0229590_C6FC0_solomon_negash_michael_e_whitman_amy_b_woszczynski_handbook-1

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

This material was designed to work in an environment with both synchronous and asynchronous e-learning, whose goal is to create an ‘learning community’ on the Web between instructors of Greek descent working all over the worldandteachingtheGreeklanguage.Withinthe framework of this ‘community,’ all instructors of Greek descent will have the opportunity to communicate with their colleagues, as well as with special scientists (Damanakis & Anastasiades, 2005). They will be able to discuss educational questions and issues of daily concern and also get trainedonspecialisedsubjectmattersthatwillhelp them in their job Also, all the learning materials and articles that have been published within the program can be found online, for the support of e-learning (synchronous and asynchronous), but also for those who wish to get generally informed (http://www.uoc.gr/diaspora).

the target group

Based on the suggested methodology (Anastasiades, 2005c; 2006a), Greek teachers abroad were separated in three target groups, depending on their ability to make use of computers and the Internet.

The first group is made up of teachers who lack basic ICT skills. The second group is made up of teachers who do possess qualifications in information technology but the telecommunications services of the country they live in do not allow for access to the Internet. The third group is made up of teachers who both possess basic ICT skills and have access to the Internet.

Our effort concerns the implementation of a complete Web-based learning environment, focusing on the third group and particularly on countries such as the Australia, USA, Canada, Germany, Sweden, Great Britain, France, and other European countries. (see Table 4)

Table 4. Teachers applications/country (Sep- tember-November 2006)—EDIANNE edited by Petraki

	Country	Teachers’
		Applications
	Great Britain	13
	Egypt	20
	Australia	52
	Belgium	30
	France	1
	Germany	202
	Georgia	9
	Switzerland	6
	USA	17
	Kazakhstan	9
	Canada	7
	Kirgistan	1
	Congo	4
	Libya	2
	Luxemburg	3
	South Africa	17
	Holland	11
	Uzbekistan	3
	Saudi Arabia	5
	Sweden	16
	Syria	2

the blended learning environment: form theory to Practice

Theproposedmethodology(Anastasiades,2005c; 2006a) developed aims to create a blended learning environment, which:

•Will support the study of learning material through (the method of) distance learning;

•Will provide the trainee with evaluation and self-assessment methods;

•Will facilitate the distribution of necessary information to system users;

•Will encourage the development of an interactive environment throughthe provision

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

of the suitable communication tools; and

•Willfunctionallysupporttheadministrative part of the learning process.

Special focus will be given on the creation of an open collaborative learning environment where the instructor and the trainees shall communicate in both synchronous and asynchronous manner;thosetrainedwillstudyintheirowntime, although subject to a predetermined timetable for the delivery of projects.

At this point it should be noted that the methodologyfortheevaluationsystemoftheasynchronous platform is currently being developed.

the asynchronous learning environment

The asynchronous learning environment developed the e-class platform, which is based on the philosophy of freeware software developed by the group of asynchronous learning team of Greek Academic Internet GUnet (Anastasiades, 2005c). The platform of asynchronous learning is designed in accordance with the characteristics of the learning environment (see http://elearn. edc.uoc.gr/).

Theintroductoryinterfaceoftheplatformcontains information with regard to the educational programs,theteachingmethod,thecost,theterms andconditionsforstudying,thestudies’certifica-

tion, and so forth. It further provides a friendly and functional environment through which the regions corresponding to the system’s human resources are activated, that is, the professor, the assistant, the student or trainee, the visitor, and finally the administrator.

Thecurrentlearningenvironmentprovidesusers with the following additional possibilities:

1.Configuration of Web pages for registration and attendance of courses for students. Registration will be made through clearly determined steps that each student must follow (i.e., expression of interest, completion of questionnaire, collection of personal information,registrationandmissionofcode to student, etc.).

2.ConfigurationofWebpagesfortheposting and management of courses for teachers.

Specifically for the idea of courses there will be models of texts to be used by the professors-assistants in writing the content, which will then be used in the asynchronous environment under minimal possible intervention by the user.

3.Configuration of Web sites for taking the necessary action undertaken by the assistants of each course (tutors).

4.Figuration of learning material in categories and in chronological order (deliveries, exercises, questions, work, etc.)

Picture 1. The asynchronous learning platform

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

Figure 10. The asynchronous learning environment (http://elearn.edc.uoc.gr/)

Asynchronous Learning

Environment

Course Home Page		On Line Learning Material

Interaction (Forum, Chat)		Digital Library

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

5.Development of chat rooms to facilitate the direct communication between students, assistants, and professors

6.Configuration of Web sites for help and frequently asked questions in the e- learning environment.

7.Incorporation of a search engine to assist in the location of Web sites, the list of courses depending on the content and/or keywords.

8.Incorporation of an evaluation system of the educationalprocessbystudents,invariousstages oftheprocess(initial,middle,finalstage).

9.Automation of production of copies in CDROMorinprintedform,basedonthecontent that has already been posted on Web sites in the asynchronous platform.

the synchronous learning environment

The designing of a synchronous learning environment should take into consideration the needs

of the students, especially when students are located in different countries and cities and are diversified in terms of technology, organisation, and administration of learning activities and geographical scatter (Anastasiades, 2006a). The problem further deteriorates in the areas where there is no access to videoconferencing rooms due to lack of infrastructure, the prohibitive cost, or lack of trained staff.

In our effort to meet the requirements of a complex environment we designed the applied synchronous learning based on:

1.The layout of a technologically advanced videoconferencing room in the University of Crete, which can link up to eight remote locations simultaneously.

2.The educational application of videoconferencing not only in well-equipped rooms but also at VC designated areas at schools.

3.The live broadcast of lectures via Internet in real time.

Figure 11. The basic characteristics of the synchronous learning environment

Exchange	Technology: Set top/ Computer
	based
Video, Audio, Data, Data
	Telecommunication: IP/ISDN
Sharing

Interactive Videoconferencing (VC rooms+sites)

	Communication: Two Way	Remote Sites:
	Interaction: Discussion,	Point to Point / Multi point
	Collaboration
	Exchange	Technology: Computer based
		Telecommunication: IP
	Video, Audio, Data,
	Webcast (Streaming)
	Communication: One Way	Remote Sites:
	Interaction: Chat	Multi point

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

ivc Room in the university of crete

Our IVC room has a VCON HD5000 Videoconference System.

Transmission speed: H.323: 64Kbps-4Mbps, H.320: 64Kbps-384Kbps Video standards: H.261, H.263, H.264 (up to 1M)

conclusion

The new advanced learning technologies of synchronous and asynchronous transmission allow for the implementation of a new learning environment, which is flexible in terms of location, time, and pace of learning. In this chapter we present the principles and methodology of a pedagogical blended learning model, based on the adult education principles (emphasising on

Picture 2. The IVC room in the University of Crete

Picture 3. IVC room in Melburne (Australia)

Picture 4. IVC sites in Düsseldorf , Bielefeld (Germany)

Picture 5. IVC Rooms in Melbourne, Sydney, Adelaida (Australia) and IVC sites in Düsseldorf, Bielefeld (Germany) A Multipoint IVC

0

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

Picture 6. Web cast: Live streaming (http://Webcast.ucnet.uoc.gr/)

Picture 7. Dec 2005 Prof Damanakis (Greece)			Picture 8. Dec 2005 Prof Xourdakis (Greece)
Audience in Melbourne (Australia) Course:			Audience in Melbourne (Australia) Course: His-
General Pedagogy			tory and Culture

Picture 9. Dec 2005 Giannis Mitrofanis (Greece) Audience in Melbourne (Australia) Course: Modern Greek Literature

Picture10.March2006:Prof.Katsimali(Greece)Audiencein:Melbourne,Sydney&Adelaide(Australia) Course: Language

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

Picture 11. March 2006: Prof Damanakis Audience in: Melbourne & Adelaide (Australia) and Bilefeld & Düsseldorf (Germany)

Picture 12. March 2006:Prof Xatzidaki Audience in: Bilefeld & Düsseldorf (Germany) Course: Language

Picture 13. December 2006: Prof Xatzidaki, Prof Katsimali (Course: Language) IVC Audience in: Bilefeld & Düsseldorf (Germany) Live Webcast Audience in 7 countries: Germany, Sweden, Turkey, Netherlands, Belgium, Czech Republic, Georgia , Egypt, United Kingdom, Russian Federation, Luxembourg, Denmark

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

Picture 14. December 2006: Prof Papadogiannakis & Prof Nikoloudaki (Course: Language) IVC Audience in: Bilefeld & Düsseldorf (Germany) Web cast in 7 countries: Germany, Sweden, Turkey, Netherlands, Belgium, Czech Republic, Georgia , Egypt, United Kingdom, Russian Federation, Luxembourg, Denmark

Picture 15. IVC Audience in: Bilefeld & Düsseldorf (Germany). Live Webcast Audience in 7 countries: Germany, Sweden, Turkey, Netherlands, Belgium, Czech Republic, Georgia , Egypt, United Kingdom, Russian Federation, Luxembourg, Denmark

December 2006: Prof Xourdakis & Prof Karagiorgos

(Course: History and Culture)

December 2006: Prof Spadidakis (Course: Educational Maultimedia)

Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

the transforming learning theory), the constructivism theories, and the DE principles of ADEC.

Applying our pedagogical approach, we defined the guidelines and phases of development of an asynchronous learning environment as well as the steps and methodology of a synchronous learning environment, focusing on interactive videoconferencing.

The proposed model is the cornerstone of the designing and application of a significant DE program for the training of teachers throughout the world, which is implemented by EDIAMME of the University of Crete and is under constant assessment and adaptation.

futuRe ReseaRch diRections

Adult education is one of the most important priorities of contemporary information society. Millions of adults all over the world look for training programs in order to improve their knowledge and skills in their professional, social, and personal arena.

Inthenextyears,blendedlearningwillbecome one of the most important educational processes of adult learning all over the world, as it is open andflexibleandcanbetransferredtothelearner’s educational environment, pace, and time.

The introduction of ICT into education significantly changes its structure providing adults with new learning environments. On the other side, most theories on adult education have been planned and implemented into face-to-face teaching environments, resulting in many implementation problems due to their unconsidered design and adaptation in these blended-based learning environments.

Planning, development, and implementation of blended learning environments for adult learners demand a preparation of holistic pedagogical approaches with respect to their individual characteristics.

Many questions arise which have not yet been answered. Some of these questions are:

•Are conventional-based instruction principles adequate for these blended learning environments? Does the use of ICTs add new facts and what are these?

•Which are the adults’ characteristics that requireneweducationalexperiencesthrough the use of Internet? Which is the best way for training adults in blended learning environments? Are there any peculiarities and what are these?

•Whicharethemostsuitablelearningtheories which can support the learning goals effectively in blended learning environments? Is there a need for changes and adjustments and what these may be?

Further research must focus on blended learning pedagogy for adult learners.

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Blending Interactive Videoconferencing and Asynchronous Learning in Adult Education

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