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Teaching Via Videoconferencing: Instructional Strategies
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Teaching Via Videoconferencing: Instructional Strategies

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  • 1. Teaching via Videoconferencing: Instructional Strategies Berks County IU, August 2011Monday, August 8, 2011
  • 2. supporting inter@ctive learning theory of transactional distance psychological, geographic & communications space transactional distance “... with separation there is a psychological and communications space to be crossed, a space of potential misunderstanding between the inputs of instructor and those of the learner.” when designing lessons for distance teaching, consider structure of lessons and dialogue.Monday, August 8, 2011
  • 3. supporting inter@ctive learning create a constructive learning environment 1 Establish rules for dialogue & exchange. Dialogue is purposeful, constructive and valued by each party. Each party is respectful and an active listener. 2 Successful distance educators are facilitators. Research overwhelmingly suggests that distance educators should adopt ‘bottom up’ pedagogy. 3 Integrating CMC and social networking technologies facilitate collaboration, cooperation & meet the needs of learners who “lurk.” By providing learners with time to reflect and respond to course material in a virtual forum that is meaningful to them, feelings of community are nurtured, self-efficacy is enhanced, and a safe learning environment is created.Monday, August 8, 2011
  • 4. supporting inter@ctive learning create a constructive learning environment 4 Think out loud. Together. About thinking. Using digital media technology, Goldman found that when learners and teachers used technology to “think about their thinking” (p. 164) as a learning community, the culture of the classroom transformed into a more equitable space for “gender, race, cultural, and age differences” (p. 164) Q: What will you do to create a constructive learning environment in your classes? image: http://www.ezdtech.eu/Monday, August 8, 2011
  • 5. supporting inter@ctive learning it’s all about the dialog...(ic) instruction Ask ‘open ended’ questions Refrain from evaluating teacher as Don’t rely on explicit strategy instruction or facilitator other forms of directive guidance Uptake. Uptake. Uptake. Shared Evaluation Pedagogy Getting Real in Virtual Talk about TextMonday, August 8, 2011
  • 6. supporting inter@ctive learning it’s not about the ‘right’ answer... meaning construction the cow is blue. image credit: the red cow image creditMonday, August 8, 2011
  • 7. supporting inter@ctive learning building cross-site dialogue facilitator interaction facilitative interactionMonday, August 8, 2011
  • 8. supporting inter@ctive learning lights, camera -- you’re on camera Good manners are good manners. Talk to the camera, not the screen. Put notes next to camera, not in your hand. Use a strong, clear voice. The microphone is ALWAYS on. Avoid pacing or swaying. Use camera presets.Monday, August 8, 2011
  • 9. creating camera ready lessons virtual worlds group activities streaming media digital tools presentation + videoMonday, August 8, 2011
  • 10. creating camera ready print materials Photos from Vcoutonalim, thestar.com and Bridgeport Public SchoolsMonday, August 8, 2011
  • 11. creating camera ready power points • Size 20 font or larger • Use stark contrasting backgrounds and fonts • Avoid text heavy, paragraph slides • If you’re showing slides as H.239, do NOT embed video • Lots of transitions? Are they needed?Monday, August 8, 2011
  • 12. supporting inter@ctive learning networked interactive whiteboards students @ location b teacher @ location a Video from Ligbron E-Learning ProjectMonday, August 8, 2011
  • 13. supporting inter@ctive learning activities to consider... 1. Team projects or assignments Field trips/site visit reports involving students across multiple sites (e.g., portfolios, visual essays, Discussions and debates annotated bibliographies, and note- Role-playing and skits sharing). Wikis Collaborative spaces (e.g., Second Life) 2. Research and reporting/presentation projects or assignments that Experiments and investigations capitalize on the different local Individual and group presentations experiences of students at different Q&A periods sites (e.g., field trip or site visit Brainstorming reports, local case studies of shared topics, etc.). Sketchbooks and art activities Group problem-solving 3. Group discussions orchestrated to Story boards, organizational charts involve students from across multiple Creating Outlines sites (e.g., skits, debates, role- playing, and problem-solving). Writing assignments and journaling NYU Best Practices for VideoconferencingMonday, August 8, 2011
  • 14. works cited Goldman, R. (2004). Video perceptivity meets wild and crazy teens: design ethnography. Cambridge Journal of Education, 34, 157-178. Retrieved May 5, 2008, from Wilson Web database. Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.) Theoretical Principles of Distance Education. New York: Routledge NYU Best Practices for Videoconferencing. Online. http://www.nyu.edu/its/videoconferencing/practices/ Williamson, L., Miller, G. & Stokes PhD, D. (2009). Best Practices for Teaching via Interactive Video Conferencing Technology: A Review of the Literature. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 3028-3034). Chesapeake, VA: AACE.Monday, August 8, 2011
  • 15. Heather Weisse Walsh MAGPI Manager of Educational Services hweisse@magpi.net 215-573-6417 twitter: magpik20 or hlw2 skype: hweisse facebook: www.facebook.com/magpik20 blog: http://k20interactions.blogspot.com http://www.magpi.netMonday, August 8, 2011

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