University Science Malaysia (USM)
Prof. Dato' Dzulkifli Abdul Razak
Vice Chancellor

Univ. of Illinois (UI)
Prof. Dr. Tim Wentling
Senior Research Scientist and Professor
National Center for Supercomputing Applications (NCSA)

Asian Institute of Technology (AIT)
Mr. Voravate "Joe" Chonlasin
Senior Program Associate
Business Development Unit/AIT Office of Extension

World Bank Institute (WBI)/The World Bank
Dr. Ronny Adhikarya
Senior Training Officer, and KULT Program Manager
Knowledge Networks & Distance Learning Division (WBIKL)

This session will discuss the workshop rationale & overall objectives. It provides an overview of the 5-phase workshop, including its program structure and specific learning objectives & activities. It will also highlight the important features, purposes and working procedures for each of the five phases: (1) Pre-Workshop Web-based Briefing, (2) Peer Learning & Group Training, (3) Distance Mentoring through Online Coaching, (4) Peer Review: Results Demonstration & Experience Sharing, and (5) Free After-Training Consultation Service. Finally, the session will discuss the agenda/schedule for the learning activities of Phase-2 of this Workshop.

This session will provide participants an overview of workshop venue, discuss the logistical arrangements for the workshop, and orient participants on facilities available for use and administrative matters related to smooth implementation of the workshop. Local workshop organizing officers and Secretariat staff will be introduced.

This session involves an analysis of the training needs of workshop participants. It provides an opportunity for participants to summarize their priority training/learning problems and needs, and share their main ideas and relevant actual experiences in improving effectiveness of their training activities. Each participant will reflect on their current competency level as trainers and identify areas for improvement. The Coaches will guide and help focus the discussion by following a systematic training process, based on a well-established, generic conceptual training model (see Wentling ’s Planning For Effective Training book in the ITQ-4 Workshop Website).

In small groups (5-7 participants per group), participants will do “reflective thinking” based on the above analysis, and then share their personal vision with their “learning circle” group as to the priority strategic actions (including skills and competencies for undertaking such actions) that would be required in improving the quality of their training activities. Based on the comments and suggestions from their peers in the learning circles, participants will then write up the summary of their initial “vision” into their daily “Workshop Journal”.

In addition, each group will later be asked to report to the plenary session (in 6-8 minutes) the most common training/learning problems faced by their group members and the priority felt-needs for improving training quality in their institutions.

This session is the continuation of Session 1-4, and each Group will present its report (in 6-8 minutes maximum) to the Plenary. Based on the Group Reports, workshop participants are encouraged to present any additional comments and ideas as part of the “large conversation” with their peers, which will take place during this plenary session.

This session includes presentation and discussion of a series of principles that relate to the training process. These principles will provide a common set of core components and a common language for the entire workshop. Sample principles include the Confidence Circle, Readiness Principle, Power Bank Account, 80% Rule and others. The principles will be underlying themes throughout the workshop and will be stressed and applied in later sessions.

This session addresses learning theories and their applications and limitations in educating and training adults. It analyzes traditional and contemporary principles and their influences on instruction. Special attention is focused on current cognitive learning theories and how to use them to facilitate deeper, multi-perspective forms of knowledge.

This session will introduce basic concepts related to the important topic of learning transfer. Too often we assume that trainees will utilize what they have learned when they return to their jobs. Unfortunately research on “learning transfer” does not support this belief. Studies show that people who are taught a skill (i.e., solving a problem mathematically) often fail to recognize that their new skill can be used to solve a similar problem in their workplace or real life settings. Other studies show that trainees who are quite skilled with certain tasks in their workplace often have difficulty solving similar problems in training sessions. As trainers, we need to seriously consider the problem of learning transfer and develop learning activities that result in transfer of learning to the workplace.

In small groups (5-7 participants per group), based on their experiences, participants will assess and discuss the relevance, practical applications and adaptation requirements for incorporating training principles/concepts presented in the previous sessions. Participants will be asked to “think reflectively” in terms of personal perspectives and then share with their “learning circle” group THREE most useful ideas/concepts they want to pursue further for possible application in improving their training (incl. skills & competencies for undertaking such actions). Based on the comments/suggestions from their peers, participants will then write up the summary of their specific “ideas” into their daily “Workshop Journal”

This session will demonstrate the use of templates for the design and delivery of online learning. Focus on template organization and structure will provide an understanding for user navigation. Participants will become aware of the use of databases for the delivery of dynamic course content. The next session will make use of this type of template for learning more about e-Learning and becoming familiar with the e-learning system.

This session provides an introduction to the concept of outcome-based training. It includes definitions, examples, advantages, and limitations of OBT. A review will be made of the various forms of outcome-based training with emphasis on the use of self-contained modules. This overview will include a presentation of the major elements of a systematic OBT model.

This session focuses on procedures for analyzing and identifying and detailing competencies necessary for performing a job. This session also addresses how these competencies are used to advance the development and delivery of instructional content.

This session is designed to help participants learn and refine their skills in identifying and organizing subject matter that will comprise the training curriculum. This process is based upon the predetermined outcomes and requires careful planning of learning expectations and activities. This session provides a review of basic principles for planning a training lesson. The structure of a lesson will be discussed and participants will learn how to develop an effective training plan. The training plan helps trainers bring together the training contents and methods into a plan to use during training.

This session will present concepts related to organizing learning materials. It involves selection, adaptation, and development of materials used by trainers. It also includes materials that will be used by trainees in the learning situation. Central to organization for learning is the development of learning modules. Learning modules are self-contained packages that include a planned series of learning experiences designed to help students master specified objectives. Participants will learn about the characteristics of learning modules and develop a module for a sample course.

In small groups (5-7 participants per group), participants will be asked to assess and discuss the practical applications for incorporating the training principles and concepts presented in thus far. Each group will later be asked to report to the Plenary session (in 6-8 minutes) the most practical and useful possible applications of such concepts for specific learning activities, as well as the “questionable” training principles and methods which may need to be reconsidered.

This session is the continuation of the previous session, and each Group will present its report (in 6-8 minutes maximum) to the Plenary, and based on the Group Reports, workshop participants are encouraged to present any additional comments and ideas as part of the “large conversation” with the rest of the participants, which may take place during this Plenary session. Based on comments and suggestions from their peers in the learning circles, participants will then write up the summary of the relevant and appropriate new concepts, principles, and/or tools which can be used to improve their training tasks or responsibilities into their daily “Workshop Journal”.

This session will familiarize participants with the ITQ-4 workshop online facilities. The focus of this session will be on exploring the Workshop Website, its various features and navigation tools. Participants will practice using this ITQ-4 Workshop Website.

ITQ-4 Workshop Website address is: www.ikonosnewmedia.com/wbi/itq-4

This session presents the differences between instructor-centered and learner-centered approaches to training and discusses the advantages and disadvantages of each. This session also introduces a variety of active learning strategies to promote learner engagement.

The purpose of this session is to provide suggestions and techniques to improve platform or presentation skills. Mastering and using the presentation skills and communication techniques covered in this session can help participants to become more effective trainers. Participants are expected to demonstrate the presentation skills and techniques covered in this session in future presentations to the ITQ-4 group.

This session is focussed on developing an awareness of a variety of peer-based learning strategies that can be used by trainers. Current research on learning reveals these approaches to be very effective and efficient. This session and the next session provide the opportunity for participants to practice one or more peer-based strategies and gain feedback on their performance. Peer-based strategies include reciprocal teaching, cooperative learning, paired problem solving, peer tutoring, one-on-one job training, and group discussions.

This session provides an opportunity for participants to practice various methods of peer-based learning by applying the principles and concepts discussed in the previous session. Through such hands-on exercises, participants are expected to better understand the procedures for using such methods and develop the basic skills for applying such methods in their training activities.

This session is focused on the importance and principles of group learning facilitation skills and innovative methods in coaching and mentoring adults in their learning process. State-of the-art of these learner-centered, participatory learning methods will be summarized and discussed, including best practices & lessons learned in such methods.

Facilitators: All Coaches/Resource Persons
Methods:    Open-house CLINIC, Special Presentations,
and/or Group or Individual Work

This session is focused on gaining the skills to use four different contextual learning methods. These methods include role-plays, case studies, scenarios and simulations, and problem-based training. Procedures and methods for using each of these strategies will be presented. Additionally, participants will practice the use of one or more of these methods.

This session is focused on the development of paper and pencil tests that can reveal the extent to which trainees have acquired the necessary knowledge for doing tasks. Additionally, assessment tools can include checklists and rating scales that can be used to measure the attainment of process skills. The session will also address how to measure outcomes or products of training.

This session will include an overview of the processes that will be used for e-learning in Phase-3. Building on the Session 2-5 that introduced e-learning, this session will provide specifics regarding the methods that will be used to learn and communicate online. A demonstration of the process will be given and participants will practice during session 5-3.

Using the online template presented in the previous session, participants will complete learning events covering components of the performance assessment process. This experience will provide participants to experience first hand what e-learning is all about. Additionally, this session will provide basic experience in working with a peer-learning group online. This experience will be an orientation to the e-learning events that participants will engage in during Phase-3.

This session will present and discuss the Southern African Development Community (SADC) Quality Model, a quality assurance tool that has been developed to help organizations of all sorts - businesses, governments, learning institutions, etc. - anchor a holistic approach to continuous improvement in all of their areas of activity. The concept of Self-Assessment of an organization will be introduced, and various approaches to the Self-Assessment process and quality improvement will be discussed. Participants will use excerpts of the questionnaire that has been developed for use as an entry-level tool for Self-Assessment in a short exercise. The purpose of the exercise is to demonstrate both the breadth and depth of the Quality Model, as well as its applicability to training institutions.

During this session, participants are invited to provide specific comments and/or suggestions regarding the workshop process, methods, contents relevance, logistical arrangements, etc. with a view of improving further the effectiveness and efficiency in conducting the ITQ-4 learning activities during the remainder period of Phase-2.

This session will showcase a distinguished set of 12 interactive learning technologies projects, demonstrating unique, innovative and effective ways interactive and multimedia technologies have been applied to educational and learning products. Products/services showcased include both educational CD-ROMs and learning applications as well as live web sites services and training-oriented on-line applications.

Participants will be invited to collect ideas and hints during the showcase to expand their personal creative inventory of effective approaches in using interactive learning technologies for training and education.

Participants will discover new ways to apply technology to education and training. They will also become aware of the different levels of interactivity possible in ILTs, ranging from simple passive presentation tools to fully interactive and engaging role-play situations or interaction discovery games.

This session will provide an introduction to the scope and role of the ITQ Online facilities and technical & logistical requirements needed by participants to take full advantage of ITQ Online tools. Participants will learn how to utilize various electronic communication facilities for Phase-3 of this workshop. This session will also explain the software requirements and skills needed to use the ITQ Online website and to fully participate in all ITQ-4 workshop distance mentoring activities. By the end of this session participants will have a clear idea of what to expect from the ITQ Online facilities, and what is required from them to fully take advantage of such tools.

This session focuses on introducing the benefits of utilizing several online communication tools and approaches for different aspects and phases of an online learning activity. The use of conferencing tools, like discussion boards, forum, instant messengers, chat and whiteboard applications will be showcased and tried out by participants themselves. During this session participants will learn what conferencing tools are and how to best utilize them for distance training purposes. Their role in synchronous and asynchronous communication exchanges will be explained, as well as the key limitations and disadvantages involved. They will also learn which are the best tools/services to utilize for the provision of this type of service and their market costs. Participants will work in groups in the computer lab and will have the opportunity to practice in communicating online with their Virtual Peer Learning Group (VPLG) members by using the ITQ Online system, and the integrated conferencing facilities.

This session is a continuation of the previous sessions. Participants will work in groups in the computer lab and will have the opportunity to practice in communicating online with their Virtual Peer Learning Group (VPLG) members using the ITQ Online system, and the online conferencing facilities.

This session will challenge participants to take a good hard look at the various forces at work in the larger environment in which training institutions have to operate. Participants will be introduced to various realities of the changing environment, which will affect the sustainability and financial viability of training institutions.

The session provides an opportunity for participants to examine the implications of the changing environment on training institutions and to consider various options or strategies on how to mitigate the “problems” or “threats” faced by training programs and institutions. A holistic conceptual framework for developing strategies for improving the competitiveness of training institutions will be proposed. Innovative approaches and specific strategies in qualitative improvement of learning processes & methods, interactive technology applications, distance learning, niche marketing, as well as customer care and personalized client service will be introduced.

In this session, participants will work in peer learning groups (6-8 participants per group) to identify, review and assess the innovative features and strengths, as well as weaknesses of training strategies of the World Bank’s Knowledge Utilization through Learning Technologies (KULT) Program workshops. Participants will identify and assess the effectiveness and usefulness of various features KULT workshops’ institution-building strategies to facilitate program sustainability and financial viability. Prior to the workshop, participants will be requested to visit and review at least three KULT workshops’ websites and other marketing materials (brochures, etc.) to identify best practices in facilitating training institutions program sustainability and financial health.

Based on the results of discussion during the previous sessions, participants will work again in their Peer Learning Group (PLG) to prepare a Group Report’s Lessons Learned, summarizing up to 6 (six) most useful and innovative aspects/features of the KULT workshops’ strategies, and 3 (three) weaknesses or needed improvements of such efforts, and the reasons for their strengths as well as weaknesses.

Each PLG will report during this Plenary Session the group consensus generated during the previous three sessions on the generic lessons learned from the KULT workshops’ strategies and approaches. Based on comments and suggestions from their peers during the previous four sessions, participants will then write up the summary of their specific lessons learned into their daily “Workshop Journal”

In this session, participants will be introduced to the critical concepts of project definition and briefing, user profiling, technical and creative briefing. The components of a distance program project brief are listed and defined as to create a reference model/template to be utilized in real life. At the end of the session, participants are expected to be able to define project briefing and all of its requirements. They will also be able to identify critical issues relevant to producing an effective brief, the key components of it, and will practice the actual preparation of one.

The session is devoted to discover, clarify, define and prioritize all ILT specific production phases in an organic and logical fashion. The session introduces and illustrates through a participatory learning experience a simple but highly effective workflow reference model that can be successfully used in online distance training projects. Participants will discover each one of ILT's key production phases and will strive to identify and define the importance and relevance of each one within their specific distance training requirements.

This session focuses on empowering participants to optimize the use of the most important and most utilized Internet application: e-mail. Beyond what many believe, e-mail can be a critical tool in complementing and supporting any relevant virtual collaboration activity. Newsletters, e-zines, mail discussion lists, surveys, news updates are all carried via e-mail. By learning how to send large files, how to zip and compress them, how to send images and web pages, or how to find out when an email is actually received, an e-trainer can significantly enhance learning effectiveness.

Also in this session a brief introduction to the Netiquette principles affecting e-mail use and policies will be provided. Through this tutorial session participants will get a firm grasp on using and understanding e-mail beyond the basics. They will see demonstrations of several solutions to typical electronic exchange and communication problems, and they will also get an opportunity to try those same solutions on their own PCs.

In this session, visual concepts surrounding one of the fundamental design disciplines related to ILT development is explored. A primer about Information Design (ID) and its importance over the delivery of data and information will be discussed. The session will cover issues on effective design, layout and display of quantitative information. Participants will identify the key principles required to build easy to understand and readable ILT-based training materials. Participants will learn techniques that will help them assess, select and classify ID issues in order to apply such concepts in their future distance learning activities.

This hands-on session focuses on allowing participants to learn the advanced needs of an effective e-Trainer leveraging the Internet to develop support and collaboration mechanisms for its distance learning program(s). In this tutorial participants discover collaboratively what can be accomplished through a browser. Through a pleasant discovery journey of advanced features and functionalities participants will learn how to most effectively the World Wide Web and how to reach their destinations in a fraction of the normal time.

This session will showcase a dramatic and cutting-edge use of online collaboration tools and technologies for live e-learning. During this session a live video and audio conference will actually take place between the ITQ-4 computer lab and an interview lab setup for the occasion in Milan, Italy. While ITQ-4 participants will act as interviewers, ICT experts in Italy will respond “live” to their questions and will poll their appreciation and knowledge of key issues in this field.

This hands-on tutorial session focuses on the advanced research needs of an effective e-Trainer. Research tools, new & major search engines, reference tools & services such as translation and dictionaries/thesauruses are presented and collaboratively tried. In this session, participants will get a practical experience in mastering the most up-to-date and effective online searching techniques and tools.

During this session, participants will discus the advantages & benefits of the effective use of presentation tools such as Microsoft’s PowerPoint to support and enhance the quality and comprehension of training presentations. They will discover important basic principles and guidelines to improve the effective design of a professional-looking training presentation.

This session covers the frequently overlooked strategic issues in developing and publishing distance-training courses. Users have slow Internet connections and are not willing to put up with slow loading pages, layouts that look awkward on screen, or links that do not work. An accurate understanding of what categories of factors exist in the realm of creating reliable and accessible pages is due for every e-trainer.

During this session the four ingredient solution “Accus Peco” is introduced and explained. Solutions and key problems are identified by participants and gradually grouped in categories for better understanding. A lifesaver plan is then put into place through a small group assignment. Participants will need to identify typical usability and accessibility issues often overlooked in the development of distance training programs. They will also learn what types of solutions can be adopted in the design phases of a distance training course to avoid such problems.

This session will discuss the detailed, step-by-step procedures for implementing the distance mentoring activities in Phase-3 of the ITQ-4 workshop (Apr. - Sep. 2002). The nature and types of structured learning activities will be presented, and the tasks and responsibilities of the participants, including the individual Training Competencies Improvement Plans, as well as the Peer Learning Groups (PLGs) and Online Coaches will be specified. In addition, the PLGs’ communication and sharing procedures, in terms of purpose (assignments, readings, reporting, consultations, etc.), frequency and peer interactions will be elaborated and demonstrated.

A Training Competencies Improvement Plan (TCIP) will be developed by each participant for his/her own structured learning activities, which will be implemented during Phase-3 of the Workshop. The emphasis of the six-month long Phase-3 is on applying and practicing learned skills within a participant’s own institutional context and setting, and further developing training competencies related to his/her own training needs. Each participant, with the assistance of an online coach, will systematically analyze, identify and prioritize the specific training skills or competencies that s/he still wants to improve.

In this session, participants will be briefed on the Individual Project Assignment (IPA) which each of them will undertake during Phase-3 of this Workshop. Each participant will need to work independently in drafting a Training Competencies Improvement Plan outlining of the specific training competencies s/he plan to improve based on the results of, and new ideas/experiences gained from this ITQ-4 Workshop thus far.

The plan will describe how the participant will improve, implement, and practice these competencies within his/her work and job responsibilities. This plan will include a listing of specific learning activities, such as (1) design a training strategy/master plan, (2) develop training modules and learning materials, (3) write lesson plans for four different types of learning strategies, (4) practice in using innovative learning methods or platform delivery skills, etc. The plan will include proposed structured learning activities, a time-line, procedures for progress reporting and monitoring, and evidence that will be used to document accomplishments or completion.

Participants will consult their assigned Coach in selecting the specific competencies and in developing a procedural plan specifying all the steps or activities to undertake in improving such training competencies. Such a proposed plan will be shared and reviewed by the Coach and by the Peer-Learning Group (PLG) members before the end of this Phase-2 Workshop. In order to practice in the use of the ITQ-4 workshop online communication technology tools, a review/discussion of such plans among PLG members should be done electronically/online.

During this mini-lab session participants will actually build a full PowerPoint presentation from scratch, by using components and elements already prepared for them. This will allow for all, including beginners, to be able to try the full process required to create a successful presentation without having to incur in the real time investment this normally requires.

The following topics, among others, will be covered: PowerPoint templates, media insertion (images, clip-art, and sound files), slide transitions, animation, internal links, audio and automatic playback.

[This session will allow participants to try out all of the solutions demonstrated for the rest of the night!]

In this session, each PLGs and the members, assisted by their Coaches will have a planning discussion on the Groups’ proposed collaborative working procedures and activities for Phase-3, including the online virtual meetings protocols and frequency, and specific tasks, activities and responsibilities.

In addition, PLG members and their assigned Coach should also discuss the arrangements in developing, sharing, and reviewing/commenting the Individual Project Assignment (IPA) before the end of Phase-2 Workshop.

In this session, PLG members and their assigned Coach will share, discuss and physically consult the first draft of their TCIP. Each PLG will also need to prepare a Group Report summarizing the highlights and/or unique, innovative features of its members’ training competencies improvement plan which will be presented (in 10-15 minutes per PLG) to all participants in a Plenary Session on Tuesday morning (March 19, 2002).

In this session, participants will have the opportunities to discuss and share the “small, little, details” of training quality improvement efforts that will give a winning competitive edge over the competitors. Offering a “Quality-Plus” training products and services which exceed or surprise the clients’ expectations require special efforts and sacrifices in completing the last mile tasks with perfection, perseverance and excellence. Without sincere commitment and untiring efforts of going the extra miles to satisfy fully our clients’ needs and wants, it is unlikely that we can have “repeat customers” who will volunteer to serve as our effective “multiplier knowledge champions” and great “sales-agents”.

Real life examples and/or actual illustrations from KULT program workshops in providing “Quality-Plus” efforts in terms of the training process, methods, management, marketing, customer care & client service will be identified and discussed.

How about improving quality of the “public service and development role” of a training institution? Should training institutions be concerned with the “digital divide” issues and inequality of the socio-economic benefits gap? These issues will be discussed in relation to creative financing, economics, and entrepreneurship of training/education programs.

Studying is essentially learning something with thorough understanding. Studying for examinations additionally necessitate effective recall of information learned. And yet, learners in the school education system are seldom taught how to study efficiently so as to enable active learning. As a result most students resort to the way they know how – learning by rote.

In this session, participants will discover simple techniques that compel active learning. Through “minds-on” exercises participants will experience the power of visualization and association to assist recall, and the effectiveness of classification and formatting to promote understanding.

The session will discuss the pedagogy of online coaching & mentoring, --essential skills for effective online trainers. Issues related to both synchronous and asynchronous technologies would be identified, analyzed and critically examined. “Things to do” and “Things to avoid” in online coaching and mentoring will be outlined for use in Phase-3 of this workshop. After the presentation, participants will engage in a snowballing learning method. They will also do reflective thinking on the presentation to identify advantages and disadvantages (possible problems of online coaching) for 5 minutes followed by a discussion on relevant issues with other peer learning group (PLG) members for 10 minutes to develop consensus. All PLG members will then discuss for another 15 minutes to prepare a consensus brief report for presentation (3-5 minutes) to the plenary for discussion. The outcome will be better prepared participants for meeting the challenges of online coaching and mentoring.

In this session, participants will learn the basic theoretical foundation of digital audio and its applications in e-learning. Current developments in audio technology for learning will also be introduced along with examples of how effective use of audio can engage your learners.

During this session, participants will be introduced to the challenges and politics of obtaining the commitment of organizational leaders, colleagues and administrators to adopt new training ideas, in terms of advocacy, strategy development, identifying appropriate learning moments, resources sharing and team building. Participants are invited to consider the situation in their organizations and enter into a discussion and take note of how best could they ensure the buy-in when they return to their organizations.

Each Peer Learning Group (PLG) will make an oral presentation summarizing the highlights and/or unique, innovative features of its members’ training competencies improvement plan (10-15 minutes per PLG).

This activity will be done to provide all participants with an awareness of what each other will be doing during Phase-3. This awareness will be useful in identifying members of the group who may be engaging in similar activities, and therefore may have an interest in collaborating during the six-month distance mentoring and peer learning activities. This oral presentation session will provide participants with an opportunity to practice their platform/presentation delivery skills.

Such sharing of information to their peers will also be considered as making a strong public commitment to implement their plan whose results will be later reviewed and critiqued by the same peer group during Phase-4 of the ITQ-4 Workshop on Sep. 16-21, 2002 when they will meet again in Bangkok, Thailand.

In this session, the learning activities for Phase-4 of the ITQ-4 Workshop will be described. In addition, the technical and logistical preparations and/or requirements will be discussed.

Presentation and Briefing by: ISITQ Executive Committee Members

"New Trends in Cyber-Marketing:
Potentials for Improving Marketing of Training and Personalizing Customer Service"

Speaker:
Mr. Luigi Canali De Rossi
Chief Executive Officer (CEO)
IKONOS New Media
Rome, ITALY - Washington, USA
Methods:
Audio-Visual Show-Case and Presentations