Skype and Low-Cost E-learning Delivered at the Moment of Need

January 22, 2010

Delivering low- or no-cost e-learning at the moment of need seems to become easier every day through the use of Web 2.0 (online social networking) tools. Having written earlier this month about using Google Chat to deliver a dynamic, interactive, and effective online lesson to journalism students at the University of Nevada, Las Vegas, I found myself experimenting on short notice with Skype as a live delivery tool yesterday for basic Excel and PowerPoint lessons.

The good news is that it worked; the even better news is that the immediate payoff for the learner might be a job she would very much love to have.

Our online learning experience developed after she received a call yesterday afternoon to let her know that she was being invited to interview for a position this afternoon. This appeared to be great news until the interviewer told her that the company needed someone with good Excel and PowerPoint skills. The interviewee/learner in this case had a basic familiarity with both programs, but felt less than confident that she could display proficiency during an interview. I assured her that I would be happy to meet with her face-to-face that evening to cover the basics of both programs, but scheduling conflicts and the fact that we live in different parts of the San Francisco Bay Area made that infeasible. We were at a momentary loss until a wonderful intermediary suggested that we attempt to conduct the lessons via Skype—which proved to be a godsend for both of us.

Making this work required little more than the (free) Skype connection; (inexpensive) webcams and audio-visual capabilities (built into her laptop, add-ons to my PC); a bit of creativity; and a lot of patience from both sides. It also obviously helped that we’re both comfortable with Skype and that she is an incredibly fast learner. We decided we would tackle Excel first, so established the Skype connection and kept the Skype window visible in the lower right-hand corner of our individual computers while we talked back and forth. We then each opened a blank Excel spreadsheet and created a sample budget together in the program so we could use and review the basic functions she would need to understand in her prospective workplace. Each time we completed something together, we would explicitly describe what we were seeing on our screens to be sure that we were creating identical documents. By the end of that hour-long session, we completed the rudimentary sample budget and reviewed the steps we had taken to create it, and she had a working document which she could use for further review, study, and explorations of the program.

After taking a break for a few hours, we returned later in the evening to create a sample PowerPoint presentation comprised of just a few slides with a Beyond Bullet Points approach so she again would learn by creating something useful and, at the same time, visually striking. Following the same procedures proved very effective; when she arrived for her interview this afternoon, she received compliments for having creatively crafted something which highlighted the products produced by her prospective employer.

Although many of us still remain convinced that there is a strong case to be made for face-to-face training in an onsite-online world, it’s equally clear that the term “face-to-face” is rapidly evolving as tools such as Skype create extremely effective opportunities for virtual (and virtually) face-to-face learning if trainer-teacher-learners are willing to experiment and those they help are willing to reach across the rapidly shrinking digital divide with their own equipment or through libraries and other gateways to Internet access.

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