ace2003-h323-prof-devel.ppt

  • 369 views
Uploaded on

 

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
369
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
2
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • E
  • B
  • B
  • B
  • B
  • B
  • B
  • B
  • B
  • B Multi-point conferencing can be effective although the scheduling, technical, and logistical dimensions of MCU conferences can be imposing. AGNR has two different capabilities of participating in multipoint conferences Utilize a bridge maintained by the USM Office of Information Technology Some of the Polycom units (Gudelsky Center, LESREC, UMD - Plant Sciences, and UMES) include four point MCU functionality
  • B
  • B Additional Uses: Informal work sessions Alumni relations Question and answer sessions Others?
  • B Paradign Shift
  • E DL Specialists – Integrate new and emerging technologies into teaching and research Traditional and distance learning environments Online environments – WebCT, Web Conferencing, Videoconferencing
  • E
  • E Logistics – preferred time of year (month, time of day, day of week), locations Learner preferences – classroom model versus online
  • E
  • E
  • E
  • B
  • B
  • B
  • B
  • B
  • B
  • B First two – globally , out of class Last three bullets – in class Good general techniques, some specific to videoconferencing to help develop buy-in from the start
  • B
  • B
  • B
  • E Consider local learning environment – spatial orientation Example (When users in College Park were remote to the PowerPoint class taught from the Wye) Patience of the responses form the remote learners
  • E
  • E
  • E
  • E Facilitators – scheduling, access to room, distribution of learning resources
  • E Assessment questions to help determine if “leveling” is being accomplished
  • B
  • B Other worst case scenarios: Weather Unprepared instructors Last minute scheduling issues Absentee instructor Have redundancy built-in
  • B
  • B
  • B
  • E
  • E
  • E
  • E
  • E

Transcript

  • 1. Cool Bytes - Jazz Nights ACE/NETC 2003 Sunday, June 15,2003 Ellen Varley, AGNR Distance Learning Specialist Brad Paleg, AGNR Distance Learning Specialist http://www.agnr.umd.edu/cit/dl/ Beat the Winter Blues While Jazzing Up Professional Development
  • 2. Session Agenda
    • Describe H.323 videoconferencing
      • Components required
      • Utilization opportunities
    • Our story
      • Use of H.323 in AGNR
    • Barriers to effective videoconferenced-based professional development
    • Strategies for effective videoconference-based teaching and learning
    • Resources
  • 3. Videoconferencing – What Is It?
    • “ Video conferencing in its most basic form is the transmission of image (video) and speech (audio) back and forth between two or more physically separate locations.”
    • Video Conferencing Cookbook.
    • http://www.videnet.gatech.edu/cookbook/
  • 4. H.323 – It’s Not a Disease
    • Standard for interoperability
      • Audio, video and data transmissions
      • Internet phone
      • Voice-over-IP (VoIP)
    • Enables videoconferencing without usage fees
    • But does not have QOS (quality of service)
  • 5. Videoconferencing Components
    • Cameras – to capture and send video
    • Video displays – to display video received
    • Microphones – to capture and send audio
    • Speakers – to play audio received
  • 6. Two Additional Requirements
    • Codec - "compressor/de-compressor“ - makes the audio/video data "small enough" to be practical for sending over expensive network connections.
      • takes analog signals,
      • compresses and digitizes them,
      • and transmits the signals over digital phone lines.
    • The supporting system and the network connection
  • 7. Polycom
    • Polycom is the market leader in endpoint voice and video communications.
    • AGNR has been a user of Polycom equipment for four years.
    • University System of Maryland standardized on H.323 videoconferencing using Polycom videoconferencing equipment in August 2002.
  • 8. Polycom Units
    • Large conference room units:
      • ViewStation FX and the VS 4000
    • Medium conference room units:
      • ViewStation MP
    • Personal units:
      • ViaVideo
  • 9. Show Me The Money
    • Medium / Large Room Systems
      • ViewStation FX - $8,000 –$10,000
    • Small Room Systems
      • ViewStation H.323 - $4,000 - $6,000
    • Desktop Systems
      • ViaVideo - $400
  • 10. Point-to-point Conferences
    • Point-to-point – A videoconference that connects two locations.
    • Each site sees and hears the other sites at all times
  • 11. Multipoint Conferences
    • Point-to-multipoint – A videoconference that connects to more than two sites through the use of a multi-point control unit, or MCU.
    • Participants at all sites can hear one another at all times and see the site that is currently speaking.
      • Voice activated switching
  • 12. But It’s Much More Than Video
    • Computer presentations
    • Other media
      • CD, DVD, video
    • ELMO visual presenter (hardcopies, photos)
    • Audioconferencing
  • 13. Various Uses
    • Presentations
    • Virtual meetings
    • Videoconference-based learning
    • Just-In-Time events
    • Recruitment/search committees
    • Project coordination
  • 14. Visual Collaboration
    • Meetings Meetings, presentations, training
    • Work alone Teaming, local and remote
    • On-site training Distance learning, online training
    • Save Money Be more productive
    • Reliable connections Managed network services
    • Videoconferencing Visual collaboration
    Visual Collaboration Andrew W. Davis Wainhouse Research June 1999
  • 15. A Little About Our World
    • We are employed as Distance Learning Specialists at the University of Maryland’s College of Agriculture and Natural Resources.
    • The College of Agriculture and Natural Resources (AGNR) has a three prong mission achieved through academics, applied research, and outreach.
    • AGNR locations include 24 Extension offices and 11 centers that provide resources for research and educational programming.
  • 16. New Charge
    • Provide distance learning and information technology professional development
    • Reach faculty and staff at multiple locations
    • Model effective teaching and learning strategies
  • 17. Input from Potential Learners
    • Professional Development Needs Assessment Survey
      • quantify desired learning opportunities
      • identify logistics
      • determine learner preferences
  • 18. Input from Instructors
    • Shared survey results
    • Sought qualified and interested instructors
    • Collaboratively developed course content and overall curriculum of series
  • 19. Why H.323 is Selected
    • Learners did not want to travel
    • Limited budget
    • Leveling the playing field
    • Modeling an emerging technology suitable for teaching and learning
    • Desire for a technology that closely replicates the face-to-face classroom model
  • 20.
    • Gudelsky Center
    • UMD Plant Sciences Building
    • UMD, Symons Hall
    AGNR Videoconferencing Facilities Salisbury Facility (LESREC) UMES, Henson Center Washington County CES Wye
  • 21. Statistics 270 Participants 308 Registrants 19 Course offerings 11 Courses 9 Support personnel 8 Instructors 2002
  • 22. Statistics 358 270 Participants 466 308 Registrants 25 19 Course offerings 17 11 Courses 9 9 Support personnel 18 8 Instructors 2003 2002
  • 23. Statistics Increase 33% 358 270 Participants Increase 51% 466 308 Registrants Increase 32% 25 19 Course offerings Increase 55% 17 11 Courses No change 9 9 Support personnel Increase 125% 18 8 Instructors Percent Change 2003 2002
  • 24. Prof. Development Series Calendar January 2003 Monday Tuesday Wednesday Thursday Friday 6 7 Access - All About Tables Access - Designing Reports 8 Planning & Organ. of Web Pages Introduction to AGNR Web Tools 9 Writing for Your Audience WWF Smackdown! Design   10 Introduction to HTML - Create Web Pages with HTML Code   13       Introduction to Netscape Email 14 PowerPoint - Basic Techniques PowerPoint – Interactive Techniq. 15 Overview of Digital Photography   Photoshop Tips and Tricks 16   17 Electronic Library Databases   Introduction to Dreamweaver   20 21 Using Corporate Time on the Web Introduction to Netscape Email   22 WWF Smackdown! Design       23 Photoshop Tips and Tricks   Overview of Digital Photography   24 Access - Designing Reports Access - All About Tables   27 PowerPoint - Basic Techniques PowerPoint – Interactive Techniq. 28       Videoconferencing - Basic Skills and Tools 29     30       Adv. Web Template Tips & Tricks   31    
  • 25. Barriers to Effective Videoconference-based Professional Development
    • Lack of:
      • Technical support
      • Technical infrastructure
      • Technical expertise/ staff training
      • Marketing and sustaining the program
      • Organizational support
    Cho and Berge, 2002
  • 26. Barriers to Effective Videoconference-based Professional Development
    • Lack of:
      • Planning and delivering courses
      • Evaluation of courses
      • Learner interaction and communication
      • Student support
      • Incentives for instructors
    Cho and Berge, 2002
  • 27. Strategies
    • Develop a learning community
      • Ensure time for interaction
      • Know thy learner
    • Design for active and effective learning
    • Avoid the lone ranger syndrome
    • Level the playing field
    • Prepare for worst case scenario
    • Plan for robust evaluation
  • 28. The Sweet Spot ISD - Instructional Systems Development Sound Videoconferencing Practices Project Management Sweet Spot
  • 29. Develop a Learning Community
    • Use an online registration system that identifies class participants.
    • Share the responsibility of active learning
      • Pre-assignments
      • Predefined expectations
      • Learner-learner interaction
    • Consider an icebreaking activity
    • Have learners introduce themselves
    • Encourage learners to engage in discussions.
  • 30. Online Registration System
  • 31. Online Registration System
  • 32. Online Registration System
  • 33. Design for Active and Effective Learning
    • Learner-centered approach
      • Understand needs and goals of the learners
      • Encourage collaborative learning
      • Choose appropriate instructional strategies
    • Measurable performance objectives
      • Clearly state desired learning outcomes
      • Plan assessment that matches defined objectives
    • Relevant content
      • Requested by the learners
    • Consider local learning environment
  • 34. Ensure Time For Interaction
    • Videoconferences should be run as seminars rather than lectures
      • Allot time for learners to ask questions of the instructor and to discuss the subject matter with their peers
    • Plan collaborative activities
  • 35. Know Thy Learner
    • Analysis, analysis, analysis
    • Are they MOTIVATED? If so, what are their motivations?
    • Can you describe the targeted learner?
    • Have they participated in a videoconference? If so, what were their experiences?
    • Is videoconferencing the most effective way to reach your learners?
  • 36. Three Key Questions!
    • What do I want the learners to be able to do?
    • How will I know if they can do it?
    • How can I tell when they are doing it right?
      • provide criteria for assessment
      • request feedback throughout class
  • 37. Avoid the Lone Ranger Syndrome
    • Instructors
    • Instructional designers
    • Technology support
    • Facilitators
    • Project managers
    • Web developers
    • Marketing Specialists
  • 38. Level the Playing Field
    • Needs of all College faculty and staff considered equally
    • Distribute materials (handouts, web-based, URLs) in advance
    • Equitable access to technologies and materials
    • Planned activities that engage the remote and local learners
  • 39. Prepare for Worst Case Scenario
    • Provide contact information for technical support.
    • Have a phone at each location.
    • Designate a remote facilitator.
    • Develop a contingency plan for the remote site(s) and share it with the remote facilitator.
      • You might, for example, have a discussion topic or activity that supports the videoconference outcomes.
  • 40. Prepare for Worst Case Scenario
    • Share telephone numbers with your remote facilitator and troubleshooters.
    • Establish your connection 15-30 minutes prior to the meeting time. Most technical problems are observable when establishing a connection.
    • If you have never connected with your remote site plan a "dry run" a week or so ahead of time .
  • 41. Plan for Formative and Summative Evaluation
    • Instructor
      • Informal feedback contributed to redesign
    • Learner
      • Formal summative evaluation led to:
        • Additional courses
        • Modifications in instruction
        • Online course resources
  • 42. Online Evaluation System
  • 43. Tech Support Project Management Instructional Systems Development Learners Technology Realistic Expectations Instructor(s) Evaluation Sound Videoconferencing Practices Contingency Plan Network Infrastructure Tech Support
  • 44. Videoconferencing Resources
    • University of Maryland AGNR videoconferencing information:
      • http://www.agnr.umd.edu/cit/dl/ , click on Videoconferencing
    • Video Conferencing Cookbook.
      • http://www. videnet . gatech . edu /cookbook/
    • Distance Education at a Glance Guide #10
      • http://www.uidaho.edu/evo/dist10.html
    • Videoconferencing for Learning
      • http://www.kn.pacbell.com/wired/vidconf/
  • 45. AGNR Professional Development Resources
    • AGNR Training Website
      • http://www.agnr.umd.edu/training/
      • Scroll down to “Distance Learning Professional Development Series”
      • Click on titles for class description
    • Professional Development Resources
      • http://www.agnr.umd.edu/CIT/DL/
      • Click on link in left frame
    • Online Evaluation
      • http://www. agnr . umd . edu /CIT/DL/
      • Click on link in left frame
  • 46. Barriers to Effective Videoconference-based Professional Development
    • Adapted from:
    • Kim Cho and Zane L. Berge, 2002
    • “ Overcoming Barriers to Distance Training and Education.” USDLA Journal (16)1
    • http://www.usdla.org/html/journal/JAN02_Issue/article01.html
  • 47. Questions ????? Comments !!!!!!! Discussion …….
  • 48. Contact Information:
    • Ellen Varley
    • Distance Learning Specialist
    • College of Agriculture & Natural Resources
    • University of Maryland
    • 0122 Symons Hall
    • College Park, MD 20742
    • E-mail: evarley @umd.edu
    • Telephone: 301-405-4581
    • Brad Paleg
    • Distance Learning Specialist
    • College of Agriculture & Natural Resources
    • University of Maryland
    • 0126 Symons Hall
    • College Park, MD 20742
    • E-mail: bpaleg @ umd . edu
    • Telephone: 301-405-2917
    • H.323: 128.8.90.221