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Welcome to the website 16/11/2012

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Hello and welcome –

I am Dr. Anthony ‘Skip’ Basiel. Through this website I aim to share my knowledge, experience and capability with you, the visitor, and your professional social network.

This website contains a wide range of my eLearning research and development work with real-world project examples. Please do contact me (abasiel@gmail.com) if you are interested in discussing or collaborating on any topics presented here.

I have added some personal items as well to give an insight into my background. An example of my teaching at the Oxford/Cambridge Summer Courses (2017) can be see at:
https://drive.google.com/open?id=0B5KEPSFKjo5OM1B3SURMTkdkY3M

Please do pass on this website to anyone you think may be interested and keep this dialog going.

Yours, SignatureJPG

My Routledge Press eLearning  Book is at:

http://www.routledge.com/books/details/9780415528573/
See my thesis about eLearning pedagogy at
https://drive.google.com/file/d/1KLqvTlq0dzuGZ2xosUSxiglx2GDiCpaV/view?usp=sharing

And see my VLE toolkit to measure interactivity for eContent, eCommunication, Management and Learning Design (ePedagogy and ‘Telepistemology’)
https://drive.google.com/file/d/0B5KEPSFKjo5OOXFKYlplRjBBZjQ/view?usp=sharing
and my MSc/MPhil about applied formative evaluation in eLearning at
https://drive.google.com/file/d/1UzfbXadVuy8obRui1VkUCZhZm23yMNCF/view?usp=sharing 

‘The Power of a Networked Learning Design Using Webinars’ –
https://edtechnology.co.uk/Blog/the-power-of-a-networked-learning-design-using-webinars/

iSpring Blog: Please see my contribution to the 70:20:10 Learning Model – https://lnkd.in/gwf-XZf

This website has been given a Google Mobility rating:
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The SAGE Handbook of Learning and Work 20/06/2020

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A critical chapter review by Dr Anthony ‘Skip’ Basiel

The overall handbook intro and aim is:
The first two decades of the 21st century have contributed a growing body of research, theorisation and empirical studies on learning and work. In this, the third decade of the 21st Century, work is changing rapidly around us, leading to many challenges. and issues. This Handbook takes the consideration of learning and work into a new realm.

As an External Academic Reviewer for the Chapter:
Digitalization of work: Challenges for workplace learning
Christian Harteis, Michael Goller & Karl-Heinz Gerholz,
I have provided a critical summary based on the Sage feedback rubric.
If you would like to have an academic publication reviewed, please contact me at abasiel@gmail.com

ucisa DCG-DEG Spotlight Webinars 2020 06/06/2020

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Webinar Design to Promote Quality Engagement: Towards a Transactional Model and Toolkit

Date: Wednesday 1st July (Recording information below)

Interactive video has grown over the last decade to engage learners through a range of instructional designs and supporting technologies. Webinars are now commonplace, but as with early eLearning pedagogy, a ‘talking head’ design falls short of meeting the potential of the media. Next-generation learners need to master virtual collaboration skills to construct solutions to higher-level problem solving using interactive webinars.

How do academics, instructional designers and students design and use webinars to construct new knowledge through social meaning making? The Webinar Profile Toolkit is a methodology and toolkit aimed at providing distance learning stakeholders with the techniques and resources to construct their own effective webinars. First, we look at WHAT are the main features of a webinar? Next, WHAT possible instructional designs and Web Video Hard/Soft Skills are developed. Then, we look at WHY a webinar model linked to Transactional Distance can be a way forward to promote autonomous, creative learners. A software toolkit will be used as part of this ‘hands-on’ workshop to give participants to apply their learning.

This is an action-packed 60-minute workshop that promises to stretch your understanding of how to engage learning through a webinar. Be ready to do some pre-event tasks, collaborate with fellow ‘webinerds’ through Socratic ‘fishbowl discussion. And make smartphone recordings from your own room to share your reflections on the event.

The PowerPoint slides are available to download and you can see the ‘bad example video’ https://youtu.be/X09GCZ1FZgM – The Webinar Profile Toolkit can be downloaded so you can use it for your next video. Please email a copy back to me to discuss the Transaction Distance Model at abasiel@gmail.com

City of Westminster College Webinar Forum 29/05/2020

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On Friday 22 May, Dr Mike Howarth was hosted by Esam Baboukhan, of the City of Westminster College with me as Facilitator. The interactive session covered valuable and important topics around video for eLearning. Please see our YouTube video:

We encourage anyone who is hosting or presenting a webinar to look at our paper on ‘Transactional Webinar Design’ at https://abasiel.wordpress.com/2020/04/16/transactional-webinar-design/
and try out our online toolkit form to create a profile or self-assessment of your webinar at: https://abasiel.wordpress.com/awards/

Happy to hear from you by email at abasiel@gmail.com

360* Webinars: spacial awareness 24/05/2020

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Please see this video in relation to spacial awareness in a webinar using a Socartic discussion or fishbowl design.

Spacial awareness for Webinar Design

70:20:10 Webinar Design 24/05/2020

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Welcome to this blog about the 70:20:10 Webinar Design.

If you have come to this page from the QR code link in the research paper, well done! You are on your way to the next stage of the augmented reality (AR) treasure hunt. Click the YouTube video below to experience a 360* video. This is discussed in the paper at the end.

This is a sample of a 360* video click the image to see around the room.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~.

This blog explores the application and adaption of the 70:20:10 Corporate Training Instructional Design Model to a Webinar context. Part of this discussion examines the ways in which ‘Guest Speakers’ can be used in the context of webinars. Please see a ‘Guest Speaker’ proposal here:

https://drive.google.com/file/d/10YLxnPZeP94QAZsaMTlswM6C8883r3cv/view?usp=sharing

Dr Anthony ‘Skip’ Basiel

Introduction:

In the mid-90s Lombardo, et al. (1996) conducted a survey with almost 200 executives through the Center for Creative Leadership about their learning philosophy. The unexpected results have come to be known as the 70:20:10 learning and development model:

  • 70% challenging (informal) assignments
  • 20% developmental relationships
  • 10% formal learning and development training  

The conclusion is that the great majority of our learning is experiential, grown from our tacit (applied) knowledge while 20% is social through peer-to-peer interactions, mentoring or feedback/feedforward comments.

A problem faced during the Coronavirus is that a lock-down situation we are in social isolation. Our synchronous (live) online interactions are via text chats and web video conferencing. This chapter addresses the question, ‘How can we adapt the 70:20:10 (face-to-face) model to webinar design?’ We will travel in reverse order, starting with formal teaching and training using current webinar technology to support short-term recall of procedural knowledge (the 10%). Next, we will discuss and analyse webinar designs that promote social learning opportunities. Lastly, suggestions of challenging assignments linked to tacit knowledge are explored. We conclude with an examination of the application of a Socratic discussion to a 360* immersive fishbowl webinar design (Basiel 2020). A Webinar Profile Toolkit (2020) offers Event Hosts / Presenters guidelines based upon Moore’s Transactional Distance Theory (1997).


2020 Bell Labs Prize 15/05/2020

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We have submitted a proposal for the Bell Labs Prize at:

https://www.bell-labs.com/prize/

Collaborative Webinars That Promote Creative Solutions

Webinar designs are mainly flat two-dimensional experiences, which limits the full potential for brainstorming collaborative exchanges that feed innovation and creative opportunities. The Coronavirus creates an isolated landscape that hinders our ability for group problem solving. We need a new online model. 

Our project proposes the use of a Socratic ‘fishbowl’ discussion design where the experts are seated in the center circle providing their position on a topic or problem to solve. A 360* video camera captures the debate so the audience can play it back to understand the stakeholder’s different perspectives. The participants can exchange (virtual) seats with the experts to contribute new information.  Smartphones record the event from their geographic location to add a reflective element to the narrative.  

The ’Transactional Webinar Design’ is underpinned by Moore’s distance learning theory which analyses the relationship of content structure and the dialogue opportunities for communication. The goal is to encourage autonomous self-managed learning. A new webinar profile toolkit is offered by this research to generate a graphic representation of the transactional elements from the host and attendee’s perspective. The data informs how to adapt the webinar design, as needed, to promote opportunities for creative expression or innovative contributions. 

Transactional Webinar Design 16/04/2020

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Please see the full paper from the introduction and conclusion below at: https://drive.google.com/open?id=1W-ps95oELnKXXsydehI8WAB5-MMccaTm

Transactional Webinar Design
by Anthony Basiel and Mike Howarth April 2020

abasiel@gmail.com | drmichaelhowarth@icloud.com
https://abasiel.wordpress.com | http://www.mhmvr.co.uk/

Introduction
During the time of the 2020 Coronavirus, there was an unprecedented increase in web video conferencing for professional and academic use (Business Insider 2020). From the trial-and-error approach used by many organisations, it has become apparent that guidelines for conducting webinars are needed. What are the protocols that can inform webinar design? A theoretical foundation is needed to provide a clear plan forward in the research and development of webinar interaction. This paper puts forward a ‘transactional webinar design’. A starting proposition for any webinar event is for the stakeholders to recognise the nature and degree of self-directedness. In doing so, we are working towards autonomous, self-managed webinar participants and stakeholders. The narrative of this paper moves through a series of questions. First, WHAT are the key factors of a successful webinar? Next, HOW can we blend the tools with the interactive/transactional design? Lastly, WHY would we choose this webinar model?

When engaging in an argument, a starting common language is needed. What do we mean by ‘transactional’? Dewey (1949) explains ‘transaction’ in an education context, as the individual’s pattern of behaviour in an environment. The webinar virtual 2D space is addressed in this paper. According to Moore (1997) the separation of [stakeholders] is sufficiently significant that special [engagement] strategies and techniques are needed.
This webinar analysis begins by looking at WHAT elements comprise a successful event and the related evaluation criteria. This section starts with the technical components and moves to examine the stakeholder’s profiles. When hosting or attending a webinar, is there a clear model of the expectations of the participants? Is there an inherent expectation for the interactions to be identical to a face-to-face discussion, classroom lecture, seminar debate, role-play enactment, or unstructured brainstorming? This expectation needs to be explicit so there is a criteria to measure success. In this way, there is a benchmark to form the ‘transactional webinar design’.

Conclusion

This paper investigated three questions in relation to webinar design:

  1. WHAT are the key factors of a successful webinar?
  2. HOW can we blend the tools with the interactive/transactional design?
  3. WHY would we choose this webinar model?

For a variety of learning environments, Moore (1997) suggests that distance learning requires changes in the traditional role of teachers to be able to select media for (webinar) instruction. This paper has shown these key issues:

  • Successful webinars require technical and pedagogic blending depending on the profile of the stakeholders,
  • The degree of learner autonomy is related to the instructional design,
  • The next-generation of webinar design may move from the current 2D (outside-looking-in) view to include a 3D immersive (inside-looking-out) perspective,
  • Webinar pedagogy can provide learning opportunities from traditional Behaviourist instructional design to Humanists creative brainstorming,
  • One approach to addressing ‘learning entropy’ in a large Socratic webinar discussion can be to use techniques such as a fishbone diagram,
  • The Transactional Webinar Profile Toolkit (2020), provided in this research, gives the reader software to apply Moore’s Transactional Distance Theory to a real-world webinar event,
  • Ongoing evaluation needs to be part of the webinar design.

By building a virtual learning community researching webinar design, we can progress towards the next-generation pedagogies and technology blends presented in this paper. The authors challenge readers to contact them to provide case study feedback on the results of using the Transactional Webinar Profile Toolkit and webinar learning theory offered. Through the analysis of the case study examples tends can inform the future designs of webinars. The authors predict a paradigm shift to more creative brainstorming webinars in the near future to promote autonomous learners.

Webinar Profile Toolkit 14/04/2020

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As part of my draft conference paper on ‘Transactional Webinar Design’, I have drafted an Excel file to download. This ‘Webinar Profile Toolkit’ provides guidelines in analysing a webinar in terms of structure and dialogue to identify Moore’s Transactional Distance in relation to the potential for stakeholders to develop learning autonomy.

Please download the Webinar Profile Toolkit. Save the Excel file on your local hard drive to get the full function of the profile charts.

See the Excel file for May 2020 – v9:
https://drive.google.com/file/d/1SM3qV4fl58YZCqFvGWvJ6TP4F_KX-wRr/view?usp=sharing

The online Toolkit form is at: https://abasiel.wordpress.com/awards/

Here is the video walk-through: https://youtu.be/QZwvXAh9_WU
Please note this video excludes the new tabs in the toolkit for ‘Video’ and ‘Self-Assessment’. (We will add this soon).

(c) 2020 Dr. Anthony Basiel

Your feedback is welcomed using the online survey in the file.

Drone video with 360* fishbowl discussions 08/04/2020

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Here is a sample of my drone video. I will be building this camera perspective into the ‘live-in-person’ model.

A short sample of my drone video

360* video – Device only test 02/04/2020

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360* device only video – test: 1 April 2020

This is a short summary of the first 360* fishbowl discussion webinar. In this model we have replaced the 3 ‘inner-circle experts’ in person (red circle in previous diagram), with 3 laptops. I set up 3 Adobe Connect rooms, one for each laptop for me to speak about the pros & cons of using a LMS during the Coronavirus. Magnus had 3 laptops of my image around the 360* camera. When I spoke I went to a different laptop/Connect room to present my position on the topic e.g. For, Against, Fence Sitter.

As an ‘external guest’, Dr Mike Howarth had logged into the TestA Adobe Connect room to listen in on my talk on the topic. He was able to use the text chat, but not video or the microphone. For this test, Magnus did not have a webinar room set up in the physical location of the 360* camera so a virtual audience would be able to listen to all 3 of the experts.

Conclusions and recommendations:

Positives:
The quality of the sound is much better than expected when capturing the 360* recording. The audio over the Adobe Connect rooms on the laptops was acceptable with no feedback loops or echos. Magnus, as the local host/facilitator has a key role to introduce the 3 Key Experts. As the model develops to add more layers to the discussion and add external audience members, the Local Facilitator will control the pacing of the event.

Weaknesses:
There was a problem with one of Magnus’ laptops’ speakers, so we used the sound from his mobile phone to broadcast the audio on the TestC laptop. This was a good temporary fix. Magnus had done a short 360* test recording the night before (31 March ’20). However, on the day of the actual test on 1 April ’20 we had a problem of storing the recording on the local hard drive. We need to create a short ‘how-to’ induction resource so the Local Facilitator will not have problems saving the video file.

The images on the 3 laptops were too small. Although you can click on the 360* recording to move the image and see any place in the Host room, you are not able to ‘zoom in’ on the video image. The laptop screen images were too small to clearly see the speaker.

Recommendations:
For the next trial, these changes can be made:

  1. Move the 3 Local Host laptops closer to the 360* camera. It may be best to put the 360* camera on the same table as the 3 laptops.
  2. Add a Local Host 2D recording device e.g. smartphone or digital video person. This will make a record of the setup and the audio of the event.
  3. Add a Local Host Webcast device. Add a smartphone for the Local Host/Facilitator to send the webinar to another Adobe Connect Room (e.g. Master Room-D). This room would have guests be able to hear all 3 Experts.
  4. Add an External Guest to swap with one of the ‘inner-circle’ experts after they present their starting positions . The image of the new guest speaker could be exchanged with the inner-circle Expert by them in the room. The Expert would change the Guest to be a ‘Presenter’ in Connect to allow video and audio, and stop their own video during the Guest’s talk.
Screen shot of the Local Host/Facilitator
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