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).