The typical “webinar” that I have experienced thus far involves an instructor speaking on a conference call while she pages through a series of slides that are viewable using screen sharing software such as WebEx. There could be some great webinars out there, but the ones that I’ve been involved with as a participant could be much better, both from pedagogical and user experience perspectives.

In a classroom, the instructor can look around the room to see if the students look confused or bored. This feedback helps her know if she should go back and explain a difficult point in a different way, or maybe tell a good story to wake the audience up. She can also ask poll the students, through a show of hands or more advanced solution, to discern the level of expertise of the group. She can then adjust her presentation as necessary.

A webinar instructor cannot see her audience. She doesn’t know if people are paying attention or falling asleep. She can’t easily poll her audience about their understanding of the material. She slogs through, slide by slide, with no way to easily adjust her delivery of the content or even know that she should adjust it.

Now let’s think about what a website can do, pedagogically. A user can go through material at his own speed, diving deeper into subject matter that he’s interested in or looking up any words that he hasn’t heard before.

The rigid nature of the webinar environment means that participants can’t adapt the experience to meet their learning needs, like they can on a website, and the instructor can’t adapt her presentation delivery like she can with an in-person lecture.

I posit that the webinar could be a much better learning tool by incorporating some of these aspects of in-person and online learning:

• Have the slide deck available for viewing or downloading at the beginning of the presentation. The participants can then go back and look at previous slides if they missed something, or skip ahead if they want to understand where the discussion is going.
• If the screen sharing tool has a chat function, use it. Ask the participants at the beginning of the session to share their level of expertise with the subject matter. You can make this easier by specifying for example that 1=newbie, 2=somewhat familiar, and 3=very familiar, and have them just type that one number. A quick scan will help clarify what kind of audience you have.
• Decide on a Twitter hashtag for the session, and share it at the beginning. Encourage participants to use the hashtag in their tweets. Monitoring the Twitter backchannel is a good way to know if the participants are bored or confused. (They are unlikely to use the screen sharing chat function to do this.)
• Share a list of URLs with the participants where they can get more information about your subject matter. Advanced members of your audience will benefit from being able to go deeper into the topic while listening to the presentation.
• Encourage the participants to use either the screen sharing chat function or Twitter to ask questions during the presentation.

Let me know if you have other tips! Let’s make webinars a better learning experience.

There have been lots of good ideas being floated around at the
O’Reilly Tools of Change Conference for Publishing but I just heard one of the best.

At the conclusion of one of today’s sessions, an audience member asked the panel about the danger of releasing textbooks into academic environments without DRM. Ben Vershbow turned the question around. He responded that the entire notion of textbooks should be rethought, and that textbooks should be thought of as extensions of the classroom learning environment rather than as products — and as such, educational publishers should think of providing text books as a service rather than a product.

View of NYC from the conference site

Excerpt:

Technological innovations - digitization in tandem with network computing – have changed the information ecosystem. From what we’ve learned so far, it’s safe to say that at least some of the changes are tectonic in nature. These structural shifts in the way in which we create, disseminate, access, and (re-)use information, knowledge, and entertainment have both direct and indirect effects on the medium “book” and the corresponding subsystem.

Read the full post

On Confessions of a Science Librarian: an interview with CJ Rayhill, Senior Vice President at Safari Books Online

Excerpt:
“The future of the textbook market is clearly shifting. You have products like SafariU, iChapters, and CourseSmart beginning to emerge to solve a difficult issue — the high cost of textbooks. In addition, most higher-education courses involve exposure to content from multiple sources which makes the cost of purchasing all of the required and recommended reading for students out of reach. So what happens is that students end up not even purchasing required content which must diminish the value of their educational experience.”

“Sebastopol’s O’Reilly’s recent sales bump may be indicative of industry trend…”
Full article