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Design innovative solutions to developing and delivering simulated learning experiences 27/06/2022

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This talk for the University of Winchester, Healthcare School is a PDF download.
Please download my Google Drive file at https://drive.google.com/file/d/1XqlZhuGPArke8UQDQMOLb6uo9dGcsl2N/view?usp=sharing

Developing a blended learning undergraduate module for Computing Usability 15/06/2022

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The YouTube video (8 min) shows some of the instructional designs and technical tools used to make an interactive blended course for Computing UX. See https://youtu.be/SKsKE7Ulzo4

You can also download the presentation PDF. Happy to have feedback on abasiel@gmail.com

See my YouTube for the video

Efficacy for blended learning 15/06/2022

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Please see my YouTube PowToons video for a short explanation about efficacy for blended learning at https://youtu.be/haB9PeCGgYI and below:

UC Leaders Summit – 6 July ’22, London – UK 10/06/2022

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I have been invited to speak in London, UK at the UC Leaders Summit. We will explore remote working through unified communication and collaboration. https://tinyurl.com/UCleadersSummit

Dr Anthony ‘Skip’ Basiel – Guest Speaker: Hybrid working communication & collaboration

Onboarding / Induction Activity 08/03/2022

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This is a sample of how you can make a new employee induction / on boarding into an interactive game style training session.

Solent University RIKE Project Invitation 04/03/2022

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Solent University RIKE Web Video Learning Design Project

Hello Students and Academics – 
The RIKE Web Video Learning Design Project Team hope you are well.
You are invited to participate in a research study, conducted by Solent University – Computing School, Middlesex University and Westminster University – UK, to examine blended learning web video designs. Please read the following information. There are two sample videos to watch from the weblinks below followed by a short survey that will take less than 10 minutes to complete. You will be invited to a short Microsoft Teams interview or focus group discussion.
A £10 Amazon voucher code will be sent to the first 30 respondents after the transcript has been confirmed. So, please act now.
Now: Go to the 40-minute video introduction and Tutorial for 45* the Multicam video at
Next: Do the first Survey at: https://forms.office.com/r/cnUbNctQpD

Then: Do the last Survey at: https://forms.office.com/r/Ckt1y2dY2A
Video Recording and Usage
During the research study, we will be recording your interviews. The analysis of the web video learning sample videos aim to improve the two blended learning designs. These video clips will not be posted publicly on the Internet and your participation in this session will be anonymous. The Project Manager and partners will not provide any details with its use of the information and images resulting from the study which would allow any third party to identify you.
Sensitive Information
If you enter private information (account numbers or balances, personally identifiable data, etc.) during this study, it will be recorded by the screen sharing capture. However, this information will be manually blurred out from the recording immediately following the interview, and will not be stored after that in any other way.
If you have any questions or problems following the interview, you can contact us at anthony.basiel@solent.ac.uk Subject: Solent Research Project


You can see the augmented reality 360* video for your feedback

RIKE Project – Webinar Design Evaluation 07/02/2022

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Promoting Innovation Through Immersive Webinar Designs: Solent RIKE Starter Research Proposal
Anthony Basiel, School of Computing Module Leader
The goal of the project is to promote collaboration with external partners of Solent University to conduct a pilot study examining blended learning technologies to support peer/self-assessment review using a range of interactive discourse designs.
SMART Objectives:
• Conduct a literature review to establish a sound pedagogic design to use a Socratic discussion model in a blended learning model
• Develop the use of augmented reality through a 360* camera in the middle of a student presentation for the COM621 UX Strategy module.
• Explore the 45* blended tutorial model (developed by Dr Mike Howarth, Middlesex University).
• Provide guidelines for other Solent modules using presentations for individual or group presentations.
• Produce a summary report and conference paper from the project results.
• Produce eLearning resources in the form of 360* video recordings or assessment presentations.
More information and examples of this research can be seen at https://abasiel.wordpress.com/elearning-r-d
Starter Project: £1500 (For student participant Amazon book vouchers, Conference costs for SU host).
Resources: 360* camera, 10 COM621 Students
Solent University Partnership with:
• Solent Alumni Association (Mike Toy).
• IT and eLearning Teams (for 360* cameras and appropriate software)
• Partnership with Computing School Research Groups
External Partners:
• Middlesex University – Dr Mike Howarth, Case Study for the 45* Learning Design
• Westminster University – Li Jin (Jin02@westminster.ac.uk), Provides students to survey and interview on the value and usefulness of the video recording resources.

Funds will be used to buyout time for Academic members to conduct research and write up documents. Possible funding for student involvement (e.g. focus groups). Any materials, software licences, etc. that will need to be added.
How have you identified the need for this work?
The pandemic has highlighted the need to improve student engagement through blended learning designs. Student surveys conducted over the Coronavirus highlighted the need to improve webinar pedagogy. This study will use a Socratic discussion model to promote peer review and develop a blended learning social exchange.

How does this fit with the research theme or knowledge exchange area?
The study supports the Solent research theme by using appropriate project management procedures and protocols. The project findings and deliverables aim to impact on student academic learning and informal social learning opportunities. Peer review to promote creativity and innovation can be achieved through a Socratic discussion circle model. This learning design can be supported through a blended augmented reality webinar design using a 360* camera in the middle of the discussion circle with stakeholders also using smartphone videos to provide their perspectives on the online learning event.

Knowledge exchange can be promoted through working with interested parties from cross-faculty collaboration within Solent University. We aim to get Faculty in the Computing School to liaise with the IT/e-Learning Teams, TV Production Department, as well as any other interested partners. Externally, we can collaborate with other UK universities such as Li Jin (Jin02@westminster.ac.uk) at Westminster University and internationally with an eLearning Consultancy – Kirsten Garbini (kirstenc@cps.co.za )

Who will benefit:

  1. Computing Students will have samples of good practice eLearning resources for presentation assessments. Follow-up research projects can expand the learning models and technology designs.
  2. Faculty will benefit from the project guidelines to apply the learning models and technology to the context of their modules.
    External beneficiaries
    Externally, we can collaborate with other UK universities such as Li Jin (Jin02@westminster.ac.uk) at Westminster University and internationally with an eLearning Consultancy – Kirsten Garbini (kirstenc@cps.co.za )

External beneficiaries
Externally, we can collaborate with other UK universities such as Li Jin (Jin02@westminster.ac.uk) at Westminster University. I also have contacts with Middlesex University through Professor Carol Costley (c.costley@mdx.ac.uk) and in the Digital Arts Department, Magnus Moar (m.moar@mdx.ac.uk).

In the UK industry, I have contacts with a London Mixed Reality production company in London – Amplified Robot with Steve Dann (steve.dann@gmail.com)

Internationally with an eLearning Consultancy – Kirsten Garbini (kirstenc@cps.co.za ), we can expand our project reach by offering our Bended Learning solutions.

We will involve them in the project by providing our initial proposal for feedback. When the study is done, we will provide them with the research report and invite them to our research conferences and webinars.

The stakeholders will benefit through our collaboration in several ways:

We will expand our professional social network
We will share our findings, blended learning models
Provide access to any information to improve webinar engagement design
Provide recommendations on technical specifications to create an immersive online learning experience

Towards Panagogy: Webinar Blended Learning Design 21/11/2021

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This draft paper explores learning theories applied to webinar design. You are invited to contact me if you would like to collaborate. Please email abasiel@gmail.com so we can set up a web video conferencing discussion.


Transactional Webinar Design 10/11/2021

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Please see the full paper from the introduction and conclusion below at


iLRN Conference: 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/

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’.


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.

UC Expo – London, Excel 24/09/2021

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I will be on an expert panel for the 7 October ’21 discussing the Future University.


You can see the Expo at https://tinyurl.com/4s99v3m4

Please read my book chapter about Blended Learning in the Future University.

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