Video conference use for adult learning

Trainers manual
VER. ).o
project consortium:
This Trainers Manual ver. has been prepared as part of the Webinar . Learn
video conference use for adult learning project, co-financed by the Leonardo da
Vinci - Lifelong Learning Programme. It is based on the How to webcast new
media use in the eicient learning processes project, and results developed
during its implementation.
The research carried out for this project provides guidance on the preparation,
promotion and substantiation of online teaching methodology using webinar so-
ware. Using this so ware, a trainer can deliver engaging learning experiences over
a computer network using facilities such as VOIP, presentations, audio and video.
This Trainers Manual is an exemplified extension of the practical knowledge con-
tained in the Webinar Methodology ver. .0 paper developed by this project. It is
designed to facilitate the work of trainers, with its main aims being to support
them in the process of organising a webinar training session and provide them
with an explanation of all available tools.
The consortium implementing this project consists of:
Management Observatory Foundation (FOZ)
HIC Slovakia s.r.o. (HIC)
EUROPROJECT (EP)
Nowoczesna Firma S.A. (NF)
Analysis, consulting, interdisciplinary research (abif)
Authors:
Krzysztof Zieliski (FOZ)
Anna Jaruga (FOZ)
Reinhold Hofmann (HIC)
Teodora Marinova (EP)
Micha Plewczyski (NF)
Monira Kerler (abif)
ISBN: ~8-8-68-0-8
Warsaw .0.
Webinar . Learn video conference use for adult learning
webinarzlearn.eu
3
Contents
:. Introduction 1
. Interaction 8
.z The impact of technology on the learning process 8
z. Before the training :0
z. Sonware tools o
z.z Planning the webinar
2. During the training :1
. The Training Team ?
.z Sound z
. Video z
4. Aer the training zs
s. Examples z6
. Checklist for the trainer just before the webinar z6
.z Scenario of the webinar z?
. Examples of questions fot the trainees (before and aner)
5 Contents
7 1. Introduction
1. Introduction
Trainers Manual ver. .0 (TM) is designed to facilitate the work of trainers
and educators who wish to implement webinars into their training sce-
nario. Whats more, TM may also be very helpful for all people wanting
to start their adventure with online training sessions.
The aim of using webinars in education is to simulate the dynamics of
traditional face to face training in a virtual environment. The soware
used for this purpose allows for an experience that is very similar to a fa-
ce-to-face meeting with a trainer. This allows a common virtual space to
be created for interaction (accessible in dierent geographical locations
simultaneously). Trainees and trainers can be in dierent, oen distant
places, and still interact face-to-face.
This document is written using webinar and workshop terminology. We-
binars tend to be designed around the number of participants. Webinar
interactions are inversely related to the number of participants, so webi-
nars with up to 6 participants will be more akin to a workshop.
In the first part of this study, Before the training, you will get to know
how to prepare yourself for a webinar. Whatre the most important things
to remember and to communicate to your participants up-front. Its very
important to pay attention to this part it will let you to feel more com-
fortable during the webinar and to lead it in a more confident way.
In the second part During the webinar we present you the most
important elements of the webinar session and parts of those you cant
forget about. The training team and their responsibilities, and technical
issues like sound and video.
Aer the training is the very important to sum up the webinar and will
help to manage all questions. We suggest how to do it and what may
support you in this process.
8
1.1 Interaction
A webinar session is characterized by the dierent types of interaction
available for use with trainees such as chat, questionnaires, quizzes and
(webcam) video as well as resources available on the internet. These tools
will be described in the chapter . Each tool will feature an explanation
and possible scenarios.
When talking about interaction in the context of a webinar, it is very im-
portant to provide participants with such a possibility. Trainers very oen
feel lost when they do not have eye contact with the trainees and are
unable to use any kind of body language. In face to face training sessions
very oen such activities supported them when they wanted to provoke
a discussion or engage people more into the lecture. In a webinar training
interaction is something which may replace such activities and give back
the confidence to the trainer. All you need to know: which tools will be
suitable for you and how to use them.
1.2 The impact of technology on the learning
process
A webinar generates a number of interesting educational eects which
significantly influence the direction and eiciency of the training.
Dispersion and virtualization of the trainees raises their sense of anony-
mity. Webinar participants are oen more eager to ask questions and
express their critical opinions than during a traditional meeting. However,
as some trainees use this new found anonymity to be more confident and
open, the opposite eect can also take place as easily distracted trainees
find it easier to disengage with the class all together.
Webinar soware also allows for the archiving of participants input by
recording text, audio, and video conducted using the above tools; this
enables students to take the webinar at any time and still benefit from
9 1. Introduction
the insights of participants. Archived training sessions can be used as
educational resources.
Many webinar soware packages oer tools which can be used for forma-
tive assessment. The eective use of tools, such as on-demand statistics
or online quizzes, helps increase the pace of evaluation (especially in
comparison to o-line training).
All training technology brings with it challenges, which must be overcome.
The trainer and trainees alike should have access to adequate technical
resources to address these challenges.
Trainer technology recommendations:
o
A modern PC with a large, high-quality monitor with HD or Full-
-HD;
o
A stable internet connection (0. Mbps upload, and -. Mbps
download);
o
Webinar soware and a dedicated server (for data storage and
multi-casting);
o
Web browser with Java VM (Virtual Machine) and Adobe Flash
player installed;
o
Headset (microphone + earphones)

;
o
Consider using extra landlines to supplant access to bandwidth
by trainees.
1
For more information about webinar sonware and technical requirements please
see Webinar Methodology ver. 1, chapter 2.
10
2. Before the training
2.1 Sohware tools
Webinar soware has a suite of trainee participation and implementa-
tion tools to help manage the training process. The most common are:
Soware tools
Purpose
Voice communication
A headset is used to speak to webinar trainees. Webinar
sonware, by default, grants the trainer a voice while parti-
cipants mics are muted. Webinars of no more than 6 people
are encouraged to enable participant mics (remember to
ask participants to check audio settings on their computers
before the webinar).
Webcam Video
Using a video camera or webcam to show yourself to the
webinar. This allows real time audiovisual transmission
between the participants and the trainer, simulating fur-
ther the face to face environment of a traditional training
session.
Slide presentation
PDF or Powerpoint files should be used for slideshows. PDF
files are preferred for their near-universal use.
Instant Messaging
(chat)
Using short text messages to communicate in real time. This
allows trainees to communicate with each other and/or the
lecturer to give input and feedback without disturbing other
participants.
Online Whiteboard
A digital version of a whiteboard that can be used by eve-
ryone to work collaboratively online.
Screen Sharing
Allows trainers and participants to share their desktop.
Great for sharing elements beyond the scope of the online
whiteboard. Onen used for sonware demos and document
collaboration.
11 2. Before the training
File Sharing
Files may be sent by the trainer and received by any partici-
pant allowing for easy distribution of information including
forms, images, sound files, and more.
Quizzes and polls
Allows the trainer to post engaging interactive quizzes
and polls on the participants screen. These can be used to
conduct formative assessment and give trainees instant
feedback.
Hands up button (yes/
no)
This allows the trainer to receive immediate feedback on
closed questions and can show the appreciation level of
the trainees
These tools are used for three purposes: distributing content, enga-
ging participants and pacing the webinar.
2.2 Planning the webinar
When a webinar session is being prepared, you should not forget
about the general rules of planning. While this task can be time con-
suming, it will lead to a successful session which is beneficial both
to the trainees learning and the trainers confidence.
Planning has to be preceded by an analysis of the target group and
its needs. At the same time, one has to take into considera tion the
characteristics of webinar software and its impact on achieving the
desired educational results.
When preparing a webinar, a trainer has to follow a sequence of
tasks specified in their schedule. Particular tasks or their order may
vary depending on the client, subject or the training group. However,
usually the order is as follows:
12
TASK ) Analyse the group Who are they?
Internal/External Trainees Are the trainees people from the orga-
nisation or people from the outside of the organisation? The trainees
already acquainted with each other will find it easier to interact.
What is their familiarity with new technologies If the participants
ICT (Information and communications technology) skills are low, tech-
nical problems may occur more frequently. This can have a negative
eect on the group unless their knowledge of the webinar environment
is addressed systematically to allow them to adjust to this new way
of learning.
Motivation and expectations determined on the basis of needs
analysis and the target groups characteristics.
Level of focus This should be predicted on the basis of the target
groups analysis. In webinars the trainer does not see the participants
reaction and is unable to define the level of focus the group has.
TASK z Set the objectives for the webinar
Identify the objectives of the session The main objective as well as
more specific ones. Additional questions to support this may be:
o
Can the objectives be achieved through the tools supplied in
webinar soware?
o
How can the training be constructed to ensure the achievement
of the objectives?
o
Should your delivery be more focused on activities or presenta-
tion of knowledge?
Define the indicative criteria of achieved objectives for measuring the
accomplished goals:
o
What will indicate that the training session achieved its objec-
tives?
13 2. Before the training
TASK z - Prepare the content
Establish the scope of the training program summarise the content
and key topics.
Formulate the topic of the training program detailed information
about the content of the session.
Curriculum Create a detailed plan showing the order and estimated
duration of every point of discussion. The plan should be detailed but
easily modified if necessary.
Presentation This usually serves as the centre of the information and
the main educational tool used during a webinar. In webinars a suc-
cessful session is mostly dependent on the clarity of the presentation,
whereas in a traditional training session an in-person trainer is impor-
tant. A good presentation should combine elements of text as well as
graphics. While it should not repeat word for word the trainers speech
or be overly distracting, it should support and develop what is being
said. To be engaging, the presentation should be visually appealing. If
you are dealing with a complex subject limit a single slide to a single
basic concept. Dont write too much content on a slide, instead rely
on the trainer to communicate the key message of the slide. Let the
slide serve as a supplement to the trainer not the reverse.
Additional materials: Exercises, articles, knowledge bases. While gi-
ving a solid base to the training session, a talk supported by presenta-
tion slides is not suicient to lead an interesting and engaging webinar.
As with all remote/online learning there should be a focus on delivery
being increasingly learner centred. Support your message by sending
participants links to further multimedia materials such as short videos
and animations, document files, web articles, podcasts and any other
resources. You should also break up your webinar presentation with
activities such as instant messaging sessions, quizzes/polls (using the
poll function of your webinar soware) and whiteboard/screen sharing
sessions. Plan these activities beforehand.
l
14
TASK - Establish the form of the training session
Establish the number of participants (the size of the group)
o
z-6 people The training session has the same structure as
a workshop. Two-way voice communication is possible and the
trainer can give more communication rights for participants me-
aning there is good interaction between trainees.
o
1-) people Problems with managing communication may oc-
cur (due to an increase in group size). Participants microphones
should be disabled to reduce problems.
o
zo or more This number will require very limited com munication
and therefore training should be well planned and organised.
Chat is not eicient because of the large number of people. The
trainer would be unable to follow the chat discussion, so the poll
function is considered to be better for gaining feedback.
Establish the location of the training session (some or all webinar
participants may be in the same room):
o
will the group be in a classroom or present as individuals online
Dispersion of the participants. Are the trainees:
o
A group in front of one computer?
o
At their own individual computer? (in this case the trainer can do
individual exercises).
Suggested time and number of modules:
o
module up to - minutes
o
. modules, - minutes each with break of minimum - minutes
o
No longer than ~0 minutes in one session
Webinars longer than ~0 minutes are not recommended. Longer ses-
sions will result in the attention of participants decreasing as well as
the potential health issues associated with focusing on a computer
screen for long periods of time.
15 2. Before the training
Choose the methods of interaction:
Video, chat, questionnaires/quizzes, file sharing, screen sharing, wri-
ting/drawing on the whiteboard, hands-up etc.
TASK 5 Inform the trainees about the technical requirements
of the webinar
Sohware technical requirements When taking part in the webinar
the participants should be made aware they should not run other so-
ware. This can potentially cause conflict with the webinar soware
or take up some of the computers processing power causing the user
problems.
Hardware requirements Dierent webinar programmes have die-
rent hardware requirements. Please follow and where suitable share
the manufacturers guidelines.
Technical Instructions If the webinar soware being used has to be
installed or the users computer has to be prepared in a certain way,
instructions to carry these tasks out should be given. However, webinar
soware oen does not require installation, running like a webpage,
or will have a functionality to install easily on its own.
Methods of interaction For a group experiencing webinars for the
first time, an explanation of the webinar functionality the trainer will
be using during the training session would be advisable, along with
an explanation of any rd party soware.
Most frequent mistakes It is advisable to oer a list of frequently
made mistakes to attendees new to webinars. This will allow partici-
pants to easily solve common technical problems and avoid any influx
of similar questions to the trainer.
16
TASK 6 Preparing the lesson plan
The plan should contain the key information about the training session
and its framework. It should be a concise document containing:
o
Organizational information concerning the webinar:
t
Date and time of the training session
t
time frame duration and form of questions
t
form of training session (i.e. Webinar)
t
training team duties of team members
t
number of trainees
t
tools for interaction
o
Technical information
t
soware used during the training session
t
hardware requirements of the soware
t
hardware requirements specific to trainers
t
hardware requirements specific to trainees
o
Information concerning the content of the training:
t
topic
t
scope ( e.g.,focus and extent of the topic dealt with in the we-
binar)
t
programme (e.g.Order of topics/contents of the webinar)
t
timetable
17 3. During the training
3. During the training
A webinar has to be preceded by relevant preparation and communi-
cation in terms of its organization, content and technical requirements.
Organizational and technical aspects of a session are extremely important
and key to the trainees learning.
During initial sessions with new groups, it is crucial to introduce the tra-
inees to the form of the learning and the soware used during the webi-
nar. Usually the trainees are asked to connect to the platform, for their
first session at least, 0 minutes before the session in order to test their
computer and its Internet connection. This will give time to identify any
problems. Once a trainee is successfully connected they may make small
talk with other participants, or decide to continue with other tasks (leaving
the connection to the webinar open) until the oicial start of the webinar.
Any additional technical requirements and instructions should be pu-
blished on a website or sent to the participants before the start of the
sessions. Contact details for technical support should also be provided.
3.1 The Training Team
Using webinars to deliver an eective learning experience to trainees
depends on a number of key roles that the training team need to fulfil.
This team would usually consist of a trainer and a moderator. They can be
reinforced by a co-trainer and technical support for larger groups when
required.
For example, a trainer who is familiar with webinar technology will be
able to successfully conduct a session for a small group of participants
(up to 6 trainees). However, during a webinar for a group larger than .0
18
participants, a moderators help will be necessary in order to manage
the trainees participation.
Trainer
Key tasks of a trainer include:
o
Giving a presentation and facilitating activities using methods
that would engage the trainees.
o
Answering trainees questions both during and aer the session.
o
Representing the group organising the training by welcoming/
saying goodbye to the participants on behalf of the organiser
(trainees may not be visiting an institution/company to partake
in the session so it may be useful to be clear on who is organising
the session).
o
Maintaing a positive and stimulating atmosphere which supports
the learning process and to check the participants involvement
and satisfaction.
Moderator
Key tasks of a moderator include:
o
Representing the group organising the training by greeting the
participants on behalf of the organiser (trainees may not be visi-
ting an institution/company to partake in the session so it may
be useful to be clear on who is organising the session).
o
Moderating and organising the discussion.
o
Reporting the progress of the discussion and to convey the most
important information.
o
Providing technical support by introducing the participants to
the applications and helping them use them eectively, solving
any technical problems encountered.
o
Managing the communication between the trainer and the
trainees and passing on the questions and feedback. This
also includes the monitoring of the chat area and grouping
19 3. During the training
of ideas/questions/feedback to make most eective use of
the time available
Creating educational and marketing materials supporting the webinar
and publishing them (together with comments) to public online areas
such as on social networking websites.
The nature of a webinar in relation to the dispersion of the trainees
makes the use of tools enabling virtual interaction necessary:
Chat enables the trainer or moderator to avoid interrupting the presen-
tation or media while,
o
welcoming trainees to the session;
o
highlighting key points;
o
asking questions;
o
providing technical help.
Pic. . Chat window in ClickMeeting
20
Quizzes and questionnaires allow the trainer and/or moderator:
o
to assess trainees progress;
o
to assess trainees involvement and opinions;
o
to involve trainees and increase engagement.
Pic. z. Pop-up window of the poll in Adobe Connect
Virtual whiteboards allow the trainer and/or moderator:
o
to highlight the key content of the session;
o
to facilitate collaboration between the trainees (in small teams);
o
to involve trainees and increase engagement by drawing pictu-
res of associations sketching ideas out collecting trainees input
during a brainstorming session.
21 3. During the training
Pic. . Pop-up window of the whiteboard in DimDim
Screen sharing allows the trainer and/or moderator:
o
to edit a document in real time;
o
to facilitate collaboration between the trainees (in small teams);
o
to check the trainees work and progress;
o
to engage participants in collaborative exercises.
Pic. . Screen sharing in ClickMeeting
22
File sharing allows the trainer and/or moderator:
o
to disseminate information in documents and files;
o
to show examples of the application of knowledge in documents
created prior to the session.
Pic. . Screen sharing option in Yungma
Online games help trainees:
o
memorize the presentation content;
o
engage in collaborative exercises.
Hands-up or Yes/No buttons help trainers:
o
to get feedback on the attention level of trainees;
o
to receive answers for simple questions, e.g. do you hear me? Do you
see the presentation? Do you have any questions? Can we go further?
o
to engage trainees in a class-room style dialogue on the basis of
closed questions;
o
to control the level of people staying focused on the subject of
the presentation, e.g. do you agree with me? Can you explain
how this can be used?
23 3. During the training
Pic. 6. Hands-up function in Click Meeting
3.2 Sound
Sound and presentation slides are crucial forms of communication in
a webinar. That is why sound quality and reliability are important. Three
factors influence the audio transmission :
o
Eicient sohware The sowares sound should be tested before
opening access to the webinar to large groups of trainees.
o
Fast, reliable internet connection If, for example, the internet con-
nection is used sometimes for transfers of large amounts of data, the
trainer should check there will be no bandwidth intensive uploads or
downloads during the webinar.
o
The use of headphones with a microphone When delivering the webi-
nar, the quality of the headphones and, in particular the microphone is very
important. It is advisable that you use a set prepared for VOIP transmissions
where the microphone is part of the headset. This will keep the microphone
at the same distance from your mouth mean ing background noise can be
minimised and the volume of the trainers voice will be regulated.
24
3.3 Video
Many webinars are run without video of the trainer. If the video is going to
be the only image on screen at any point, it is advisable to use it to keep
the participants engaged. If it is not and there are other focal points such
as presentations or a screen share visible, rethink use of video as it can be
intensive on bandwidth, limiting data transfer, and slowing the webinar.
Video should only be used when required as it oen distracts participants
from the content of the webinar.
If it is the trainers first experience delivering a webinar, or if the trainees
participating in the webinar are providing live video via a webcam, an awa-
reness of lighting is important. There should be two sources of light directed
at the subject to avoid casting strong shadows. Also, lighting should not
face the camera directly to avoid flooding the lens with light. A banner with
the organizers logo could be placed behind the trainer, provided its colours
are subtle. However, remember that the window the video is displayed in
will be small and complicated graphics will not work visually at this size.
Advantages of using video streaming:
o
More interactive;
o
Participants see the trainer it helps them to be more focused on
the presentation;
o
If the webinar is for a small group, every participant may share
their web cam by allowing participants to see each other, video
helps participants feel more comfortable.
Disadvantages of using video streaming:
o
It may be too demanding for the broadband connection;
o
Participants may be more focused on the person speaking than
the topic of the webinar.
25 4. Aher the training
4. Aer the training
Many available webinar software packages allow us to record training
sessions. These recordings are useful for:
o
Preparing and presenting post-training materials.
o
Promoting your organization by showcasing its methodology and
trainees satisfaction.
o
Posting on video sharing sites to generate links to your site and
benefit your organizations reputation.
o
Uploading to a learning platform for use as a part of an e-lear-
ning course.
o
Trainer self evaluation.
o
Collecting into an online library for use as an employee training
system, or other internal training solution.
Recordings used for evaluation let:
o
The trainer review their session.
o
Sta conduct an audit of the trainer and their pedagogical me-
thods.
o
Sta analyse chat messages and exercises completed by trainees.
o
Sta develop statistics of trainee activity and productivity thro-
ughout the session.
o
Analyse trainee surveys.
Recordings are useful for following up with participants by:
o
Allowing you to answer questions you didnt have time for during
the webinar.
o
Allowing you to share links, presentations, additional media and
information about related training sessions.
26
5. Examples
5.1 Checklist for the trainer just before the webinar
Webinar checklist
Did I research my target group?
Have I taken into account language and materials requirements?
Do I have the required equipment and materials?
Do I have a back-up plan?
Is my Internet connection stable?
Do I have a headset?
Have I prepared quizes and other tasks?
Do I have my training scenario? Including objectives, modules,
exercises, time, resources, content of exercises, material and tools?
Have I established rules and expectations for the seminar?
How long will the seminar run?
Is my team prepared?
Is all of my media (video,audio,slideshows) ready?
27 5. Examples
5.2 Scenario of the webinar
Webinar brief:
Title: Safe camera during holidays
Subtitle: How to travel safe with your camera?
Cycle: Holidays in minutes
Trainer: Adam Smith
Moderator: Tom White
Purpose of the
training:
Increasing the awareness of threats that can
happen tourists abroad
Size of the group: o people
Groups profile: Compliant with the Holidays in minutes
profile
Additional features: We encouraged especially people going abroad
to register for the webinar.
Application: Click Meeting
Requirements: Consistent with the requirements of the appli-
cation
Duration: -6 minutes
Recording: Yes
Tools: Presentation, chat, VoIP communication from the
trainer to the participants (video stream from the
camera: yes)
Engagement: Questionnaire (), additional encouragement to
have discussions on chat
Here you enter all
the basic information
concerning the webi-
nar. Its usually on the
first page, which ma-
kes it easier to return
to them.
28
Key points: . Introduction
z. Why do we need a camera while on holiday?
. What are the dangers of taking your camera on
holiday?
. The simplest ways to avoid these dangers,
o
Watch for your personal belongings.
o
Do not boast about subconsciously.
o
Be aware of requirements at the border
crossing.
. Be aware of unusual situations
6. Questions and answers (questions through chat)
Follow-up: Participants will receive access to a recording of
the webinar for months aner the webinar. Par-
ticipants will receive a summary email with links
to holiday travel security web sites.
Comments: Session lasts only five minutes. It should dramati-
cally reduce tangents. Questions will be answered
at the end of the seminar.

Scenario:
Title slide:
Description:
Dear Participants.
Adam Smith, a photographer since early childho-
od, and a photojournalist for o years in the UK
edition of a respected photography magazine ...
We have only five minutes, so we will focus on
the basis.

Here we have to de-
scribe the webinar in
time. This is not a PP
presentation script
or screenplay of the
public speech. Its
a webinar scenario
so it should contain
the appropriate in-
formation.
We refer to the key po-
ints from the previous
page!
A description of what
I say or do, but not
describing the slide!
They may even be
a dierent pieces of
what I say or key po-
ints, but it is not an
example of a speech!
29 5. Examples
Webinar visual con-
tent - if the main com-
ponent is the presen-
tation, then naturally
it will also be a slide
content. It do not need
to be exact - its an idea
that we develop desi-
gning materials.
If the scenario will de-
velop in the future, you
can paste a thumbnail
of the slide prepared in
the tool for creating pre-
sentations. With time,
when we return to the
topic, it is easier for us to
remember everything,
and once again lead the
webinar without long
preparation.
In short: what I want
to pass at the first sta-
ge ? So the partial
purpose
Content:
Typical slide with a big title and subtitle. My pictu-
re at the bottom with the description and a cover
of the magazine with my picture (maybe the one
in July or December last year?)
Slide:
/no/
Purpose:
Presentation and introduction to the topic
Duration:
oo:
Comments:
Because of the very small amount of time I will
combine it with a slide showing the title slide. The
whole cannot exceed one minute.
Why do we need camera on holidays?
Description: Today, perhaps none of us can imagine the holi-
days without the possibility to take pictures and
record videos of these wonderful moments. Unfor-
tunately, our holidays may put us into a dangerous
trance.
Content: Picture of a typical digital camera + bulleted qu-
estions for my students:
o
Rain, dust, snow
o
The and fraud
o
Cultural dierences (something that not
everywhere can be photographed)
o
Legal dierences
Slide: /no/
Purpose: I talk about the importance of the topic to incre-
ase interest.
Duration: oo:
30
Comments: Also be sure to quickly summarize the slide. Expla-
in to participants that many of you will take a trip
in the next few months, this will make the audien-
ce feel the message has been tailored to them.
Questionnaire:
Description: Ladies and Gentlemen! These were my solutions
that worked well in practice. Now I wonder, what
would you choose?
/turn on the quiz/
/Im waiting for answers/
Ok, lets look at the results .... /discussion/
Content: Multiple-choice quiz:
Good methods to secure the camera on vacation
are:
o
Do not brag about expensive equipment
o
Use bags and covers with no visible logos
of expensive brands
o
Warn all around, that you have expensive
equipment, so to be cautious
o
If possible, take the camera on with your
carry-on luggage
o
Leave your camera at home.
I have to come up with two more - one wise, the
other absurd!
Slide: /no/
Purpose: For emphasizing importance of the topic, I ask
participants for their opinion through polls.
Duration: o:
Comments: A little more time to answer the survey. You can
comment while answering. I will provide the su-
rvey results.
31
5. Examples
Questions:
Description: Now lets see what questions have occurred on the
chat. If you would like to ask me something more
now is the time ...
Content: Final slide. Contact information. It may be a large
logo to emphasize my identity (ask the organizer
if he agrees!)
Slide:
Adam Smith
a.smith@x.com
Thank you
for your attention
Purpose: I read chat briefly and answer questions.
Duration: oz:oo (if there wont be many questions lets
continue!)
Comments: We no longer have to race against time. I want to
maintain good contact with the participants, so if
necessary, answer any questions.
5.3 Examples of questions fot the trainees (be-
fore and aher)
). Do you hear my voice and see the presentation
I see and hear
I see, but I do not hear
I hear, but I do not see
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z. Which of the listed advantages of webinars are with the
most value for you?

Reduced training time
Elimination of travel and accommodation costs
Minimizing the cost of training materials
Availability of hard-to-reach experts
Automatic evaluation
The ability to record sessions and share them with others
z. How would you like to use webinars in your company?
Internal training sessions
Training sessions opened for external participants
Sales
Helpdesk
Marketing
. Which factor makes it impossible to conduct a webinar?
Lack of graphic tablet or other drawing tool
No internet connection
No headphones with microphone
No camera
Lack of the PowerPoint presentation
Lack of webinar sonware
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