This document discusses how the use of video conference robots can help address issues of inequitable access to education. It notes that currently, most public education institutions primarily cater to face-to-face learning, which can disadvantage those who cannot access in-person classes due to issues like physical or mental health problems, caregiving responsibilities, work commitments, living in rural or remote areas, or financial constraints. Video conference robots allow remote participation in classes in a way that feels similar to being physically present. They can move around classrooms and facilitate group discussions. This helps address issues of student access, social justice, and privilege by providing more equitable educational opportunities.

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Today, public education institutions still cater
primarily to face-to-face course access, which
results in inequities when access to a face-to-
face is not possible due to:
• Physical health
• Mental health
• Elder/Child care
• Workplace commitments
• Rural or Remote learners
• Financial
Advantages of Video Conference
Robots over Desktop Video
Conferencing
When access can be facilitated by
a variety of technological means,
university policies and practices
need to catch up, so access is not
a privilege or provided on a
preferential basis.
Policy Changes Needed
Cyber Proxies Help Address Issues of:
Student Pressures, Social Justice & Privilege
Cyber Proxies in Action
Acknowledgements
University of Victoria
Rich McCue, Valerie Irvine, Tanya Little
Robots in Education: Learning by Cyber Proxies
University of Victoria
University of Victoria
• The ability to easily move to in
around a classroom to form groups
for group discussions or pair-and-
share exercises. This is particularly
useful for small classes or graduate
seminars.
• Instructors do not feel as responsible
for technical problems for the
telepresence robots, as students
simply log in and situate themselves
in the classroom. Irvine and McCue
(2015) refer to this type of presence
as cyber proxy. Technical problems
are typically handled by the robot
vendor and campus network services.
Below is an example of a Video
Conference robot in action at the
SITE 2015 Conference in Las
Vegas, with Dr. Matt Bower
presenting from Australia via his
Cyber Proxy. Another researcher
from Michigan is presenting via a
desktop video conference system,
as is Dr. Valerie Irvine from
Victoria, BC.
Technology Integration &
Evaluation Research Lab
Their presence by cyber proxy
made the symposium at the
conference a richer experience for
all who participated, both local
and remote, than it would have
been without their virtual
presence.
The University of Michigan uses
desktop robots extensively for some
of their Doctoral seminars in their
educational technology program.
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References
Cain, W., Bell, J., Cheng, C., Sawaya, S., Peterson, A., Arnold,
B., Good, J., Irvine, V., McCue, R. & Little, T. (2015).
Synchronous Hybrid Learning Environments: Perspectives on
Learning, Instruction, and Technology in Unique Educational
Contexts. In D. Slykhuis & G. Marks (Eds.), Proceedings of
Society for Information Technology & Teacher Education
International Conference 2015 (pp. 205-­‐210). Chesapeake,
VA: Association for the Advancement of Computing in
Education (AACE).