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Using the IBM Lotus Virtual Classroom : A Best Practices Guide to e-Learning.

By: Material type: TextTextPublisher: Durham : I B M, 2003Copyright date: ©2003Edition: 1st edDescription: 1 online resource (316 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9780738429410
Subject(s): Genre/Form: Additional physical formats: Print version:: Using the IBM Lotus Virtual ClassroomLOC classification:
  • HF5549.5.T7 -- U85 2003eb
Online resources:
Contents:
Front cover -- Contents -- Notices -- Trademarks -- Preface -- The team that wrote this redbook -- Become a published author -- Comments welcome -- Part 1 Introduction to Virtual Classroom -- Chapter 1. What is a live virtual classroom -- 1.1 Definition of a live virtual classroom -- 1.2 Features of Virtual Classroom -- 1.2.1 Virtual Classroom standalone mode -- 1.2.2 Virtual Classroom integrated with LMS -- 1.3 Differences from the Sametime product -- 1.4 Live virtual classroom benefits -- 1.4.1 Benefits versus classroom-based training -- 1.4.2 Benefits versus asynchronous Web-based training -- 1.5 Live virtual classroom limitations -- 1.5.1 Limitations versus classroom-based training -- 1.5.2 Limitations versus asynchronous Web-based training -- Chapter 2. Tools of the IBM Lotus Virtual Classroom -- 2.1 Communication tools -- 2.1.1 Real-time audio -- 2.1.2 Real-time video -- 2.1.3 Chat -- 2.2 Other live virtual classroom tools -- 2.2.1 Whiteboard -- 2.2.2 Screen sharing -- 2.2.3 Polling -- 2.2.4 Web tour -- 2.2.5 Breakout sessions -- 2.2.6 Outlines -- 2.2.7 Hand-raising -- 2.2.8 Recording sessions -- Chapter 3. Let's take a test drive -- 3.1 The learner test drive -- 3.2 The instructor test drive -- 3.2.1 Taking a course -- 3.2.2 Course Builder -- 3.2.3 About the Library -- 3.3 The administrator test drive -- 3.3.1 Managing registered users and user profiles -- 3.3.2 Managing the course catalog -- 3.3.3 Managing servers -- 3.3.4 Managing site settings -- Chapter 4. Inside the IBM Lotus Virtual Classroom 1.0 -- 4.1 Architecture overview -- 4.2 Domino -- 4.2.1 Domcfg.nsf and VCMMLogin.nsf databases -- 4.2.2 VCMM.nsf database -- 4.2.3 Utility.nsf -- 4.3 QuickPlace -- 4.4 Sametime -- 4.4.1 Anonymous access to Sametime meetings -- 4.4.2 Denying access to anonymous users -- Part 2 Implementing Virtual Classroom.
Chapter 5. Planning a Virtual Classroom deployment -- 5.1 Designing an appropriate network topology -- 5.2 Servers -- 5.2.1 Management server load -- 5.2.2 Classroom server load -- 5.3 Client -- 5.3.1 Client PC -- 5.3.2 Client networking -- 5.3.3 Client browser -- Chapter 6. Installing Virtual Classroom -- 6.1 Prerequisite knowledge -- 6.2 Supported server configuration -- 6.2.1 The management server -- 6.2.2 The classroom server -- 6.3 System requirements -- 6.3.1 Server hardware -- 6.3.2 Server software -- 6.3.3 Client compatibility -- 6.3.4 Important notes and assumptions -- 6.4 Installation overview -- 6.4.1 Before you begin -- 6.4.2 Planning user management -- 6.5 Management server installation -- 6.5.1 Install and configure the first Domino server -- 6.5.2 Installing and configuring the clients -- 6.5.3 Pre-register the additional Domino server -- 6.5.4 Configure Web Single Sign-on (SSO) -- 6.5.5 Configure the Directory -- 6.5.6 Install QuickPlace -- 6.5.7 Install IBM Lotus Virtual Classroom -- 6.6 Installing the Classroom server -- 6.6.1 Install the additional Domino server -- 6.6.2 Install Sametime -- 6.6.3 Install Sametime 3.0 Service Pack 1 -- 6.6.4 Install Virtual Classroom -- 6.7 Accessing Virtual Classroom -- Chapter 7. User management -- 7.1 Permissions groups -- 7.2 User registration and authentication -- 7.2.1 User management using an external LDAP directory -- 7.2.2 User management using the local directory -- Part 3 Using Virtual Classroom -- Chapter 8. Roles and responsibilities -- 8.1 Traditional roles -- 8.2 Roles in the live virtual classroom -- 8.2.1 Learners -- 8.2.2 Teachers -- 8.2.3 Developers -- 8.2.4 Support -- 8.2.5 Course administrators -- Chapter 9. Analysis -- 9.1 Analysis scenario -- 9.2 Identify the training need -- 9.3 Identify constraints -- 9.3.1 Budget -- 9.3.2 Personnel -- 9.3.3 Timeline.
9.3.4 Profile your audience -- 9.3.5 Verify the technical infrastructure -- Chapter 10. Design -- 10.1 Design scenario -- 10.1.1 Gathering resources -- 10.1.2 Building the curriculum map -- 10.1.3 Scripting the sessions -- 10.2 Identify the learning outcomes -- 10.3 Collect available resources -- 10.4 Create a blended curriculum -- 10.5 Creating a script for a session -- 10.5.1 Selecting a session type -- 10.5.2 Choosing an audio/video delivery method -- 10.5.3 Pre-presentation activities -- 10.5.4 Orient new participants to the virtual classroom -- 10.5.5 Establish ground rules -- 10.5.6 Beginning the session -- 10.5.7 Content presentation and interactions -- 10.6 Effective use of the classroom tools -- 10.6.1 Text items -- 10.6.2 Presentation files -- 10.6.3 Web pages -- 10.6.4 Screen sharing -- 10.6.5 Assessments -- 10.6.6 Question sets -- 10.6.7 Effective use of breakout sessions -- Chapter 11. Development -- 11.1 Development scenario -- 11.2 Course setup -- 11.3 Developing the course outline -- 11.4 Presentation files -- 11.4.1 Creating presentation files -- 11.4.2 Tips for graphics in presentation files -- 11.4.3 File conversion -- 11.4.4 Converting files with the Sametime Print Capture facility -- 11.4.5 Tips for Lotus Freelance Graphics presentations -- 11.4.6 Additional materials -- 11.5 Scheduling the sessions -- 11.5.1 Testing your session -- 11.5.2 Notes on creating and editing class sessions -- Chapter 12. Implementation -- 12.1 Implementation scenario -- 12.2 Pre-session -- 12.2.1 Administrator and Help Desk preparation -- 12.2.2 Marketing -- 12.2.3 Enrollment and communications -- 12.2.4 Practice for the producer, facilitator, and SMEs -- 12.3 Session delivery -- 12.3.1 Tips for facilitators -- 12.3.2 Tips for producers -- 12.3.3 Tips for learners -- 12.4 Post-session -- Chapter 13. Evaluation -- 13.1 Evaluation scenario.
13.1.1 Level one: Reaction -- 13.1.2 Level two: Learning -- 13.1.3 Level three: Behavior -- Part 4 Live virtual classroom in context -- Chapter 14. Blended learning and e-Learning components -- 14.1 The IBM 4-Tier learning model -- 14.1.1 Tier 1: Learn from information -- 14.1.2 Tier 2: Learn from interaction -- 14.1.3 Tier 3: Learn from collaboration -- 14.1.4 Tier 4: Learn from co-location -- 14.2 e-Learning components -- 14.2.1 Learning management system -- 14.2.2 e-Learning authoring tools -- 14.2.3 e-Learning delivery systems -- 14.2.4 Web-based training delivery -- 14.2.5 Asynchronous collaborative delivery -- 14.2.6 Synchronous collaborative delivery -- 14.2.7 Learning content management systems -- 14.2.8 Informal learning -- 14.3 Blended solutions -- 14.4 Blended learning and live virtual classrooms -- Chapter 15. Making the case for e-Learning -- 15.1 The learning evolution -- 15.2 Value propositions -- 15.2.1 Cost reduction -- 15.2.2 Globalization -- 15.2.3 Mobile workforce -- 15.2.4 Reduced cycle times -- 15.3 Learning and return on investment (ROI) -- 15.3.1 Steps to calculating ROI -- 15.3.2 A case study using live virtual classroom technology -- 15.4 IBM, an e-Learning company -- Chapter 16. Cultural adoption and organizational readiness -- 16.1 Learning strategy in the organization -- 16.2 Share the vision across the organization -- 16.3 Lay the foundations for an e-Learning strategy -- 16.4 Implement the strategy -- 16.4.1 Integrate technologies -- 16.4.2 Do not "roll-out" -- 16.4.3 Culture change takes time -- 16.5 Transitioning to new roles -- 16.5.1 Overcoming resistance -- 16.5.2 Traditional training personnel in a new context -- 16.6 Assess the effectiveness of e-Learning -- 16.6.1 Ten things we know about good learning -- 16.6.2 Quality assurance -- Appendix A. Technotes -- Installing on the Session Server takes too long.
Problem -- Solution -- To troubleshoot a lengthy install -- Eliminating SMTP relay weakness -- Problem -- Solution -- Appendix B. Analysis Worksheet -- Appendix C. Script Worksheet -- Appendix D. Curriculum Map Worksheet -- Appendix E. LotusScript user export routines -- E.1 Before you begin -- E.2 What the code does -- E.3 Setting up your virtual classroom export routines -- E.3.1 Creating the UserMigration LotusScript library -- E.3.2 Creating the agents -- E.3.3 Using the agents -- Appendix F. Troubleshooting -- Online Help -- Known limitations -- General information -- Installation -- Non-English character support -- Creating courses -- Scheduling sessions -- Enrolling in sessions -- Running sessions -- User administration -- Related publications -- IBM Redbooks -- Other resources -- Education -- Referenced Web sites -- How to get IBM Redbooks -- IBM Redbooks collections -- Index -- Back cover.
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Front cover -- Contents -- Notices -- Trademarks -- Preface -- The team that wrote this redbook -- Become a published author -- Comments welcome -- Part 1 Introduction to Virtual Classroom -- Chapter 1. What is a live virtual classroom -- 1.1 Definition of a live virtual classroom -- 1.2 Features of Virtual Classroom -- 1.2.1 Virtual Classroom standalone mode -- 1.2.2 Virtual Classroom integrated with LMS -- 1.3 Differences from the Sametime product -- 1.4 Live virtual classroom benefits -- 1.4.1 Benefits versus classroom-based training -- 1.4.2 Benefits versus asynchronous Web-based training -- 1.5 Live virtual classroom limitations -- 1.5.1 Limitations versus classroom-based training -- 1.5.2 Limitations versus asynchronous Web-based training -- Chapter 2. Tools of the IBM Lotus Virtual Classroom -- 2.1 Communication tools -- 2.1.1 Real-time audio -- 2.1.2 Real-time video -- 2.1.3 Chat -- 2.2 Other live virtual classroom tools -- 2.2.1 Whiteboard -- 2.2.2 Screen sharing -- 2.2.3 Polling -- 2.2.4 Web tour -- 2.2.5 Breakout sessions -- 2.2.6 Outlines -- 2.2.7 Hand-raising -- 2.2.8 Recording sessions -- Chapter 3. Let's take a test drive -- 3.1 The learner test drive -- 3.2 The instructor test drive -- 3.2.1 Taking a course -- 3.2.2 Course Builder -- 3.2.3 About the Library -- 3.3 The administrator test drive -- 3.3.1 Managing registered users and user profiles -- 3.3.2 Managing the course catalog -- 3.3.3 Managing servers -- 3.3.4 Managing site settings -- Chapter 4. Inside the IBM Lotus Virtual Classroom 1.0 -- 4.1 Architecture overview -- 4.2 Domino -- 4.2.1 Domcfg.nsf and VCMMLogin.nsf databases -- 4.2.2 VCMM.nsf database -- 4.2.3 Utility.nsf -- 4.3 QuickPlace -- 4.4 Sametime -- 4.4.1 Anonymous access to Sametime meetings -- 4.4.2 Denying access to anonymous users -- Part 2 Implementing Virtual Classroom.

Chapter 5. Planning a Virtual Classroom deployment -- 5.1 Designing an appropriate network topology -- 5.2 Servers -- 5.2.1 Management server load -- 5.2.2 Classroom server load -- 5.3 Client -- 5.3.1 Client PC -- 5.3.2 Client networking -- 5.3.3 Client browser -- Chapter 6. Installing Virtual Classroom -- 6.1 Prerequisite knowledge -- 6.2 Supported server configuration -- 6.2.1 The management server -- 6.2.2 The classroom server -- 6.3 System requirements -- 6.3.1 Server hardware -- 6.3.2 Server software -- 6.3.3 Client compatibility -- 6.3.4 Important notes and assumptions -- 6.4 Installation overview -- 6.4.1 Before you begin -- 6.4.2 Planning user management -- 6.5 Management server installation -- 6.5.1 Install and configure the first Domino server -- 6.5.2 Installing and configuring the clients -- 6.5.3 Pre-register the additional Domino server -- 6.5.4 Configure Web Single Sign-on (SSO) -- 6.5.5 Configure the Directory -- 6.5.6 Install QuickPlace -- 6.5.7 Install IBM Lotus Virtual Classroom -- 6.6 Installing the Classroom server -- 6.6.1 Install the additional Domino server -- 6.6.2 Install Sametime -- 6.6.3 Install Sametime 3.0 Service Pack 1 -- 6.6.4 Install Virtual Classroom -- 6.7 Accessing Virtual Classroom -- Chapter 7. User management -- 7.1 Permissions groups -- 7.2 User registration and authentication -- 7.2.1 User management using an external LDAP directory -- 7.2.2 User management using the local directory -- Part 3 Using Virtual Classroom -- Chapter 8. Roles and responsibilities -- 8.1 Traditional roles -- 8.2 Roles in the live virtual classroom -- 8.2.1 Learners -- 8.2.2 Teachers -- 8.2.3 Developers -- 8.2.4 Support -- 8.2.5 Course administrators -- Chapter 9. Analysis -- 9.1 Analysis scenario -- 9.2 Identify the training need -- 9.3 Identify constraints -- 9.3.1 Budget -- 9.3.2 Personnel -- 9.3.3 Timeline.

9.3.4 Profile your audience -- 9.3.5 Verify the technical infrastructure -- Chapter 10. Design -- 10.1 Design scenario -- 10.1.1 Gathering resources -- 10.1.2 Building the curriculum map -- 10.1.3 Scripting the sessions -- 10.2 Identify the learning outcomes -- 10.3 Collect available resources -- 10.4 Create a blended curriculum -- 10.5 Creating a script for a session -- 10.5.1 Selecting a session type -- 10.5.2 Choosing an audio/video delivery method -- 10.5.3 Pre-presentation activities -- 10.5.4 Orient new participants to the virtual classroom -- 10.5.5 Establish ground rules -- 10.5.6 Beginning the session -- 10.5.7 Content presentation and interactions -- 10.6 Effective use of the classroom tools -- 10.6.1 Text items -- 10.6.2 Presentation files -- 10.6.3 Web pages -- 10.6.4 Screen sharing -- 10.6.5 Assessments -- 10.6.6 Question sets -- 10.6.7 Effective use of breakout sessions -- Chapter 11. Development -- 11.1 Development scenario -- 11.2 Course setup -- 11.3 Developing the course outline -- 11.4 Presentation files -- 11.4.1 Creating presentation files -- 11.4.2 Tips for graphics in presentation files -- 11.4.3 File conversion -- 11.4.4 Converting files with the Sametime Print Capture facility -- 11.4.5 Tips for Lotus Freelance Graphics presentations -- 11.4.6 Additional materials -- 11.5 Scheduling the sessions -- 11.5.1 Testing your session -- 11.5.2 Notes on creating and editing class sessions -- Chapter 12. Implementation -- 12.1 Implementation scenario -- 12.2 Pre-session -- 12.2.1 Administrator and Help Desk preparation -- 12.2.2 Marketing -- 12.2.3 Enrollment and communications -- 12.2.4 Practice for the producer, facilitator, and SMEs -- 12.3 Session delivery -- 12.3.1 Tips for facilitators -- 12.3.2 Tips for producers -- 12.3.3 Tips for learners -- 12.4 Post-session -- Chapter 13. Evaluation -- 13.1 Evaluation scenario.

13.1.1 Level one: Reaction -- 13.1.2 Level two: Learning -- 13.1.3 Level three: Behavior -- Part 4 Live virtual classroom in context -- Chapter 14. Blended learning and e-Learning components -- 14.1 The IBM 4-Tier learning model -- 14.1.1 Tier 1: Learn from information -- 14.1.2 Tier 2: Learn from interaction -- 14.1.3 Tier 3: Learn from collaboration -- 14.1.4 Tier 4: Learn from co-location -- 14.2 e-Learning components -- 14.2.1 Learning management system -- 14.2.2 e-Learning authoring tools -- 14.2.3 e-Learning delivery systems -- 14.2.4 Web-based training delivery -- 14.2.5 Asynchronous collaborative delivery -- 14.2.6 Synchronous collaborative delivery -- 14.2.7 Learning content management systems -- 14.2.8 Informal learning -- 14.3 Blended solutions -- 14.4 Blended learning and live virtual classrooms -- Chapter 15. Making the case for e-Learning -- 15.1 The learning evolution -- 15.2 Value propositions -- 15.2.1 Cost reduction -- 15.2.2 Globalization -- 15.2.3 Mobile workforce -- 15.2.4 Reduced cycle times -- 15.3 Learning and return on investment (ROI) -- 15.3.1 Steps to calculating ROI -- 15.3.2 A case study using live virtual classroom technology -- 15.4 IBM, an e-Learning company -- Chapter 16. Cultural adoption and organizational readiness -- 16.1 Learning strategy in the organization -- 16.2 Share the vision across the organization -- 16.3 Lay the foundations for an e-Learning strategy -- 16.4 Implement the strategy -- 16.4.1 Integrate technologies -- 16.4.2 Do not "roll-out" -- 16.4.3 Culture change takes time -- 16.5 Transitioning to new roles -- 16.5.1 Overcoming resistance -- 16.5.2 Traditional training personnel in a new context -- 16.6 Assess the effectiveness of e-Learning -- 16.6.1 Ten things we know about good learning -- 16.6.2 Quality assurance -- Appendix A. Technotes -- Installing on the Session Server takes too long.

Problem -- Solution -- To troubleshoot a lengthy install -- Eliminating SMTP relay weakness -- Problem -- Solution -- Appendix B. Analysis Worksheet -- Appendix C. Script Worksheet -- Appendix D. Curriculum Map Worksheet -- Appendix E. LotusScript user export routines -- E.1 Before you begin -- E.2 What the code does -- E.3 Setting up your virtual classroom export routines -- E.3.1 Creating the UserMigration LotusScript library -- E.3.2 Creating the agents -- E.3.3 Using the agents -- Appendix F. Troubleshooting -- Online Help -- Known limitations -- General information -- Installation -- Non-English character support -- Creating courses -- Scheduling sessions -- Enrolling in sessions -- Running sessions -- User administration -- Related publications -- IBM Redbooks -- Other resources -- Education -- Referenced Web sites -- How to get IBM Redbooks -- IBM Redbooks collections -- Index -- Back cover.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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