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Documents

Dr Gerald Dubiel, isw Institut
Training OnlineCoaches in Saxony-Anhalt, Germany
In 2002-3, 45 instructors underwent further training at privately run further training institutions under the OnlineCoach 2002 and OnlineCoach 2003 schemes. After the completion of the six-month courses they may now call themselves OnlineCoaches.
1. Learning Environments and Learning Media
The participants used the LernPLUS ASP distance learning system developed by the online Gesellschaft fr Angewandte Informatik mbH Querfurt (online Company for Applied Informatics mbH of Querfurt) (http://www.lernplus.tv), which was leased by the education centres for the duration of the qualification scheme (Application Service Providing). It features all key functionalities which are known from other learning environments (campus, course centre/course administration, syllabus management, fora, chat, application sharing, whiteboard, test centre). On top, this tool may be used to webcast lecturers presentations live (pictures and sound) and to archive them (video archive). The system is based on the Real Video technology.
Benefits of this eLearning Variant (Live Presentation):
eLearning content production is very costly and, what is more, learning content becomes outdated fairly quickly. Oftentimes, education providers do not have the expertise required to produce CBT/WBT. The live webcast of a lecturers presentation (like in videoconferencing) may be a cost-effective way to produce up-to-date learning content. This presentation may be archived for future use at the same time. Potential drawbacks compared to other learning platforms are the limited number of participants (for the live presentation) and the rigid time schedule for learning (participants who do not wish to use the archived material but who want to listen to the live presentation because they want to ask questions etc have to sit in front of their screens at fixed webcast times). So far, whenever we used the Lernplus system, the courses were made up of 15 participants. However, live presentations were watched by 80 participants at the same time.
The courses were designed as blended-learning courses with one face-to-face unit for every three eLearning units. For a six-month course, we suggest the following layout: The kick-off and closing events should be held as face-to-face seminars (a whole day). Further face-to-face units should be scheduled every four to six weeks.
2. eLearning in Teacher Training
OnlineCoach 2002 and OnlineCoach 2003 projects for teachers of privately run education providers. The courses had a modular make-up and, in general, the participants completed all modules. The content of the individual modules:
Module I Technical Communication
Module II eLearning Basics
Module III Practical LMS* Work
How to use LernPLUS as a participant Opportunities of on-line communication Using and handling communication media Learning media: teaching and learning Digitisation of teaching and learning materials How to use LernPLUS as a teacher
Learning theories Media didactics The role of the facilitator in Web-based teaching and learning The new role of the teacher Evaluation of eLearning Didactic information on how to work with learning platforms (structure, design)
Development of a concrete learning scenario Organisation of a live presentation Organisation of a virtual seminar Organisation of a virtual group work Final workshop
* Learning Management System
Experience in the area of on-line qualification courses offered by adult education providers and attended by participants alongside their career shows that, first-and-foremost, time plays a crucial role. The workload, exercises, etc should not overburden participants. The discussion fora which were offered were barely used by the participants (possible reasons: lack of time, difficulties in wording the statements). The live presentations (of an appropriate quality) and the face-to-face seminars were relatively well received.

3. Competencies of the TeleTutor
The TeleTutor is the contact of choice for content-related questions on the courses. S/he sets and marks homework (or other tasks), answers the participants technical questions or forwards them to trainers/teachers or external experts and acts a facilitator in asynchronous fora and chat rooms. Should technical problems arise, s/he provides support to the participants. Additionally, s/he is called upon to motivate the participants and to act as a contact for organisational matters. Our experience shows that s/he is also the one participants turn to whenever they want to give some feedback. Thus, s/he may act as a link between the participants and the course provider. S/he has first-hand knowledge of the participants concerns, their learning progress and, possibly, additional learning needs. If possible at all, their feedback should influence the future structure of the course. Given the frequently voiced concern that eLearning may lead to social isolation, the TeleTutor has also a social role to play which may be described as follows: s/he is the interface to the outside world and fosters the dialogue with the education institution, between participants and other players involved in the process. In our OnlineCoaches training concept, we accommodated the issues regarding the demands on TeleTutors in Module II (please refer to 2.) The entire OnlineCoach 2002 project concept is included as an attachment.
4. Prerequisites for the Implementation of eLearning Projects The learning platform of the OnlineCoach 2002 project was leased (see 1.) The education provider needs a teachers studio for the production and webcast of the live presentations. Ideally, the studio is equipped with, among other things, a workstation, a video camera, a microphone and a video recording and cutting system. Equipment of the teachers studio (in 2002):

Video PC:

Athlon 1.3 GHz, 512 MB RAM, 75 GB HD, network interface card, graphics card, sound card, Real Time video card Belinea Panasonic NV-DS35EG AKG C1000 Real-Producer, Real-Player, Lotos Notes-Client G2 PC-TeleViser Junior hama
Two 17 inch screens : Video camera: Capacitor microphone: Software: PC genlock card (optional): Video mixing desk (optional):
At the same time, this computer is used to access the learning environment (participant administration, general administration, etc). The Internet connection should have a bandwidth of at least 128 kbit/s (ISDN channel bonding), however, we recommend a dedicated line with a bandwidth of 2 Mbit/s (or a DSL line with a comparable bandwidth). During the OnlineCoach 2002 and OnlineCoach 2003 projects, costs per participant per hour amounted to Euro 35. Within the project, the live presentations were made available to more than just one education provider, i.e. a lecturer delivered his presentation not just for one but for two courses (in this case for a second OnlineCoach 2002 course which ran in parallel and was organised by a different education provider). However, if more than one provider is to be covered, the co-ordination efforts will increase.

Dr Gerald Dubiel, isw Institut
Training OnlineCoaches in Saxony-Anhalt, Germany
In 2002-3, 45 instructors underwent further training at privately run further training institutions under the OnlineCoach 2002 and OnlineCoach 2003 schemes. After the completion of the six-month courses they may now call themselves OnlineCoaches.
1. Learning Environments and Learning Media
The participants used the LernPLUS ASP distance learning system developed by the online Gesellschaft fr Angewandte Informatik mbH Querfurt (online Company for Applied Informatics mbH of Querfurt) (http://www.lernplus.tv), which was leased by the education centres for the duration of the qualification scheme (Application Service Providing). It features all key functionalities which are known from other learning environments (campus, course centre/course administration, syllabus management, fora, chat, application sharing, whiteboard, test centre). On top, this tool may be used to webcast lecturers presentations live (pictures and sound) and to archive them (video archive). The system is based on the Real Video technology.
Benefits of this eLearning Variant (Live Presentation):
eLearning content production is very costly and, what is more, learning content becomes outdated fairly quickly. Oftentimes, education providers do not have the expertise required to produce CBT/WBT. The live webcast of a lecturers presentation (like in videoconferencing) may be a cost-effective way to produce up-to-date learning content. This presentation may be archived for future use at the same time. Potential drawbacks compared to other learning platforms are the limited number of participants (for the live presentation) and the rigid time schedule for learning (participants who do not wish to use the archived material but who want to listen to the live presentation because they want to ask questions etc have to sit in front of their screens at fixed webcast times). So far, whenever we used the Lernplus system, the courses were made up of 15 participants. However, live presentations were watched by 80 participants at the same time.
The courses were designed as blended-learning courses with one face-to-face unit for every three eLearning units. For a six-month course, we suggest the following layout: The kick-off and closing events should be held as face-to-face seminars (a whole day). Further face-to-face units should be scheduled every four to six weeks.
2. eLearning in Teacher Training
OnlineCoach 2002 and OnlineCoach 2003 projects for teachers of privately run education providers. The courses had a modular make-up and, in general, the participants completed all modules. The content of the individual modules:
Module I Technical Communication
Module II eLearning Basics
Module III Practical LMS* Work
How to use LernPLUS as a participant Opportunities of on-line communication Using and handling communication media Learning media: teaching and learning Digitisation of teaching and learning materials How to use LernPLUS as a teacher
Learning theories Media didactics The role of the facilitator in Web-based teaching and learning The new role of the teacher Evaluation of eLearning Didactic information on how to work with learning platforms (structure, design)
Development of a concrete learning scenario Organisation of a live presentation Organisation of a virtual seminar Organisation of a virtual group work Final workshop

* Learning Management System
Experience in the area of on-line qualification courses offered by adult education providers and attended by participants alongside their career shows that, first-and-foremost, time plays a crucial role. The workload, exercises, etc should not overburden participants. The discussion fora which were offered were barely used by the participants (possible reasons: lack of time, difficulties in wording the statements). The live presentations (of an appropriate quality) and the face-to-face seminars were relatively well received.
3. Competencies of the TeleTutor
The TeleTutor is the contact of choice for content-related questions on the courses. S/he sets and marks homework (or other tasks), answers the participants technical questions or forwards them to trainers/teachers or external experts and acts a facilitator in asynchronous fora and chat rooms. Should technical problems arise, s/he provides support to the participants. Additionally, s/he is called upon to motivate the participants and to act as a contact for organisational matters. Our experience shows that s/he is also the one participants turn to whenever they want to give some feedback. Thus, s/he may act as a link between the participants and the course provider. S/he has first-hand knowledge of the participants concerns, their learning progress and, possibly, additional learning needs. If possible at all, their feedback should influence the future structure of the course. Given the frequently voiced concern that eLearning may lead to social isolation, the TeleTutor has also a social role to play which may be described as follows: s/he is the interface to the outside world and fosters the dialogue with the education institution, between participants and other players involved in the process. In our OnlineCoaches training concept, we accommodated the issues regarding the demands on TeleTutors in Module II (please refer to 2.) The entire OnlineCoach 2002 project concept is included as an attachment.
4. Prerequisites for the Implementation of eLearning Projects The learning platform of the OnlineCoach 2002 project was leased (see 1.) The education provider needs a teachers studio for the production and webcast of the live presentations. Ideally, the studio is equipped with, among other things, a workstation, a video camera, a microphone and a video recording and cutting system. Equipment of the teachers studio (in 2002):

Video PC:

Athlon 1.3 GHz, 512 MB RAM, 75 GB HD, network interface card, graphics card, sound card, Real Time video card Belinea Panasonic NV-DS35EG AKG C1000 Real-Producer, Real-Player, Lotos Notes-Client G2 PC-TeleViser Junior hama
Two 17 inch screens : Video camera: Capacitor microphone: Software: PC genlock card (optional): Video mixing desk (optional):
At the same time, this computer is used to access the learning environment (participant administration, general administration, etc). The Internet connection should have a bandwidth of at least 128 kbit/s (ISDN channel bonding), however, we recommend a dedicated line with a bandwidth of 2 Mbit/s (or a DSL line with a comparable bandwidth). During the OnlineCoach 2002 and OnlineCoach 2003 projects, costs per participant per hour amounted to Euro 35. Within the project, the live presentations were made available to more than just one education provider, i.e. a lecturer delivered his presentation not just for one but for two courses (in this case for a second OnlineCoach 2002 course which ran in parallel and was organised by a different education provider). However, if more than one provider is to be covered, the co-ordination efforts will increase.

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