This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Trainer’s manual
v e r. 2 . 0
Partners
Trainer’s manual This teachers’ manual has been prepared as part of the “How to Webcast – New Media Use in Efficient Learning Processes” project, co-financed by the Leonardo da Vinci - Lifelong Learning Programme. The research carried out in this project provides guidance on preparation, promotion and substantiation of online teaching methodology using webcasting software. Using this software a teacher can deliver engaging learning experiences over a computer network using facilities such as VOIP, presentations, video and audio. This teacher’s manual is an exemplified extension of the practical knowledge contained in the webcast training methodology paper developed by this project. It is designed to facilitate the work of teachers and trainers, with its main aims being to support them in the process of organising a webcast training session and provide them with an explanation of all available tools. This consortium implementing this project consists of: ● Management Observatory Foundation (FOZ) ● Adam Smith College (ASC) ● Czech Efficient Learning Node (CELN) ● Institute of Mobile Technologies for Education and Culture (IMOTEC) Authors: ● Krzysztof Zieliński (FOZ) ● Piotr Maczuga (FOZ) ● Calum Thomson (ASC) ● Jaroslav Čech (CELN) ● Vilma Butkute (IMOTEC) In co-operation with: ● Bartosz Kramek (TransmisjeOnline) ● Marek Hyla (House of Skills) ● Janusz Lenkiewicz (MediaKURSY)
Warszawa 2010 How to Webcast – new media use in the efficient learning processes webcasttolearn.com 3 Trainer ’s manual
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Contents Introduction
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Communication
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Interaction
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The impact of technology on the learning process
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Before the Webcast
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During the Webcast
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The Teaching Team
Sound
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Video
After the Webcast
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Summary
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Glossary
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Introduction Teacher’s and trainees’ virtual meeting
Professional software
The aim of using webcasting in a educational scenario is to simulate the dynamics of a traditional classroom in a virtual environment. The software used for this allows for an experience that is very similar to a face-to-face meeting with a teacher. This allows a common virtual space to be created for interaction (accessible in different geographical locations simultaneously). Students and teachers taking part in the session can be in different, often distant places, and still interact “face-to-face”.
Communication Virtual space for interaction and trainees’ dispersion
Different characteristics of group processes
Trainees’ body language unseen
Regardless of the fundamental similarities they share, there are significant differences between traditional and webcast teaching. They are noticeable especially when building and developing relationships between participants. Nonverbal communication in webcasting is considerably poorer than during a traditional training session. The teacher usually cannot see the students and, therefore, he cannot “read” their body language and unarticulated reactions to the presented material. This can result in discussion around presented material not flowing naturally as the teacher and students struggle to engage with the conversation. However, this can be controlled as webcasting makes it possible to manage the students’ participation. This is crucial especially when carrying out training for large and open groups of people. Such supervision by a teacher is possible due to their ability to manage communication channels, allowing them to give the right to speak to students and to moderate and approve their input before it is published. Also, although speech is the easiest and most natural way of communication, it is partially replaced by other methods which are better adapted to the webcasting environment such as text based “chat”. In practice, voice communication is usually direct between teacher and student and requires instant gratification. Text communication from students allows the teacher to be more selective in the timing of their responses as they are recorded and visible on the screen. Therefore, the teacher has the ability to refer to them later should this suit better.
Recording the students’ input also has a psychological effect, because the teacher feels more obliged to answer a student’s question or react to their remarks/comments/suggestions. As questions are recorded, even the questions that could not be answered during the session can be referred back to and answered at a later time.
Webcast lets you not only moderate and manage privileges but also control the methods of interaction
Interaction A webcast training session is also characterized by the different types of interaction available for use with the students such as instant messaging, questionnaires, quizzes and webcam video as well as the vast internet resources at hand at all times.
he impact of technology T on the learning process A webcast session generates a number of interesting educational effects which significantly influence the direction and efficiency of the teaching. Dispersion and virtualization of the students raises their sense of anonymity. Webcasting training participants are often more eager to ask questions and express their critical opinions than during a traditional meeting. However, as some students use this new found anonymity to be more confident and open, the opposite effect can also take place as quieter students find it easier to disengage with the class all together.
More openness in communication
Higher level of criticism
Webcasting software has specific tools to manage student participation and implement individual aspects of the training process. The most popular are:
Voice communication – using a microphone and speakers / headphones to speak to the webcast.
Webcam Video – using a video camera or “webcam” to show yourself to the webcast.
Slide presentation – using Power Point or PDF slide shows.
Instant Messaging – using text to exchange instant messaging in real time.
Whiteboard – using a simulated whiteboard window or special whiteboard layer on a presentation
Webcast software tools for teacher
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Introduction
Asynchronous e-learning: creating multimedia creational resources and knowledge databases
The speed of training evaluation
Screen Sharing – allows the display of the teacher’s or the students’ desktop or application window for demonstration and collaborative working on the same desktop. File Sharing – allows the distribution of any documents or multimedia files from the teacher to students via a dedicated upload/download window Quizzes and polls – allows the teacher to post engaging interactive quizzes and polls on the participants screen
These tools are used for three purposes: distribution of content, engagement of the participants and the control of the progress of the webcast session.
In the case of the participant:
● Any computer with an internet connection. ● Web browser with JavaTM and Flash software enabled. You will notice the participant does not require the high specification of computer required by the teacher. Webcasting software is developed to be accessible by all and therefore works on fairly slow computers and internet connections. However, to ensure the training session runs smoothly it is recommended the teacher uses a higher specification of computer.
Webcasting software also allows for the archiving of participants’ input by recording the chat and audio-video discussion generated around the above tools. Therefore, the training can be replayed enabling an asynchronous participation in the session. Also, an archive of teaching sessions can be created so as the recorded webcasts can be used as educational resources (e-learning content). Many of the webcasting software packages available also offer tools which can be used for formative assessment. The use of these tools, such as automatically recorded statistics or electronic questionnaires, determines the speed of its evaluation (which is considerably faster than in the case of traditional training). When using technology as part of the teaching process, it is important to be aware there are challenges which can arise. The teacher and student alike should have access to adequate technical resources to address these challenges.
In the case of the teacher:
● A good quality multimedia computer with a large, clear monitor. ● Stable internet connection (not less than 1024 mbps for download and upload). ● Webcast application with dedicated multimedia server (for data storage and multicasting). ● Web browser with JavaTM and Flash software enabled. ● Headphones with attached microphone.
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Before the training
Webcast training should be like any other kind of training
The participants’ characteristics determine the used methods and teaching tools
The less the trainees are known to each other and the teacher, the greater the limitations of the interaction will be
When an educational webcast session is being prepared, you should not forget about the general rules of lesson planning. While this task can be time consuming, it will lead to a successful session which is beneficial both to the students’ learning and the teachers’ confidence.
The higher the discipline level, the more restrictive the training methods and the less interaction involved
Define the indicative criteria of achieved objectives for measuring the accomplished goals:
● What will indicate that the training session achieved its objectives?
When preparing a webcast session, a teacher has to follow a sequence of tasks specified in their schedule. Particular tasks or their order may vary depending on the client, subject or the training group. However, usually the order is as follows:
Establish the scope of the training – summarise the content and key topics
Formulate the topic of the training – detailed information about the content of the session
Curriculum – Create a detailed plan showing the order and estimated duration of every point of discussion. The plan should be detailed but easily modified if necessary.
Presentation – This usually serves as the centre of the information and the main educational tool used during a webcasting session. In webcast teaching a successful session is more dependant on the clarity of the presentation than in traditional training situations as it is used to compensate for the lack of presence of a teacher in person. A good presentation should combine elements of text as well as graphics. While it should not repeat word for word the teachers’ speech or be overly distracting, it should support and develop what is being said. To be engaging, the presentation should be visually appealing. Don’t be afraid to use more slides than usual to more closely follow what is being said.
Task 1: Analyze the group – Who are they?: Internal / External Students – Are the students people from the organisation or people from the outside of the organisation. The students already acquainted with each other will find it easier to interact.
What is their familiarity with new technologies – If the participants ICT skills are low, technical problems may occur more frequently. This can have a negative effect on the group unless their familiarisation of the webcasting environment is addressed progressively to allow them to adjust to the new way of learning.
Motivation and expectations – determined on the basis of needs analysis and the target group’s characteristics.
Level of focus – This should be predicted on the basis of the target group’s analysis. In webcasting the teacher does not see the participants’ reaction and is unable to define the level of focus the group has.
The objectives must be SMART: Specific, Measurable, Available, Realistic, Time framed
Planning has to be preceded by an analysis of the target group and its needs. At the same time, one has to take into consideration the characteristics of webcast software and their impact on achieving the desired educational results.
The worse the skills, the more simple methods should be used The lower the motivation, the shorter the webcast
ment of the objectives? Should your delivery be more focused on activities or presentation of knowledge?
Task 2: Set the objectives for the webcast session: I dentify the objectives of the session – The main objective as well as more specific ones. Additional questions to support this may be:
● Can the objectives be achieved through the tools supplied in webcasting software? ● How can the training be constructed to ensure the achieve-
Task 3: Prepare the content:
What subject area will help to achieve the set objective
Webcast training session should contain concentrated and very interesting information
Establishing the number of participants must take under consideration the objectives and technical limitations
Additional materials: exercises, articles, knowledge bases. While giving a solid base to the training session, a talk supported by presentation slides is not sufficient to lead an interesting and engaging webcasting session. As with all remote / online learning there should be a focus on delivery being increasingly learner centred. It is recommended to support what you are delivering by directing the user to further multimedia materials such as short videos and animations, document files, web articles, podcasts and any other stored items. It is also recommended that
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Before the training you break up your presentation for webcasting with activities such as instant messaging sessions, quizzes / polls (using the poll function of your webcasting software) and white board / screen sharing sessions. You should of course have these activities planned in advance of your webcasting session beginning. The more participants – the greater the interaction
Task 4: Establish the form of the training session Establish the number of participants (the size of the group)
● 2-6 people – The training session has the same structure as a workshop. Two-way voice communication is possible and the teacher can give more communication rights for participants meaning there is good interaction between students. ● 7-19 people – Due to the increased number, problems with managing communication may occur. It is not recommended that participants have their microphones on unless invited to. ● 20-50 people – Organised oral communication from participants is unfeasible and should therefore be prohibited. Participants should be encouraged to use additional tools, e.g. chat, feedback through regular polls etc. ● 51 or more – This number will require very limited communication and therefore training should be well planned and organised. Chat is not efficient because of the large number of people. The teacher would be unable to follow the chat discussion, so the poll function is considered to be better for gaining feedback.
Establish the location of the training session (you may be webcasting to a group of students in the same room)
● will the group be in a classroom or present as individuals online
Dispersion of the participants. Are the students:
● A group in front of one computer?
Suggested time and number of modules:
● 1 module up to 45 minutes ● 2 modules, 45 minutes each with break of minimum 15 minutes ● Not longer than 90 minutes in one session
Optimum time for webcast session is 45-90 min.
We advise against webcasts longer than 90 minutes
Webcast meetings longer than 90 minutes are not recommended. Longer than this can result in the attention of participants decreasing as well as the potential health issues associated with focusing on a computer screen for long periods of time.
Choose the methods of interaction
● Instant Messaging - This allows students to communicate with each other and / or the lecturer to give input and feedback without disturbing the class.
From the most safe and popular ones to least popular ones which are most difficult to carry out
Questionnaires / quizzes - These can be used to conduct formative assessment and give students instant feedback.
● WebQuests – These encourage students to provide input and solutions found online and potentially influence the outcome of the discussion in the webcast. ● Interactive Whiteboards – These can be used by students as a platform to work collaboratively in the virtual environment. ● Webcam Video – This allows real time audiovisual transmission between the participants and the teacher, simulating further the face to face environment of a traditional training session. ● File sharing – This allows the teacher to disseminate information contained in documents and files and enables the students to download, save and edit ● Screen sharing – Using this to display a participants desktop allows real time collaborative viewing and editing of documents.
● At their own individual computer? (in this case the teacher can do individual exercises). 12
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Before the training
The larger the group, the scenario should be more detailed
Task 5: Inform the students about the technical requirements of webcasting (especially in advance of their first experience with webcasting). Software technical requirements – When taking part in the webcast the participant should be made aware they should not run other software. This can potentially cause conflict with the webcasting software or take up some of the computers processing power causing the user problems.
Hardware requirements – Different webcast programmes have different hardware requirements. Please follow and where suitable disseminate the manufacturers guidelines.
Technical Instructions – If the webcasting software being used has to be installed or the users’ computer has to be prepared in a certain way, instructions to carry these tasks out should be given. However, webcasting software often does not require installation, running like a webpage, or will have a functionality to install easily on its own.
Methods of interaction – For a group experiencing webcasting for the first time, an explanation of the webcast functionality the teacher will be using during the training would be advisable, along with an explanation of any 3rd party software.
Most frequent mistakes – It is advisable to offer a list of frequently made mistake to attendees new to webcasting. This will allow participants to easily solve common technical problems and avoid any influx of similar questions to the teacher.
Task 6: P reparing the lesson plan. The plan should contain the key information about the training session and its framework. It should be a concise document containing:
Organizational information concerning the webcast session:
● tools for interaction
Technical information
● software used during the training
The scenario is characterised by the presentation
● hardware requirements of the software ● hardware requirements – specific to teachers ● hardware requirements– specific to students
Information concerning the content of the training:
● topic ● scope ● programme ● timetable
● date and time of the training ● time frame – duration and form of questions ● form of training session ● training team – duties of team members ● number of students
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During the training A webcast session has to be preceded by relevant preparation in terms of its organization, content and technical requirements. Organizational and technical aspects of a session are extremely important and key to the students learning. Only good preparation of all participants will let the training to be efficient
During initial sessions with new groups, it is crucial to introduce the students to the form of the learning and the software used during the webcasting session. Usually the students are asked to connect to the platform, for their first session at least, 30 minutes before the session in order to test their computer and its Internet connection. This will give time to identify any problems. Once a student is successfully connected they may make small talk with other students, or decide to continue with other tasks (leaving the connection to the webcast open) until the official start of the webcast. Any additional technical requirements and instructions should be published on a website or sent to the participants before the start of the sessions. Contact details for technical support should also be provided.
The Teaching Team The roles of the training team should match the knowledge, skills and number of its members
The teacher and moderator’s scope of work may differ according to their knowledge and abilities
Using webcasting to deliver an effective learning experience to students depends on a number of key roles that the teaching team need to fulfil.
partake in the session so it may be useful to be clear on who is organising the session).
Key tasks of a teacher include:
G iving a presentation and facilitating activities using methods that would engage the students.
A nswering student questions both during and after the session
R epresenting the group organising the classes by welcoming/ saying goodbye to the participants on behalf of the organiser (students may not be visiting an institution / company to
Key tasks of a moderator include:
R epresenting the group organising the classes by welcoming/saying goodbye to the participants on behalf of the organiser (students may not be visiting an institution / company to partake in the session so it may be useful to be clear on who is organising the session).
Moderating and organising the discussion.
R eporting the progress of the discussion and to convey the most important information.
P roviding technical support by introducing the participants to the applications and helping them use them effectively, solving any technical problems encountered.
M anaging the communication between the teacher and the students and passing on the questions and feedback
C reating educational and marketing materials supporting the webcast and publishing them (together with comments) to public online areas such as on social networking websites.
This team would usually consist of a teacher and a moderator. They can be reinforced by a co-teacher and technical support for larger groups when required. For example, a teacher who is familiar with webcasting technology will be able to successfully conduct a session for a small group of participants (up to 6 students). However, during a webcasting session for a group larger than 50 participants, moderator’s help will be necessary in order to manage the students’ participation.
T o maintain a positive and stimulating atmosphere which supports the learning process and to check the students’ involvement and satisfaction.
The nature of a webcast in relation to the dispersion of the students makes the use of tools enabling virtual interaction necessary. The most commonly used are as follows:
C hat – this is used in a high proportion of educational webcast sessions as it allows the teacher and/or moderator:
● to introduce the students to the session in text they can refer back to. ● to stress the most important points of the session without interrupting the core presentation or multimedia being viewed. ● to ask questions during the session without interrupting the core presentation or multimedia being viewed. ● to inform students regarding technical problems without interrupting the core presentation or multimedia
Moderator operates the chat and other tools of communication
Chat is a tool enabling an exchange of text messages in real time
Quizzes and questionnaires contain exercises for trainees prepared in advanced or ad hoc. It enables automatic aggregation of answers and presentation of the statistics
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During the training being viewed.
Q uizzes and questionnaires in real time allow the teacher and/ or moderator:
content. That is why its quality and reliability are important. Three major factors influencing the audio transmission are:
E fficient software – The software’s sound should be tested before opening access to the webcast to large groups of students.
F ast, reliable internet connection – If, for example, the internet connection is used sometimes for transfers of large amounts of data, the teacher should check there will be no bandwidth intensive uploads or downloads during the webcast.
T he use of headphones with a microphone – When delivering the webcast, the quality of the headphones and, in particular the microphone is very important. It is advisable that you use a set prepared for VOIP transmissions where the microphone is part of the headset. This will keep the microphone at the same distance from your mouth meaning background noise can be minimised and the volume of the teacher’s voice will be regulated.
● to assess students’ progress. ● to assess students’ involvement and opinions. ● to involve students and increase engagement.
Virtual whiteboards allow the teacher and/or moderator:
● to highlight the key content of the session Whiteboard can be used to highlight certain areas of presentations and documents Screen sharing - a tool, which enables you to transmit the contents of your computer screen to one or more other computers
● to facilitate collaboration between the students (in small teams) ● to involve students and increase engagement.
Screen sharing allows the teacher and/or moderator:
● to edit a document in real time ● to facilitate collaboration between the students (in small teams) ● to check the students’ work and progress ● to engage participants in collaborative exercises
File sharing allows the teacher and/or moderator:
● to disseminate information in documents and files ● to show examples of the application of knowledge in documents created prior to the session.
WebQuests allow the teacher to develop students:
● online research skills ● problem solving and lateral thinking skills ● remote collaboration and presentation skills.
Online games help students:
● to memorize the presented instructional materials. ● to engage in collaborative exercises.
Sound
Use of headphones with microphone is essential – it helps to avoid rustle, echo, etc.
Video Many webcasts are run without the use of a video window for the teacher. If the video is going to be the only image on screen at any point, it is advisable to use it to keep the participants engaged. If not and there are other focal points such as presentations or a screen share visible, rethink use of video as it can be intensive on bandwidth and this limits data transfer. This can slow the webcast making it difficult for the teacher and can disrupt the students learning. If it is the teachers’ first experience delivering a webcast, or if the students participating in the webcast are providing live video via a webcam, an awareness of lighting is important. There should be two sources of light directed at the subject to avoid casting strong shadows. Also, lighting should not face the camera directly to avoid flooding the lens with light. A banner with the organizer’s logo could be placed behind the teacher, provided its colours are subtle. However, remember that the window the video is displayed in will be small and complicated graphics will not work visually at this size.
Sound is crucial for webcast teaching and together with presentation slides form the main channel for transmission of the session 18
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After the training
Summary
Many available webcast software packages allow us to record the training session. Utilizing this function lets us use the recording for a number of purposes. Efficacious knowledge management
Preparation and presentation of post-training materials:
● A recorded session can be used to promote and market further sessions being provided by the teacher / organiser. Making a video capture of the training session available to view on the company website and other video hosting sites like YouTube, TeacherTube and eHow can encourage potential students / clients to apply for training from you institution. ● A recorded session can be used as a part of the e-learning course. The webcasts can be uploaded on an e-learning platform and included in the wider curriculum the webcast is associated with. ● Recorded webcasts can be collated into a database of knowledge and categorized for later use as training materials. This is especially useful for materials prepared for new employees of a company.
Teacher’s autoevaluation
Evaluating the Session:
● Carry out a review of the recorded training session. ● Carry out an internal assessment of the teacher and pedagogical methods used ● Analyse the chat messages and exercises students have interacted with.
ebcast training offers students a great opportunity to meet W experts who otherwise would usually be unavailable to them due to time constraints or geographical location. It also significantly lowers the costs spent on training by removing the need for travel and / or day release from the workplace. Using webcasting also has the added benefit of introducing core skills in the use of internet resources and teaches the flexibility offered to students when utilising on-line tools. With the use of webcasting it is possible for teachers to conduct classes for participants from all over the country or even internationally.
However, before delivering a class via webcast for the first time it is crucial to have some practice using the webcasting tools. For example, it would be useful to partake in a series of webcast sessions in smaller groups and during teleconferences to prepare. This will help you to get used to the software and the unnatural activity of “talking to the screen”. A teacher conducting their first webcast session often gets the impression that they are talking to themselves and they are not convinced there are actually any people “on the other side” listening to them. This is natural but an issue the teacher should be aware of as problems with confirming students’ presence through lack of feedback might undermine the teacher’s confidence. That is why it is recommended to have an experienced moderator during the first training sessions. He can help the teacher by taking care of the organisational side and technical support. With every webcasting session the teacher will feel more comfortable and a moderator’s support will be less necessary. More advanced methods of students’ involvement and greater flexibility in the training are then possible.
● Record statistically student activity and productivity against the duration of the session. ● Analyse evaluating questionnaires completed by the students. Teacher answers for all questions
Follow up after the training:
● Follow up any questions unanswered during the session (via chat, question and answers tools etc) ● Disseminate links, presentations, additional materials and information about similar trainings to all participating students.
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Trainer ’s manual | Summary
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Glossary Instant Messaging – a tool enabling an exchange of text messages in real time. The conversation may be public (accessible for everyone) or private (accessible only for selected participants).
Electronic Questionnaires – Online form with a set of prepared questions. It gives the possibility to express an opinion by answering closed, half open and open questions. The answers are being aggregated and published as statistics.
Evaluation – an analysis of the values/features of a particular programme or action (e. g. curriculum, project) which uses criteria against set of standards in order of development, improvement and efficiency. It consists of the systematically collected and analysed information about the goals established criteria.
Interactive Whiteboard – A tool used to underline key parts
of the presentations and documents. It is particularly important during collaboration in small groups of students.
Knowledge Bases – libraries of educational materials with
documents, presentations, e-learning courses, audio and video files, which may be used to broaden the knowledge gained during the webcast session ( e. g. videolectures.net, docstoc.com, slideshare.net)
the view of a presentation, sound, video and chat. It may be additionally equipped with interactive whiteboard, questionnaires, screen sharing. Exemplary software programmes: Adobe Acrobat Connect Pro, YUGMA, Dim Dim, ONIF.
Webcast training scenario – plan of a training which
involves key information (like goals, topics, tools etc.) and has its own framework. It is particularly important during webcasts with large groups of people, where effective time planning is crucial for training completion.
WebQuest – according to the Dodge’s publication it is
“an inquiryoriented activity in which some or all of the information that learners interact with comes from resources on the internet, optionally supplemented with videoconferencing, http://webquest.org). We may distinguish two types of WebQuest – long-term and short-term. In the short-term WebQuest students have to pick up a large portion of information in short period of time (1-3 days). During the long-term WebQest they have a lot of time (1 week- 1 month) to get acquainted with the topic. Main thing is to analyse possessed knowledge and transform it while making specific exercises.
Online Games – Online activities which help to engage students with the subject material and can aid keeping attention to the session.
Quiz – Exercise prepared by the teacher. It consists of questions based on the information collected during the training. Its complex form requires high level of concentration and involvement.
Screen Sharing – a tool which enables the transmission of
computer screen contents to one or more viewers. Participants may see all changes in real time. It facilitates technical support and work in groups on documents.
Webcam Video – interactive communication, which allows
interaction using video and audio transmissions simultaneously. People using specific equipment may talk and see each other on the same time.
Webcast – an audio and video transmission on the web (World
Wide Web) from one specific source to large group of participants. Transmission may be conducted ‘on-line’ or ‘on-demand’.
Webcast software – all computer programmes that give the
possibility to communicate via the Internet. It helps to transmit
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Notes
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