epistemology), * E-management. The measurement criteria for the profile is the degree in which autonomy is supported in the online learning design. This poster will highlight some of the representative case studies produced in profiling NCWBLP modules that were converted into web based delivery