Teaching via videoconferencing Mark Childs

Basics Video encourages passivity Requires greater attention Therefore Be clear about purpose of session Vary activities Be engaging

Video encourages passivity

Requires greater attention

Therefore

Be clear about purpose of session

Vary activities

Be engaging

Tutorials Not as problematic pedagogically communication modes one-to-one, -two -three interactive student-centred focused on shared documents

Not as problematic pedagogically

communication modes one-to-one, -two -three

interactive

student-centred

focused on shared documents

Audio Time delay Audio echo Duplex on or off? Voice-activation

Time delay

Audio echo

Duplex on or off?

Voice-activation

Communication style Hand-over between speakers difficult due to time lag Slower and clearer interactions If breakdown in communication - stop and clarify before moving on

Hand-over between speakers difficult due to time lag

Slower and clearer interactions

If breakdown in communication - stop and clarify before moving on

Video Camera position (sightlines) Monitor outgoing image Clothes

Camera position (sightlines)

Monitor outgoing image

Clothes

Using NetMeeting Chat Whiteboard Desktop sharing File transfer

Chat

Whiteboard

Desktop sharing

File transfer

Other things that can help Shared props - handouts, documents Shared PowerPoint presentations media files “dress rehearsal”

Shared props - handouts, documents

Shared PowerPoint presentations

media files

“dress rehearsal”

Lectures Require more modification many-to-one communication students not as participatory more difficult for participants to be attentive for long periods

Require more modification

many-to-one communication

students not as participatory

more difficult for participants to be attentive for long periods

Modifying lectures Structure break into short sections have non-videoconference-based activities for students to do have students prepare work to present

Structure

break into short sections

have non-videoconference-based activities for students to do

have students prepare work to present

Feedback Frequently and formally elicit feedback If possible have facilitator at other end Use other media in parallel to assist If time allows ask for responses in canon

Frequently and formally elicit feedback

If possible have facilitator at other end

Use other media in parallel to assist

If time allows ask for responses in canon

One-way didactic session? Post a video instead Take some teacher training

Post a video instead

Take some teacher training

Setting up a videoconference Need to know numbers; IP, telephone, ISDN times who's contacting whom software versions distribute documents

Need to know

numbers; IP, telephone, ISDN

times

who's contacting whom

software versions

distribute documents

Follow-up Website Chat sessions Discussion boards

Website

Chat sessions

Discussion boards

Multiway Contact UKERNA for MCU Permanent presence or voice-activated Structured feedback even more important Turn off voice activation (or minimise sound)

Contact UKERNA for MCU

Permanent presence or voice-activated

Structured feedback even more important

Turn off voice activation (or minimise sound)

Further Support [email_address] jvcs @bath.ac. uk http://www.warwick.ac.uk/ETS/ANNIE http://www.diverse-video.net/

[email_address]

jvcs @bath.ac. uk

http://www.warwick.ac.uk/ETS/ANNIE

http://www.diverse-video.net/