1. What is distance learning?
2. What is instructional design?
3. What are the key characteristics of a quality distance learning activity?
4. What is “blended” learning?
5. Why should I consider using videoconferencing in my blended learning activity?
6. Why should I consider using e-learning in my blended learning activity?
7. How many sites should I include in a videoconference session?
8. What is the role of a local facilitator and why is he/she so important?
9. How can I recruit and train local on-site facilitators?
10. How do I handle local interpretation in a videoconference?
11. After a learning event is completed, what are some options for follow-up learning and knowledge exchange?
12. What is the GDLN? How can I use it for my learning activities?
13. What is BSPAN and how can I use it for my learning activities?
14. What is the Development Forum and how can I use it for my learning activities?15. Where can I learn more about distance learning?
1. What is distance learning? Distance learning is learning that takes place when the learner and the instructor are separated by distance and/or time, but linked by various technologies transmitting voice, video, data, and print information. » Back to top
2. What is instructional design? Simply put, instructional design is the systematic process of designing and developing instructional materials and learning activities to meet the needs of the learners.
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3. What are the key characteristics of a quality distance learning activity? Research over the last 30 years indicates that quality distance learning programs have the following attributes. a. They are based on clearly established learning needs and built around succinct statements of outcome.
b. They are based on a variety of teaching and learning strategies and methods that are activity based such as simulations, case studies, and problem solving exercises.
c. Effective distance learning materials are experiential: they address the learner's life experiences as a point of departure for the learning program and as a continuous reference throughout the process.
d. Quality distance learning programs are participatory in that they emphasize the involvement of the learner in all facets of program development and delivery.
e. Successful distance learning programs are interactive and allow for frequent opportunities for participants to engage in a dialogue with subject matter experts and other learners.
f. Learner support systems are an integral part of any successful distance learning program.
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4. What is “blended” learning? Blended learning refers to an educational experience created cost effectively using a mix of integrated distance learning technologies such as videoconferencing, e-learning, videos, and CD-ROM. Typically, the blend will also include traditional face-to-face meetings, classroom activities, print resources, and a variety of instructional strategies such action learning, participatory learning, interactivity, case studies, and more. The actual blend chosen for a given learning programs will vary. For example, it might combine some form of educational technology with an instructor-led program, so that course materials are available on a web site or on CD-ROM, while a face-to-face workshop is supplemented by a videoconference session with subject matter experts. Or it might be a comprehensive mix of delivery methods, including face-to-face, videoconferencing, locally facilitated on-site discussions and group work, and on-line discussion forums. To build a successful blended learning program, you need to consider a range of issues, including: a. Course content (Does it lend itself better to print or to video?)
b. Learning objectives (What methods are most effective for ensuring that participants meet a particular learning objective?)
c. Skills of the target audience (What level of computer literacy do they have? Do all participants have the same level of proficiency?)
d. What technology is available (Do participants have access to computers, affordable and reliable connectivity, CD-ROM drives, or photocopy machines?)
e. Logistical constraints (Do participants have the time and means to travel easily to the videoconference site or to the face-to-face classroom?)
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5. Why should I consider using videoconferencing in my blended learning activity? Here are just a few of the many reasons to use videoconferencing in a blended learning activity: a. Videoconferencing gives you the opportunity to meet and see your participants “live” over a distance. This can be particularly useful to “break the ice” and in contexts where non-verbal clues in communication are essential to reach common understanding.
b. It allows you to bring in specialized content experts and reach high level participants who otherwise would not be available to participate in your learning activity.
c. Although preparing for the logistics of a videoconference can be time consuming, preparing and re-purposing the content is relatively straightforward.
d. If you use the Global Development Learning Network (GDLN) (see www.gdln.org), you get access to an extensive worldwide network of distance learning centers with state-of-the-art technology and a lot of expertise in hosting and organizing learning activities that include a strong videoconference component.
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6. Why should I consider using e-learning in my blended learning activity?
E-learning (i.e. the Internet, the Web) can significantly enhance and extend the learning experience. For example: a. Before the course starts, you can upload resources, including pre-course readings, and provide a platform for participants to introduce themselves, get to know each other, and share their experiences and expectations.
b. Between and during your weekly videoconferences, participants can direct additional questions to speakers and content experts, discuss among themselves and share lessons learned, download materials from the Internet, and write and submit assignments for review and comments.
c. Once the videoconferences are completed, participants can get feedback on their end-of-course assignments and can network with their peers, sharing information and expertise and building an ongoing learning community.
d. Overall, e-learning offers a flexible schedule and pace, allows the learner to interact asynchronously with a rich set of resources, peers, and experts, allows learning to extend over a period of time so participants can apply lessons learned in their actual work environment, and promotes dialogue, interactivity, peer learning, knowledge sharing, mentoring, and feedback.
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7. How many sites should I include in a videoconference session? Based on our experience, task teams should consider connecting to a maximum of five sites and a minimum of three sites at any one time. This allows you to take best advantage of the potential of videoconferencing as a learning tool and to design for maximum interactivity and knowledge exchange among your participants. » Back to top
8. What is the role of a local facilitator and why is he/she so important? The on-site, or local, facilitator represents the interests of the learners at his/her learning site in liaison with the central teaching site. In close coordination with the task team, the local facilitator will support the learning process and videoconference session by assisting with group dynamics, group discussions, communication flows, and distribution of materials. Specific responsibilities include: a. Maintain participant records, greet participants, organize and facilitate breakout sessions, hand out and explain materials, and answer questions about process and logistics
b. Ensure that participants stay motivated, active, and responsive, while monitoring participation, dealing with questions, and stimulating discussions
c. Facilitate on-site work groups and off-line discussions and interactions with instructor, and ensure that learning activities and projects are understood and completed on time
d. As needed, acquaint participants with the use of e-learning technology, help troubleshoot problems, and regularly review online discussions, contextualize them, and provide weekly summaries
e. Liaise with Distance Learning Center staff regarding logical and technical issues
f. Ensure adherence to the course schedule and session agendas
g. Serve as the “eyes and ears” for presenters and moderators and ensure that questions raised are addressed to proper resource persons
h. Provide updates on learning issues and group morale
i. Participate in daily debriefings and end-of-event evaluation of site performance, participant satisfaction, and learning outcomes
j. conduct the session face-to-face in the event of technical problems.
While a local facilitator must obviously have excellent facilitation skills, many task teams want these people to also possess a good working knowledge of the subject matter and content of the course.
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9. How can I recruit and training local on-site facilitators? Local facilitators are critical to the successful delivery of a distance learning program, so it is vital that you select qualified local facilitators. To help identify qualified local facilitators, you can: a. Contact the local Global Development Learning Center (GDLN) where the activity will take place. (For more information, see: http://www.gdln.org/dlc.html)
b. Contact local training, academic and research institutions, who may be able to identify faculty members and subject matter experts to serve as facilitators,
c. Identify and contact outstanding participants -- alumni -- from previous face-to-face learning programs/activities delivered in the same or other regions.
You should not assume that a person who is an expert on content and has taught face-to-face courses, will automatically be able to successfully facilitate a distance learning activity. It is critical that facilitators and moderators be trained in the distance learning process and their roles and responsibilities within this process. At the World Bank Institute, the Learning Design Team offers task teams and partners a 3-hour Training of Facilitators (TOF) workshop that covers the following topics:
a. Introduction to distance learning, including methodology, applications and tools.
b. Identifying the characteristics of a quality learning environment, and the principles of effective adult learning.
c. Overview of “blended” learning.
d. Understanding the four key roles of a local facilitators: logistical, pedagogical, managing interactivity, and time management.
e. Opportunities and challenges of using videoconferencing as a learning tool.
f. Tips for facilitating videoconferencing.
g. Tips for facilitating online discussions.
h. Facilitating small group processes.
i. Using questioning skills in a videoconferencing environment.
j. How to transfer essential facilitation skills and principles of effective adult learning practice to a distance learning environment.
In addition, you can customize a TOF workshop to allow time to address content-specific issues that the participants may have related to their actual distance learning activities. You can also customize the workshop based on the profile of the participants – their training and previous experience with distance learning, their expected level of involvement, and the learning objectives of their activities.
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10. How do I handle local interpretation in a videoconference? Interpretation for a videoconference is generally handled in one of the following ways: a. Single language interpretation -- where the activity is being delivered to different sites, all of which use the same language -- is best handled via simultaneous interpretation from one central location.
b. If simultaneous single language interpretation is not an option, you might consider consecutive translation, where the interpreter speaks after the speaker. Because this doubles the speaking time, it is not an ideal solution.
c. Multiple language interpretation -- where the activity is being delivered to four or five different sites, each of which has a different language requirement -- should be handled through local interpreters who simultaneously translate the session into the local language. This type of interpretation raises certain contextual issues and nuances that you need to discuss as early as possible with the course instructional designer, local technical staff at the sites, and local facilitators.
Please note that interpretation is costly and must be budgeted and planned for well in advance. » Back to top
11. After a learning activity is completed, what are some options for follow-up learning and knowledge exchange?
The decision to conduct follow-up activities is generally part of an up-front planning, quality assurance, and evaluation process for all activities. However, at times, follow-up has been initiated at the request of the participants themselves. And in blended learning activities that include videoconferencing and locally facilitated components, feedback from the local facilitator can also help determine the nature and design of follow-up activities. Possible follow-up activities include: a. Conducting videoconference sessions at periodic intervals to assess and compare notes on the longer-term impact of the activity, the extent to which participants were able to implement what they learnt, how their action plans progressed, what worked and what did not, and lessons learned;
b. Planning a next iteration of the learning activity that identifies the most successful participants and trains them as local facilitators for this next generation
c. Organizing field visits by the task team to the participating sites, with regional follow-up workshops and the setting up regional/local networks of interest
d. Establishing a virtual community of practice with an active moderator who ensures ongoing discuss, debate, and knowledge exchange.
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12. What is GDLN? How can I use it for my learning activities?
The Global Development Learning Network (GDLN) is a worldwide partnership of distance learning centers (GDLN Centers) and other public, private, and non-governmental organizations committed to development learning and development dialogue for lasting poverty reduction. Because GDLN offers a unique combination of distance learning technologies and methods, it can facilitate timely and cost-effect knowledge sharing, consultation, coordination, and training. GDLN Centers offer a quality learning environment designed specifically to facilitate blended learning. Through GDLN, individuals, groups, and organizations design and deliver courses, seminars, and other activities that cover the full range of development issues. GDLN Centers around the world have facilities for videoconferencing, web-based learning, and face-to-face interaction, and also offer logistical support and facilitation services. These provide cost effective, fast, and high impact alternatives to traditional meetings and courses, enabling people around the world to connect with each other for knowledge exchange and learning. GDLN Centers allow participants to learn over time, to participate with other members of their teams, and to continue working even as they study. This gives them the time and flexibility to read background materials; prepare real assignments related to their actual work.; and interact with peers for enhanced learning and knowledge exchange » Back to top
13. What is B-SPAN and how can I use it for my learning activities?
B-SPAN is an internet-based broadcasting station, available for use by World Bank staff, that presents World Bank seminars, workshops, and conferences on a variety of sustainable development and poverty reduction issues. B-SPAN provides unedited footage of the latest thinking and practices by policymakers on issues affecting developing world stakeholders. It streams events on the Internet, archives them on the B-SPAN website, and has them in their original unedited format, as well as indexed files which provide quick access to specific speakers. B-SPAN's webcasts are free and available to anyone with access to the Internet. Users need only to download a free version of RealPlayer, a software that allows the playing of archived videos on a personal computer. To learn more, please visit http://info.worldbank.org/etools/bspan/index.asp » Back to top
14. What is the Development Forum and how can I use it for my learning activities?
The Development Forum (DevForum) is an electronic venue for dialogue and knowledge-sharing among members of the development community. Its focal point is an ongoing and expanding series of electronic Discussions and Consultations on key issues and challenges facing the development community and the world's poor. Particular emphasis is placed on learning from the experience of those who face these challenges in their daily lives. These dialogues are complemented by other features, including an E-Discussion Toolkit, for those who wish to develop their own on-line dialogues on development issues. To learn more, please visit http://www.worldbank.org/devforum/about.html » Back to top
15. Where can I learn more about distance learning?
Many resources are available on distance learning. Here are some Web sites that may be useful: American Society for Training and Development
http://www.learningcircuits.org Commonwealth of Learning
http://www.col.org Distance Learning Association
http://www.usdla.org The International Centre for Distance Learning
http://www-icdl.open.ac.uk University of Idaho
Distance Learning at a Glance
http://www.uidaho.edu/eo/distglan.html University of Wisconsin Extension
Basic Information about Distance Education
http://www.uwex.edu/disted/overview.html A spanish language portal on distance learning
Catedra Unesco de la Educación a Distancia
http://www.uned.es/catedraunesco-ead/ Francophone (Canadian based) portal on distance education
http://thot.cursus.edu/
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