BSA/EUBSA Distance Learning Concept   

Why Use a Distance Learning Strategy?

There are many reasons why BSA/EUBSA has chosen a distance learning strategy to deliver much of its training to the security experts workforce.

First, the workforce is widely dispersed, making it expensive in time and money for instructors to travel to the learners. In fact, BSA/EUBSA does not have enough instructors in any subject to be able to deliver a course to every part of the security students. It would be almost prohibitively expensive for learners to come to a BSA/EUBSA facility for a length of time, courses would become a lot more expensive.

Second, instruction using a distance learning strategy can be designed to allow learners to fit the instruction into their schedules when it is convenient for them. They are not locked into a fixed period of time. They can read printed text, watch a video, or work on computer-based instruction and still meet their regular responsibilities.

Third, instruction using a distance learning strategy can be designed to allow learners to progress at their own rates; they can skip over what they already know or repeat parts they have difficulty with.

Fourth, for many students working in some kind of job somewhere, it would simply not be possible to participate in a study or training programme, for simple time reasons.

How Do We Know It Works?

Evaluation plays an increasingly important role in BSA/EUBSA's distance learning efforts. For some instruction that carries continuing education credit, BSA/EUBSA uses a final exam that is designed to measure mastery of the instruction. Information is also routinely collected on learner perceptions of the instructors, the delivery medium, the content and other features of distance learning efforts that are strictly instructional. Many evaluations are being broadened to allow learners to develop action plans for applying what they have learned on the job. Thus far, these evaluations indicate that well-designed instruction using a distance learning strategy is preferred to other approaches.

In the future, a greater emphasis will be placed on collecting data on distance learning efficiency from a range of key "stakeholders"—supervisors, distance learning coordinators, group leaders, site facilitators, instructors, professional associations, and others.

What Makes It Work?

In a word: PEOPLE. For BSA/EUBSA, this means people at BSA/EUBSA and people working for us as advisers and tutors. The key players include the learners themselves and those who support their involvement, this in some cases maybe an employer, parents etc.

BSA/EUBSA has found that success in distance learning relies first on how well it is designed. We use specialists in instructional design at every step, up to and sometimes including implementation. For example, instructional designers

•establish who the audience is, what training they need, whether there are any constraints on either BSA/EUBSA or the audience in delivering or receiving the training

•determine the best media for delivering the training and design the "package," which may include a mix of media

•develop all parts of the training as designed—for example, computer-based instruction, video scripts, print-based manuals

•participate in designing and conducting formative evaluation of the design and materials

•coordinate, in many instances, the delivery of the training by, for example, preparing facilitators guides, writing scripts for speakers, holding practice sessions for speakers

TECHNOLOGIES & APPLICATIONS

When planning and implementing distance learning systems for security related topics, understanding the needs involved is important. These technologies are organized into three areas: books, computers, and video. Before beginning a discussion of these technologies, understanding several concepts will be helpful.

Convergence: While the books, computer, and video industries have traditionally been separate, today's changing technological arena is blurring these distinctions. The common denominator is information in a digital format, making it possible for telephone networks to deliver video and data services and cable companies to offer telephone service. Computers are the central means for modern distance learning formats.

Interaction : The level of interaction between instructors and learners in distance learning systems varies. Correspondence courses provide one level of interaction, satellite video programs to another, and two-way video yet another. Interaction does not always need to be a real-time communication. Good examples of non- real-time interaction include voice mail and email.

Distance Learning Systems: A comprehensive distance learning system will include a combination of technologies. For example, in a distance learning system that uses video as the primary method of delivery, voice mail, electronic mail, networked multimedia databases and fax technologies might be employed for additional interaction between learners and faculty and to provide support services for the distance learning system.

Point to point vs. multipoint: As the name implies, a point to point connection involves interaction between two locations, and a multipoint connection involves three or more locations simultaneously. These terms are used to describe all types of conferencing: voice, data, and video.

Bridging: Multipoint connections are created using an audio bridge for voice only conferences or a Multipoint Control Unit (MCU) for connecting video calls. Network based multipoint services, billed on a usage basis, are available from AT&T, or AT&T's Definity based multipoint technology can be installed at the customers site as part of the distance learning system.

Analog vs. Digital: Today's distance learning technology is a mix of analog and digital technology. These terms refer to the characteristics of representing information in electronic form. Analog is a continuous waveform representation that varies by time and intensity whereas digital representation codes everything into a binary language of ones and zeros. Traditionally, voice and video technologies were analog. Computer technology is digital. The convergence of these media is creating all digital systems. The challenge is to best leverage what exists today within the vision of the digital future.

BOOKS

Reading assignments have been around for many, many years. They still are an extremely effective way of learning. BSA/EUBSA uses reading assignments and book reports to transport the bulk of the basic knowledge necessary for any competent security expert. We know that many of the more “hands-on”-oriented students would rather dive right into the adventures… but you cannot expect gaining any true expertise without true studies. Studying means learning, and at the end of the day it still comes down to READING, whether you read in the internet or a “real” book or maybe an eBook.

Reading, digesting what has been read and writing a book report about it still is probably the best way to learn and for the teacher to check if a learner has REALLY understood.

COMPUTER TECHNOLOGY

Personal computer technology is becoming the most important, integrated element for distance learning. Some powerful applications for computer technology include communication, search and retrieval of information resources from a global network environment such as the Internet, access to collaborative learning environments, and desktop videoconferencing. Since you will almost always need to use computers later on in your daily work, it makes sense to start using computers all the time.

The technology of computer based distance learning starts with the desktop computer, and can include a variety of peripheral devices and communications tools. Connectivity to networks is provided by either a modern and telephone line or a direct connection to high speed data networks. The computer may serve as the primary distance learning platform, as in Computer Based training, or as a support system in other distance learning environments. A good example of the latter is the use of email for communication between learners and instructors.

Some applications that use the personal computer platform for distance learning are:

Computer Based Training (CBT): The electronic version of the correspondence course, CBT is typically self-paced instruction that learners access from desktop computers. The training materials might be installed on the local computer, CD-ROM, Laserdisk, or accessed from a computer network.

Email: Electronic mail allows learners and instructors to communicate across time and distance using typed messages sent over both local and global networks.

On-line classes: This term refers to courses where lectures, readings, and assignments are posted on computer bulletin boards and learners access and download the course materials. Other applications such as email are used for private communication between learners and instructors.

Computer Conferencing: Interactive computer based communication environments can be real time "chat" modes where participants converse by typing on the keyboard or modes where communications are posted to electronic discussion groups called bulletin boards.

Groupware: This is the term used to describe some emerging applications that allow an electronic work space for collaborative work, sharing of ideas, and group process. Starting with the conferencing concept above, groupware is able to store, sort, and organize the inputs of participants and to support group processes such as idea generation, evaluation and consensus building.

AUDIOGRAPHIC TECHNOLOGY

The combination of the telephone and the computer creates a distance learning application called audio graphics. In this environment the telephone is used for voice interaction and the computer is used for sharing graphic materials and collaborative work. Participants can interact with visual presentations and audio conference at the same time. Applications using audio graphics can range from one-time training exercises to semester-long academic course work.

Each site is equipped with speakerphone, computer and software, modem, and optional peripheral devices like mouse, graphics tablet, scanner and camera.

Class sessions are set up using the switched telephone network (standard telephone lines). Some audio graphics systems combine the voice and computer signals on a single phone line. Other systems use two phone lines, one for voice and one for the computer. Connections can be either point to point or bridged into multipoint sessions.

VIDEO TECHNOLOGY

The ability for instructors and students to see and hear one another brings new levels of Interaction to the distance learning experience. Collaborative problem solving, demonstration, behavior modelling, and skills practice are all enhanced by the addition of video. Distance learning applications using video technology fall into two general categories, one-way video and two-way video.

One-Way Video: The distinguishing characteristic with this distance learning application is that video signals are transmitted in one direction, from the instructor to the learners. The most common method of delivering the broadcast is by satellite. Components of a satellite broadcast system include the origination site, the satellite uplink for transmission of the program to a satellite orbiting the earth, the satellite transponder that receives the earth signal and retransmits that signal back to earth, satellite downlink equipment, and finally a site for people to view the program on standard television monitors.

The program that originates from one site is transmitted by satellite to a "footprint" that covers a very wide area. For example, satellite programs originating at one site in North America can be received simultaneously at a limitless number of sites anywhere in the United States, thus serving a geographically dispersed audience. Real time interactivity among the sites and the originating location is accomplished using telephones, data collection key pads, and faxes.

Two-way Video: Another distance learning system provides video and audio communications in both directions between learners and instructors. This is referred to as two-way video. All locations in a two-way video system are equipped with cameras, monitors, and microphones. Point to point and multipoint connections link learning sites and instructors and learners can see and hear each other. These connections use circuits that can deliver a range of video services. In each system, the learning site is equipped with cameras, microphones and other peripheral equipment to support the full range of instructional needs.

Compressed Video: These systems offer the flexibility of a variety of bandwidth services to the user. The audio and video signals go through digital signal processing that reduces the amount of information that is sent from location to location. These compressed signals can be sent to virtually any location via satellite or over the switched telephone network. Using digital lines and services such as DSL, the quality of the picture is a function of how the bandwidth is used.

Compressed video is widely in use over the internet. This format is the one in use mostly, when we talk about video conferencing or video in general. BSA/EUBSA does not use other formats besides the “streaming media” or the more recent podcasts, of course with the exception of DVD videos.

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