Ludger Deitmer has drawn my attention to an interesting article in yesterdays edition of the Weser Kurier newspaper (sadly the article does not appear to be in the online edition). The article was based on interviews with young people undertaking apprenticeship in Bremen in north Germany.

I have previously written in Wales Wide Web about the advantages of the apprenticeship system in Germany as providing high skills and socially prestigious training for young people. Indeed over 50 per cent of school leavers in Germany progress through the apprenticeship system, spending part of their time in companies and part in vocational schools.

In recent years the system has been under pressure due to a shortage of training places, but recent figures suggest this is changing. In Hamburg and Munich there are now surplus apprenticeship training places, in Bremen there is about a balance between places being offered by companies and young people seeking apprenticeship places.

However, attention is now turning to the quality of the training on offer. And Marius Fischer, an apprentice in the logistics industry, was fairly scathing. Apprentices, he said were just given menial work to do, referring to one period of three weeks spent scanning documents into a computer. The so called company training was boring with few learning opportunities. He rarely saw a trainer. Apprentices, he said, were just being treated as cheap labour. “This work is so stupid, a chimpanzee could learn to do it”, he said. A further complaint was that apprentices were not given sufficient experience in different areas of the company to understand the entire social and economic process.

Although there has been some attention paid to quality of training, in Germany and in the European Union, little attention has been paid to the quality of the teaching and learning process. Work based learning can be a powerful form of learning. However, for this to happen it requires the work place to be designed for learning with challenging work and learning tasks. And although managers may play an important role in that workplace and word process design, possibly more important is the role of trainers. A series of research studies have indicated that more and more people are taking some responsibility for training as part of their job. But despite this, and despite a number of well sounding policy initiatives,  little attention has been paid to the training of trainers. Whilst the subject of teacher training is a high priority, there almost seems an assumption that skilled workers can automatically provide training.

Of course Marius Fischer’s experience does not reflect apprenticeship training as a whole in Germany. But is is a reminder of the importance of teaching and learning processes for young people and that the development of rich learning processes cannot be left to chance be it in the school or in the workplace.

The conference season is fast approaching. As well as the PLE21010 conference, Pontydysgu is involved in organising a conference about the training of trainers, ‘Crossing Borders’, being held on the 14th – 15th of October in Kostelec near Prague. The conference is supported by the Network to support Trainers in Europe and the Czcch TTnet. And the good news is it is free! The conference has issued a call for papers with a deadline of 16th June. Full details can be found on the network’s web site.

There are four main themes for the conference.

Theme 1: Institutional, economic, and societal challenges to the role of trainers and teachers in vocational education and trainers

With the growing importance of initial and continuing learning in enterprises and the rapid  introduction of new technologies, the role of trainers is changing. Research suggests that ever growing numbers of people are responsible for training as part of their work. This change is accompanied by increasing pressure for economies in training resulting from the economic recession.

At the same time the move towards more authentic work-based learning is changing the role and activities of trainers. A series of studies have talked of a move away from didactic classroom and workshop-based training towards facilitating enquiry-based learning.

Theme 2: E-learning as a challenge for trainers, teachers, and learners in vocational  education

E-Learning is increasingly impacting on training. Larger enterprises are developing in-house e-learning programmes for employees. The internet is increasingly being used for informal learning. Internet-based tools offer opportunities for accessing learning in the workplace and for communication. E-portfolios can be used to record and reflect on learning. Web 2.0 tools offer opportunities to develop customised multi-media materials to support training.

Theme 3: New ways of learning and the re-definition of the role of trainers and teachers in vocational education

Studies and reports have documented a move away form classroom and work-based training towards work-based learning. Such learning is seen as being based on practice and thus developing applied work practice knowledge. Work based learning may also be more authentic and situated than classroom based training and may be more cost-effective in contributing to production processes.

At the same time some research suggests a move away from didactic training approaches towards the provision of coaching and mentoring.

Theme 4: Professional development and HRD for changing roles of trainers and teachers

With an increasing recognition of the importance of trainers and training and changing roles for trainers, the initial and continuing professional development of trainers is also coming under scrutiny. Research suggests that structures and processes for training trainers are fragmentary and differ widely in different countries, regions and sectors. In most countries there are not mandatory standards or qualifications for trainers. It may be that most trainers rely on personal networks and informal learning for their professional development.

I wrote a blog post earlier this week abut how much of our present training system is based on a deficit model – of looking at what skills and knowledge we think workers in particular occupation should have, at measuring what skills and knowledge they do have and then providing training to match the gap. I suggested this was an inefficient and reductionist approach, instead suggesting we should build from the skills an knowledge people have now to that which they could have with support for learning.

Today a call for tender dropped into my email box from the European Centre for  Vocational Education and Training (CEDEFOP). The tender is for data collection for skills obsolescence for older workers. And to my mind it illustrates just what we should not be doing. The tender says:

“Parallel and in close connection to its skill demand and skill supply activities, Cedefop is also analysing skill mismatch at various levels. To guide such analysis, five priorities for research have been identified. These priorities are: 1) improve measurement of skills and skill mismatch; 2) examine the persistence of skill mismatch and its impacts; 3) improve understanding of skill mismatch processes, its dynamics and the consequences of skill mismatch; 4) focus on skill mismatch for vulnerable groups on the labour market; and 5) improve data availability and use. The work carried out in the context of this tender and subsequent analysis by Cedefop aims to address aspects present in all research priorities simultaneously.

Attention among policy makers for skill obsolescence as an explanation for mismatch has increased significantly as a result of increasing changes in work and organisations. Cedefop (2009) concluded that from a lifelong learning policy perspective, the question of how and how fast skills become obsolete is crucial. However, this preoccupation has not been endorsed by current research, with most empirical studies dating back to the 1970’s and early 1980’s. Current research on skills obsolescence tends to focus on its impact on wages. Apart from some insights dating back to classical studies among engineers (for an overview, see Cedefop, 2009 and De Grip et al, 2002), little is known about how fast different types of skills become obsolete, how skill obsolescence interacts with training and skill development and how skills obsolescence processes work.”

The idea of matching the skills of individuals and the skills needed in an economy is a futile dream. Skills needs and usage are dynamic and constantly changing. Even more critical is that such approaches ignore the potential of skilled workers to shape production and work processes – and thus to develop innovation. The skills matching approach assumes a pseudo semi scientific, econometric formula for measuring skills. But lets look at the wording again. Much depends on how we interpret skills and I suspect this tender is very much based on a narrow Anglo Saxon understanding of skills and competences. But it is not the skills of the worker (or the worker themselves) who become obsolescent. rather it is that changing work processes and changing forms of production require new skills and knowledge – skills and knowledge that build on past learning. And older workers are often those with the experience to teach others – to be a Significantly Knowledgeable Other to use Vygotsky’s term.

A policy of innovation should be based on using to the full the skills and competences and workers and on developing workplaces to facilitate learning through meaningful work tasks – rather than using tools to measure how obsolescent older workers skills are.

I am much taken with David Hoover;s Top 5 Tips for Apprentices, based on his book ‘Apprenticeship Patterns‘, and reported on by James Taylor in the O’Reilly Radar blog. Although the book is looking at the Computer Industry the pedagogic approach could hold true for any knowledge intensive industry. Critically Hoover sees computing as a craft skill.

James Turners says:

“According to Hoover, one way to ease the transition into real life development is to use an apprenticeship model. His book draws on his own experience moving from being a psychologist to a developer, and the lessons he’s learned running an apprenticeship program at a company called Obtiva. “We have an apprenticeship program that takes in fairly newcomers to software development, and we have a fairly loose, fairly unstructured program that gets them up to speed pretty quickly. And we try to find people that are high-potential, low credential people, that are passionate and excited about software development and that works out pretty well.”

Hoover bases his approach to apprenticeship on Vykotsky’s idea of a Significant Other Person who he describes as a mentor.

“For people that had had successful careers, they only point back to one or two people that mentored them for a certain amount of time, a significant amount of time, a month, two months, a year in their careers.”

He also points to the potential of a distributed community of practice for personal learning, including finding mentors outside a company the ‘apprentice’ is employed in.

For me personally, I wasn’t able to find a mentor at my company. I was in a company that didn’t really have that many people who were actually passionate about technology and that was hard for me. So what I did is I went to a user group, a local Agile user group or you could go to a Ruby user group or a .net user group, whatever it is and find people that are passionate about it and have been doing it for a long time. I’ve heard several instances of people seeking out to be mentored by the leader, for me that was the case. One of our perspective apprentices right now was mentored by the leader of a local Ruby user group. And that doesn’t necessarily mean you’re working for the person, but you’re seeking them out and maybe you’re just, “Hey, can you have lunch with me every week or breakfast with me every other week.” Even maybe just talking, maybe not even pairing. But just getting exposure to people that have been far on the path ahead of you, to just glean off their insights.

And he points out the value of being that Significant Other Person to those providing the mentoring.

At a certain point in your career, your priorities shift from learning being the most important thing, to delivering software is the most important thing, then mentoring becomes part of your responsibilities. It’s something you take on if you’re following the craftsmanship mentality of apprentice to journeyman to master. And transitioning from apprentice to journeyman, part of that is taking on more responsibility for projects and taking on more responsibility for mentoring.

Although there is no explicit reference to Vygotsky in James Taylor’s review of Hoover’s book, the Top five Tips for Apprentices correspond to Vygotsky’s model of learning through a Zone of Proximal Development.

1. Understanding where you’re at.
2. Find mentors who are ahead of you in the field
3. Find some peers to network with.
4. Perpetual learning.
5. Setting aside time to practice

I haven’t read the book but intend to. It is rare to find an such a model for learning in an advanced knowledge based industry like computing. And the drawing of parallels with the craft tradition of apprenticeship provides a potential rich idea for how learning can be organised in today’s society

Pontydysgu is involved in a number of European projects. Typically, these projects involve partners from five or more organisations in different countries working together around a hared work plan. Projects can last from two to four years.

One of our main roles is to provide technologies to support project development. This is not unproblematic.

Whilst three or four years ago most projects were content with a simple web page giving access to project objectives and results, we have been trying to use technology to improve collaboration between the partners, who due to distance will usually only meet face to face two or three times a year.

Levels of experience and confidence in technologies varies greatly.

One of the biggest changes in the last two years has been the use of Skype and Flash Meeting for regular audio and video communication between meetings. Both are far from ideal. ‘Can you hear me?’ is still the most common sentence to be heard in many of these meetings. Talking participants through the Windows microphone and video set up panels is still a pain. But overall the use of such simultaneous communication tools has changed both the form and intensity of collaboration.

We have also seen a slow move towards using multimedia. The days when the outputs of projects were limited to downlaodable Word or PDF files is passing. More and more project members are experimenting with podcasts and video, although once more levels of expertise and confidence vary greatly.

Platforms have remained problematic. We experimented with ELGG and Joomla before moving to WordPress. The problem with all is that they were really too difficult for project participants to use. We largely failed to break the pattern to project partners ending us their content to put on the site. And without regular participation, project web sites remained largely static, with only flurries of activity as they were updated.

We have also experimented with social software platforms including Ning and Facebook. Ning is relatively easy to use, although limited in terms of design etc. And critically you lose control over your own data, when using externally hosted applications. Facebook groups are great for notification of events etc. but offer little else. Ownership issues are even more problematic.

We have also initiated a number of bulletin boards but these once more require a critical mass of activity before they really become of social use.

The reason we have looked at these platforms is the desire for more sociability in platforms for projects. That includes the look and feel and ease of use, but especially the foregrounding of presence. Who are the members of a project or network. Who are they working with? What are their interests and what are they doing? WordPress blogs are great but the reality is that few participants can be dissuaded to blog regularly on a project platform.We customised WordPress with a plug in called Freefolio and that helped in terms of showing presence but it was still hard showing participants remotely how to use the back end of WordPress.

Our latest experiment is with the Network for Trainers in Europe website.

The Network has the following aims:

• Provide an opportunity for exchanging experiences and knowledge though an easy to use web portal. Enable policy makers, managers and trainers to access ideas, materials and opportunities for professional development.
• Undertake a small-scale survey of the work of trainers and their professional support.
• Provide access to research and ideas through the organisation of workshops and on-line conferences.
• Enhance the quality of support for trainers by sharing effective practice.
• Stimulate new approaches to the training of trainers related to the concept of lifelong learning, knowledge sharing and peer learning.
• Encourage researchers and trainers to share information and materials based on practical experience.
• Bring together research and practice from different projects and initiatives throughout Europe.

Essentially the network is designed to bring people interested in the training and support of trainers together to share materials and experiences. We have migrated from the previous WordPress Freefolio site to Buddypress. And although the site is by no means finished (especially the stylingl, NB setting up new accounts is suspended at moment but will be back on by the weekend), I am enthusiastic about the potential of Buddypress. Firstly Buddypress is centred around people and the activities of members, offering much functionality often associated with commercial social software sites. secondly it is easy to use, with little need for users ever to go to the back end. thirdly, through the affordances of the individual and group wires (walls), friending etc. it makes it easy for members to contribute through gesturing rather than being forced to write substantial blog posts.

The proof of the pudding is of course in the eating. Will members use the new site. To some extent that will depend of what activities the project undertakes. But it will be very interesting to see if the use of a full blown social networking application can lead to enhanced communication and collaboration between researchers and trainers drawn form every European country.

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For the last two days I have been moderating at the second on-line international confernce on innovation in training Practice. the conference, organised by the EU funded Network of Trainers in Europe, took place on the Elluminate platform and attracted some 70 participants from twenty or so countries.

The conference was seen as an experiment: whilst on-line conferences are becoming more common in the educational technology community, they are rare in wider professional areas like teaching and training. For many who attended it was their first experience of such an event and despite the occasional bandwidth glitch, most seemed happy with the event.

In contrast to the first conference, held last November and largely organised and moderated by Pontydysgu, other members of the network took an active role in organising this years conference and also moderated the different sessions. This was exemplified by the second day bilingual session from Spain, with a link up with a live audience from Madrid.

There were four main themes for the conference:

• Innovations in Work-based Learning for VET Teachers and Trainers
• Equality and Diversity – Innovations in training practice for socially disadvantaged group
• Technology Enhanced Learning / ICT for innovation and training practice
• Innovations in company-based training

In his presentation on Creativity as a starting point of Innovation process, Stanislav Nemerzitski, from Estonia expored the idea of innovation and what it means within our society. Individual creativity, he said, was linked to societal ideas of innovation.

throughout the conference, presenters provided exampales of innovation. What made this conference special for me was the strong focus on practice, rather than systems. however, most of the examples were based on projects or initiatives, giving rise to the question of how such innovation could be sustained and how it could be mainstreamed through institutions. One presenter,  Anna Grabner from Austria suggested that it was through conferences such as this that innovations in practice could be shared and thus transferred and adopted to new working situations. She saw processes of institutional change as coming from a boottom up direction, based on innovatory practice.

The conference once more highlighted the importance of teachers and trainers. Not only were more and more people involved in training as some part of their work practice, but the roles of trainers were becoming broader and in many cases involved some degree of specialisation. This poses questions about the initial training of teachers and trainers and about opportunities for professional development.

Although the first afternoon of the conference was devoted to innovation in the use of Information and communication technology, the theme of technology and learning ran through the conference. It seemed apparent that the use of technology is now impacting on training practice – particularly through social networking and Web 2.0 technologies.

In parallel many contributions focused on the move towards more work based learning. Work based learning was often being driven by the rate of change in  products and processes and in work organisation. Within such a focus informal learning was also receiving more attention. However, work based learning also required attention to be paid to the design of work and of the workplace in order to facilitate learning.

The role of research was another ongoing point of discussion. Research was seen as important in theorising innovation in practice in order to allow their sustainability and transfer. This required new tools to help practitioners and researchers gain a deeper understanding of processes and outcomes of innovation.

In terms of the skills and knowledge required by trainers pedagogic skills (in tecahing and learning) and a knowledge of the labour market were highlighted. many of the presentations highlighted the need for professional development and the training of trainers, especially in the area of new technology. this raises the issue of who such professional development can be organised. it was suggested that networking is important in this regard through the development of Personal Learning Networks. Indeed going further, it might be that involvement in innovation and projects might be the basis for Professional Development. In her keynote presentation, Lilia Efimova from the Netherlands looked at how blogging could support reflection and learning. Reflection in innovation could possibly provide support for teachers and trainers to take part in further innovation, thus developing an ecology of sustainable innovation in practice.

If you missed the confernce and would like to catch up on the sessions, the first day recordings are already available on the Network of Trainers in Europe website. And the slides from the seventeen presentations can be found on the slideshare embed at the top of this post. Check them out – there is some good stuff there.

The

Next week – 9 and 10 November – sees the Second International Open On-line Conference on Innovation in Training Practice.

Although on-line conferences are becoming common in technology related fields, it is particularly heartening to see such practices spreading out to wider communities of research and learning. The free conference, organised by the EU funded Network to Support Trainers in Europe,  is for all those interested in the training and professional development of teachers and trainers. This includes teachers, trainers, researchers, managers and policy makers.

• Innovations in Work-based Learning for VET Teachers and Trainers
• Quality and Diversity: Innovations in training practice for socially disadvantaged group
• Technology Enhanced Learning / ICT for innovation and training practice
• Innovations in company-based training

Each theme lasts half a day, with two or three speakers from a wide range of countries per theme, with plenty of space for discussion. You can find the conference programme on the Trainers in Europe web site. The conference is open – you can find the links for the Elluminate rooms for the different sessions on the Trainers in Europe Web site but please register here so we can send you out more details.

Last year Pontydysgu organised the first online conference on the training of trainers as part of our work with the Network for Trainers in Europe. Some seventy participants joined the conference from twenty-six different countries.

This year on 9 and 10 November we are organising a follow up conference on “Innovation in Training Practice.” The conference if free and open to all those interested n the subject. An online enrollment form will be made avaiable in the next two weeks. In the meantime we have put out a call for particpation. Wales Wide Web readers will be very welcome to take part.

CALL for PARTICIPATION

About the Network

The European Commission funded Network to Support Trainers in Europe examines the role of trainers by looking at different aspects of training practice and policy. A key objective is to foster exchange between training practitioners, researchers, policy makers and stakeholder institutions. Topics that the Network addresses include trainers’ work, skills, status, professional profile, the recognition of their work and trainers’ continuing professional development.

While the Network seeks to establish support structures for trainers in different European countries, we also have created an on-line platform to link different initiatives, studies and activities on trainers at the European and international level. The platform provides access to research results and recent developments in policy and practice as well as practical tools for practitioners and the training of trainers. A communication forum for practitioners, researchers, managers and policy makers is also available.
In 2008 a main activity of the Network was an online conference which involved some 70 participants. Given that this conference was highly successful, we wish to build on this with a second online conference this year.

Who is the conference for?

The conference is for all those interested in the training and professional development of teachers and trainers. This includes teachers, trainers, researchers, managers and policy makers.

About the conference

The conference will take place on through the internet. We hope this will not only reduce the carbon footprint of our activities, but will allow wide participation by those who might not be able to travel. The conference will utilise simple web-based tools and will be accessible by anyone with an internet connection and a web browser.

For those of you not used to presenting on the internet, we will provide full technical support and a short pre-conference training course.

Conference themes

The conference will be organised around four themes.

Theme 1 – Innovations in Work-based Learning for VET Teachers and Trainers

Work-based learning is seen as being based on practice and supporting the development of applied work practice knowledge. Against classroom-based training it tends to be more authentic and situated and may be more cost-effective in contributing to production processes. Issues to be explored in this session include:

• How can the work environment be organised to support work-based learning?
• What are the pedagogic approaches to work-based learning?
• What role does work process knowledge play in the context of work-based learning?
• How can the curriculum be organised to support work-based learning?

Theme 2: Equality and Diversity: Innovations in training practice for socially disadvantaged groups

The provision of training for socially disadvantaged groups is a high priority for the European Commission and for many European governments. Social disadvantage may have a wide variety of meanings – including gender, ethnicity, the long-term unemployed, ex prisoners, refugees etc. Targeted provision for these groups is usually focused on social inclusion within education and training or within the workforce. Issues to be explored in this session include:

• Approaches to mainstreaming for socially disadvantaged groups;
• Innovative pedagogic approaches to training targeted at socially disadvantaged groups;
• Innovative institutional arrangements for the training for socially disadvantaged groups;
• Recognising prior learning and achievement for socially disadvantaged groups;

Theme 3: Technology Enhanced Learning / ICT for innovation and training practice

e-Learning is increasingly impacting on training. Larger enterprises are developing in-house e-learning programmes for employees. The internet is increasingly being used for informal learning. Internet-based tools offer opportunities for accessing learning in the workplace and for communication. E-portfolios can be used to record and reflect on learning. Web 2.0 tools offer opportunities to develop customised multi-media materials to support training. Issues to be explored in this session include:

• What is the impact of e-learning on training and the activities of trainers?
• How can we best use e-learning to support trainers?
• How can we encourage and recognise informal internet based learning?
• What is the impact of social software and Web 2.0 on training and learning?

Theme 4: Innovations in company-based training

The present high rate of change in processes and products and technology implementation is driving a focus on lifelong learning and company-based training. This can take different forms including formal courses, on the job learning, coaching and Technology Enhanced Learning and includes both initial and continuing vocational training. There is also increasing interest in informal learning in companies and in the recognition of informal learning. Competence development and frameworks for competence development are another theme which has attracted much debate over the past period. Issues to be explored in this session include:

• Innovative learning arrangements in companies;
• Developing learning rich or learning conducive working environments;
• Fostering and facilitating informal learning in companies;
• Developing strategies for competence development and organisational learning within companies.

Conference Structure

The conference will take place over two days. On each day there will be two formal sessions, one for each of the themes. Each session will last for about two hours, allowing four presentations of 15 minutes each, with 15 minutes of discussion.

The live sessions will utilise on-line e-conferencing software, allowing video and audio presentations and feedback from participants. Sessions will be recorded and made available for later viewing. Papers will be made available to participants in advance and the conference will also provide opportunities for asynchronous text-based discussion.

There will also be an parallel on-line exhibition. Details of this will be the subject of a later call.

Call for participation

We invite ideas from people who are interested in contributing to the conference. We are especially interested in supporting contributions from those who have not presented before at an online conference. Support will be available for participants in developing their presentations and in using the online conference platform. We are open to different formats for the sessions. We are not requiring a formal abstract but would like to here your ideas on what you might wish to present and any ideas you have on how you might do this.

Ideas for participation might include (but are not limited to):

• Informal conversations
• Workshops
• Petcha-kutcha
• Showcasing examples of practice, artefacts, handbooks etc.
• Videos about practice or projects
• Research, papers

Please email your ideas to Cristina Costa cristinacost [at] gmail [dot] com and/or to Graham Attwell graham10 [at] mac [dot] com to discuss your ideas.

Timetable

October 4 – Deadline for submission of ideas
October 20 – notification of results of review

More information

If you would like more information you can access the Network’s web site at http://www.trainersineurope.org/. You can also email the project coordinator Simone Kirpal – kirpal [at] uni-bremen [dot] de– or the conference organiser Graham Attwell – graham10 [at] mac [dot] com. Registration details and further information about the conference will be available on the platform shortly.

Last week I was at the final event of a series of six workshops on the training of teachers and trainers. The workshops were organised as part of a policy consultation exercise by the European Commission, who regard the training of teachers and trainers as a priority area in terms of economic and social development.

Whilst leading to interesting discussions and interchange between researchers, policy makers and practitioners in different European countries, there was only limited agreement over what measures should be taken. The lack of agreement reflects, I think, major changers in education leading to a series of dilemmas.

firstly the move towards lifelong learning is resulted in more and more people having some responsibility for the learning of others as part of their jobs. They will often not identify themselves as trainers. And at the same time the opportunities for professional development and learning in different contexts are becoming braider, especially through the internet. Indeed one issue which perplexed participants as the workshop was just who should be considered a trainer.

Some at the workshop wished to introduce more regulation as a means of professionalising training and raising quality. But others pointed out that this would only really help professional full time trainers – those already with access to opportunities for professional development – and that with the increased use of the internet for learning, it would be impossible for any one nation state to regulate trainers.

There was also some discussion on the differences between vocational teachers and trainers. It was pointed out that whilst they often worked in very different contexts, both groups were responsible for the learning of others. Were the differences in job designation just a construct of our education and training systems? And with learning moving outside the institution could such constructs be maintained in the future?

On the whole there was some consensus that learning would take place in wider contexts in teh future and would tend to become part fo everday living and work. But on the issue of how within that scenario to provide support and professional development for thsoe responsible for supporting the learning of others, the workshop particpants remained puzzled. More on this issue in future posts.

For years past, projects have routinely included electronic and video conferencing as a means of communication between meetings. Of course, this rarely happened. Ultimately, the technology was not up to it. But in the last two years, with improvements in bandwidth and the release of new and better platforms, video conferencing has become common, for project meetings and discussions for seminars and dissemination and for conferences and events.

In my experience, organising an online event is not much easier (or that matter different) from organising a face to face meeting. And moderating such events is similar in many ways. But of course there are some differences. This afternoon I am moderating (along with Josie Fraser) the first of three short events for the Jisc SSBR project, on how to run events using the Elluminate platform. Over the last year I have run regular events, using both Elluminate and the open source (and free) Flash meeting service. Although feature sets differ, I do not think there are great differences in how to plan and run online events, dependent on platform.

Yesterday, I tried to write my ten tips for online moderators. Here I share them on the blog, and in line with my attempts to crowd source presentations, would welcome additions and comments from readers.

1. Schedule time for participants to try out the software. Ideally participants should have the opportunity to test and explore the software in a sandbox in an advance of a meeting, with online help available. This is especially important if presenters have not used a platform before. Most technical problems are with microph0ne and video settings and can easily be solved. But this can be disruptive when a meeting has started.
2. Open the room 30 minutes before the session. A simple tip but often forgotten. People usually turn up to meetings a little early. If the room is not open this is confusing and off-putting.
3. Greet the participants as they arrive and prompt people informally to try out the microphone and try the text box – if they arrive ahead of time.
4. If no-one is talking it is very quiet! This is one of the big differences to face to face meetings. there you can see people and see what is happening. In online meetings if no-one is talking it is impossible to know what is going on. Thus, in the run up to a meeting, the moderator should encourage informal chat, if only to provide a context for what is happening.
5. Before stating the session remember the housekeeping tips. People normally know the social rules for face to face meeting interaction. Such rules are less transparent in online platforms. And even if users are experienced in online meetings, it is worth quickly running through the platform features.
6. Remember online sessions can be tiring – shorter may be better. This is a big one for me. Following online presentations and online interaction using different media requires a lot of concentration. Allow regular breaks between sessions. But also think about the length of presentations. Consider breaking up longer presentations into sections to allow participants to respond.
7. How you run the session will depend to an extent on how many people there are. Like most of these tips, the same applies to face to face sessions. Managing large numbers of people in an online session can be difficult – especially if you want to use break out sessions. It can be useful to have several moderators with different roles – for example one person moderating the audio, another monitoring the chat for useful comments and another handling technical difficulties. Elluminate allows multiple microphones – this seems to help interaction in smaller meetings but can be difficult to manage in larger conferences.
8. Encourage interaction – using audio, text and the whiteboard. One of the bonuses of online meeting platforms is that they provide multiple channels for simultaneous interaction. Although participants often find the chat channel distracting initially, it often offers a rich parallel communication to the audio. Presenters may find it too difficult to follow whilst making their presentation so it can be useful for the moderator to summarise questions and key contributions from the chat. The white board can also allow interaction – although presenters need confidence on how to use this productively.
9. Learn to listen. A bit obvious. But all too often, moderators write their scripts in advance and plough on regardless of what people are saying or writing. Remember you are there to guide and moderate the meeting – not to act as a presenter yourself. That means you have to be very concentrated on what is going on and sometimes to prompt and guide the discussion.
10. Back channels can be useful. A small tip but it may be useful. I have found that having a skype channel open to the other moderators is useful for communicating during the course of the meeting.

Those are my tips. What are yours?