"This guide is aimed at hosts who want to hold and facilitate hybrid convenings/events, and is based on APC’s experience and learning from the last two years. After the pandemic, new ways to allow people to participate in convenings have arisen, as a means of reducing travel and minimising contact
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. We understand hybrid event as an event that has both on-site and online participants and/or speakers, and where participation and engagement are mediated through and by technology. Hybrid events have the advantages of allowing more people to participate (especially people with limited resources or in remote locations, those caring for others, or those unable to travel for any other reason), reducing event costs related to travel, and reduced impact on the environment. A hybrid event has elements of both on-site events and online events by design, forcing you to rethink the space as a combination of both worlds. One of the key learnings that we have had is that for those participants who are together in a room, it is very easy to forget that there are remote participants, as the physical space is so compelling. Therefore, this new format requires a double effort to plan, run and support the event in such a way that all participants feel part of the event and not disconnected. In this chapter we will share with you our learnings in designing and running hybrid events with different setups. Hybrid events can vary in participant size, duration and methodologies used. But we have identified at least three models of these type of events: one on-site group and several independent online participants connecting from their own locations and time zones; two or more on-site groups interconnected via internet in the same time zone, or across different time zones; remote session speakers addressing an on-site participant group. This chapter covers several aspects of a hybrid event that are suitable for any of the models that you might want to implement." (https://www.apc.org)
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"The COVID-19 pandemic has reorganized existing methods of exchange, turning comparatively marginal technologies into the new normal. Multipoint videoconferencing in particular has become a favored means for web-based forms of remote communication and collaboration without physical copresence. Takin
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g the recent mainstreaming of videoconferencing as its point of departure, this anthology examines the complex mediality of this new form of social interaction. Connecting theoretical reflection with material case studies, the contributors question practices, politics and aesthetics of videoconferencing and the specific meanings it acquires in different historical, cultural and social contexts." (Publisher description)
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"Journalism education, being heavily focusing on experiential learning and face-to-face interaction, is particularly challenged when it comes to remote teaching and learning. This manual aims to provide journalism instructors the resources to improve their teaching in digital spaces. The subject mat
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ter includes: planning a new online course from scratch or transitioning an existing face-to-face course to online delivery; strategies to curb academic dishonesty in online courses; creating a student-centered learning environment; ways to support diversity in the virtual classroom; the future of online journalism education, drawing on what the pandemic period has taught." (Short summary)
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"This tool is on how to categorize and analyse outcomes already harvested with informal workers in an online workshop using Tool 7, and how to use this analysis to discuss achievements, challenges, and strategy with the same participants. Tool 7 took you through how to support participants in a work
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shop to harvest outcomes: WIEGO outcomes – that is changes made by informal workers, Nets or MBOs1 that WIEGO has influenced directly, for example through a training or other intervention; and outcomes that those workers, Nets or MBOs in turn have influenced through their own actions. In this Tool 8, the WIEGO facilitation team first categorizes and analyses outcomes that were harvested in the Tool 7 workshop; and then in a second online workshop, you facilitate participants interpreting findings and identifying implications for improving their strategies, and potentially for WIEGO to improve your original training workshop. The online workshops described in these two tools (7 and 8) aims to strengthen capacity of participants in telling their stories and in analysing their influence and its strategic implications. Note: there are separate tools in the WIEGO MLE Toolkit (5 and 6), for doing this in a face-to-face workshop." (The Focus of this Tool)
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"This Tool 7 is an online version of Tool 5 of the WIEGO MLE Toolkit: How to conduct a participatory workshop: harvesting outcomes. That tool discusses the rationale and gives illustrative examples of running a participatory OH workshop, and these are not repeated here. Please read them first. Tool
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8 is the online version of Tool 6 on outcomes analysis and strategic learning. A great way to find out if WIEGO’s interventions – trainings or other kinds of supports to Nets and MBOs – have worked well, or if people have used our tools and materials, is to engage them in a follow-up evaluation workshop. This Tool takes you through the process of supporting participants to describe changes they or their organizations have influenced since WIEGO’s interventions, or since they got WIEGO’s toolkits or materials. The online workshop in Tool 8 should take place one or a few days after this first workshop, giving you time to analyse the harvested outcomes before the workshop. It engages participants to interpret the analysis of the outcomes they harvested. They consider if and how well they are using the materials and having the influence they hope to have, whether on their own institutions or on external actors. The online workshops described in these two tools (7 and 8) aims to strengthen capacity of participants in telling their stories and in analysing their influence and its strategic implications." (The Focus of this Tool)
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"The aim of this guidebook is to walk you through – step by step – how to best organize digital events from the concept phase to planning to going live. It includes processes to help you learn from your experiences and improve your future events. This manual will not only assist you in organizin
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g online events that work towards your goals, but in creating digital experiences that attract the right audience and help you connect with them. Connections like these can develop even under difficult conditions like if your audience only has limited internet access, for example, or can only participate via a mobile phone. The guidebook offers a roadmap for success and is based on the practical experience that DW Akademie and its partner organizations have gained through staging online events during the pandemic. It is the sum of our insights gathered during this unusual period in world history. We hope this practical guide – and the case studies included – will provide you and your organization with the strategy and information needed for creating meaningful interaction with your audience through successful online events." (Introduction)
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"Advantages and disadvantages of remote evaluations: Advantages: environmentally friendly and applicable in case of travel restrictions; a cost-effective and more efficient implementation is possible; reduction of the project staff's workload; flexibility in scheduling the data collection, interview
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s, group discussions; integration of interviewees from different locations; online connection with interviewees facilitates second contact; flexible employment of interpreters; making use of digital tools. Disadavantages: making it difficult to develop a common understanding within the team of evaluators; lack of observations (e. g. equipment in laboratories, interviewees in the working environment); poorer contact quality with interviewees; risk that the momentum of the evaluation is lost and impressions disappear; less informal communication with interviewees and project team; strong focus on facts and more difficult consideration of the emotional level; more difficult assessment of the accuracy of recommendations; dependence on technology." (Background, page 4)
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"This booklet describes 14 stories of organisations using e-collaboration in some way, varying from using Moodle as an online learning platform to Teamspeak as a software tool for having an online meeting with partners located all over the globe. We hope to inspire you with these experiences, stimul
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ating you to take this first step, using your work as a laboratory for experimenting." (Foreword)
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