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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

Praxis in webinar design 22/04/2021

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Download the full paper

Praxis in educational webinars

Dr Anthony ‘Skip’ Basiel
abasiel@gmail.com | https://abasiel.wordpress.com


Webinars are fast becoming a fundamental tool for eLearning during the Coronavirus (Basiel A, Howarth M, 2021). This paper explores some elements of webinar design to weave a tapestry of blended learning solutions.  We look at the technical and pedagogical components of webinar eLearning. First, the instructional design of an online learning process is discussed. What are the pedagogical ingredients for the eLearning ‘Master Chef’ to apply in a live online educational event? Next, a learning word formula is presented to examine the relationship of the interactions between the learning stakeholders and the process to access the online eLearning event content.  Finally, the balance of theory and practice in an eLearning event is offered as a dynamic multimedia tool providing an overview (gestalt) perspective of the 70:20:10 webinar design and its real-world application (Basiel A 2020). The reader is invited to contribute to an on-going virtual discussion and contribute their perspective to help build an online learning community[1].

A word formula for a learning model

[1] https://abasiel.wordpress.com/augmentedreality/

Summary Discussion:

This paper has offered several ways to represent the content and processes of an online learning event. The blend of theory and practice is illustrated through a chart to position praxis in the webinar design to support the online facilitator. Connecting these examples together is the 70:20:10 learning model, which sees informal learning as the place where most learning takes place.  

Next Generation

Informal learning design can also be a brainstorming session. This may be conducted in a Socratic discussion circle (Basiel A. 2019a).  Instead of rows of students or trainees in a traditional ‘sage-on-the-stage’ seating arrangement, there is a circular design. Experts sit in the inner circle to express their views on the discussion topic or problem to be solved. The audience sits in another circle of seats around them. When there is a question, the audience member and the expert being questioned swap seats. In an immersive webinar a 360* video camera is placed in the centre of the circle of chairs to capture all interactions.

The balance of PRAXIS in learning designs

Educational Technology 24/05/2010

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I have a new Journal Article published with Ralph Commins – ‘British Council, Work Based Learning Research Centre and Islamic University Gaza e-Learning Workshop: Five Years On
ISSN: 0013-1962, Englewook Cliffs – USA

Hybrid Group Model 09/03/2010

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National Centre for Projects Management

Hybrid Group Model

Dr. Anthony ‘Skip’ Basiel

This proposed eLearning model is for groups of online learners that are collaborating on project work. They may be a team or a group of individuals that work independently but can share knowledge and resources.

In this online learning design the use of Web 2.0 systems and professional social networks are used to support the stakeholder interactions. This peer-review approach sees the course content to be learner-fortified and in-part learner-generated.

1) Starting point –

This group or cohort style eLearning design sees content as a ‘pre-set’ curriculum that the learners can ‘dip into’ as needed. It is not a procedural knowledge that must be done in sequence or a scaffolded design that sees incremental increase in the difficulty of the information base.

Because this is a project-based model there is no one set solution. The online learners will come to different solutions each time the problems and challenges are analysed based on the knowledge at hand and the expertise of the project team. In this way there is a flexible learning outcome for each module or project.

The evaluation criteria for the solutions to the projects must also be flexible. The knowledge and themes to master would be set by the learners to comprise the assessment criteria.

So, in this way the overall aim of the eLearning event can be represented as a circle in figure 1.

[ image of an outlined circle ]

Figure 1 Overall aims of eLearning events

2) Pre-test or ‘team member profile’

Next, we need to establish what components each member of the team brings to the table. Identify what elements of the theme of the project / problem are needed.

(e.g. do you need a technical ICT person or an artist / graphic designer? ). This set of experiences, knowledge and skills can be represented as a ‘slice of the pie’ in figure 2.

[ image of an outlined circle with a triangle filled in ]

Figure 2 Add the knowledge of a team member

A pre-test or skills assessment can help determine what expertise that may be of value can be brought to the table. These contributions can be than mapped against the needs of the project to identify what other people and skills are required. This activity may be also part of a feasibility study or needs analysis.

3) Team induction

We then need to establish the blend of personalities and leadership roles of the project stakeholders to get the right balance or receipt. How can we get a clear link between what needs to be done in the project and which people have the skills to get the job done.

4)  Action Plan / Gantt Chart
The next phase of the project model design is to set the milestones and benchmarks against a time line for delivery. The risk assessment tasks can be done here as well to plan back-up actions in case the project has problems.

5) Project proposal to project resolution

Presentations (oral viva) and written reports can be assessment activities. There needs to be good support resources on how to do these properly. Assessment criteria can be in-part pre-set, but should also have active input from the learners.

This model is linked to the Informatology conference talk at


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