Teaching via videoconferencing Mark Childs
Basics <ul><li>Video encourages passivity </li></ul><ul><li>Requires greater attention </li></ul><ul><li>Therefore </li></...
Tutorials <ul><li>Not as problematic pedagogically </li></ul><ul><li>communication modes one-to-one, -two -three </li></ul...
Audio <ul><li>Time delay </li></ul><ul><li>Audio echo </li></ul><ul><li>Duplex on or off? </li></ul><ul><li>Voice-activati...
Communication style <ul><li>Hand-over between speakers difficult due to time lag </li></ul><ul><li>Slower and clearer inte...
Video <ul><li>Camera position (sightlines) </li></ul><ul><li>Monitor outgoing image </li></ul><ul><li>Clothes </li></ul>
Using NetMeeting <ul><li>Chat </li></ul><ul><li>Whiteboard </li></ul><ul><li>Desktop sharing </li></ul><ul><li>File transf...
Other things that can help <ul><li>Shared props - handouts, documents </li></ul><ul><li>Shared PowerPoint presentations </...
Lectures <ul><li>Require more modification </li></ul><ul><li>many-to-one communication </li></ul><ul><li>students not as p...
Modifying lectures <ul><li>Structure </li></ul><ul><li>break into short sections </li></ul><ul><li>have non-videoconferenc...
Feedback <ul><li>Frequently and formally elicit feedback </li></ul><ul><li>If possible have facilitator at other end </li>...
One-way didactic session? <ul><li>Post a video instead </li></ul><ul><li>Take some teacher training </li></ul>
Setting up a videoconference <ul><li>Need to know </li></ul><ul><li>numbers; IP, telephone, ISDN </li></ul><ul><li>times <...
Follow-up <ul><li>Website </li></ul><ul><li>Chat sessions </li></ul><ul><li>Discussion boards </li></ul>
Multiway <ul><li>Contact UKERNA for MCU </li></ul><ul><li>Permanent presence or voice-activated </li></ul><ul><li>Structur...
Further Support <ul><li>[email_address] </li></ul><ul><li>jvcs @bath.ac. uk </li></ul><ul><li>http://www.warwick.ac.uk/ETS...
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Teaching via videoconferencing Sept 2004

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Outputs of the ANNIE project identifying good practice in learning and teaching using videoconferencing

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Teaching via videoconferencing Sept 2004

  1. 1. Teaching via videoconferencing Mark Childs
  2. 2. Basics <ul><li>Video encourages passivity </li></ul><ul><li>Requires greater attention </li></ul><ul><li>Therefore </li></ul><ul><li>Be clear about purpose of session </li></ul><ul><li>Vary activities </li></ul><ul><li>Be engaging </li></ul>
  3. 3. Tutorials <ul><li>Not as problematic pedagogically </li></ul><ul><li>communication modes one-to-one, -two -three </li></ul><ul><li>interactive </li></ul><ul><li>student-centred </li></ul><ul><li>focused on shared documents </li></ul>
  4. 4. Audio <ul><li>Time delay </li></ul><ul><li>Audio echo </li></ul><ul><li>Duplex on or off? </li></ul><ul><li>Voice-activation </li></ul>
  5. 5. Communication style <ul><li>Hand-over between speakers difficult due to time lag </li></ul><ul><li>Slower and clearer interactions </li></ul><ul><li>If breakdown in communication - stop and clarify before moving on </li></ul>
  6. 6. Video <ul><li>Camera position (sightlines) </li></ul><ul><li>Monitor outgoing image </li></ul><ul><li>Clothes </li></ul>
  7. 7. Using NetMeeting <ul><li>Chat </li></ul><ul><li>Whiteboard </li></ul><ul><li>Desktop sharing </li></ul><ul><li>File transfer </li></ul>
  8. 8. Other things that can help <ul><li>Shared props - handouts, documents </li></ul><ul><li>Shared PowerPoint presentations </li></ul><ul><li>media files </li></ul><ul><li>“dress rehearsal” </li></ul>
  9. 9. Lectures <ul><li>Require more modification </li></ul><ul><li>many-to-one communication </li></ul><ul><li>students not as participatory </li></ul><ul><li>more difficult for participants to be attentive for long periods </li></ul>
  10. 10. Modifying lectures <ul><li>Structure </li></ul><ul><li>break into short sections </li></ul><ul><li>have non-videoconference-based activities for students to do </li></ul><ul><li>have students prepare work to present </li></ul>
  11. 11. Feedback <ul><li>Frequently and formally elicit feedback </li></ul><ul><li>If possible have facilitator at other end </li></ul><ul><li>Use other media in parallel to assist </li></ul><ul><li>If time allows ask for responses in canon </li></ul>
  12. 12. One-way didactic session? <ul><li>Post a video instead </li></ul><ul><li>Take some teacher training </li></ul>
  13. 13. Setting up a videoconference <ul><li>Need to know </li></ul><ul><li>numbers; IP, telephone, ISDN </li></ul><ul><li>times </li></ul><ul><li>who's contacting whom </li></ul><ul><li>software versions </li></ul><ul><li>distribute documents </li></ul>
  14. 14. Follow-up <ul><li>Website </li></ul><ul><li>Chat sessions </li></ul><ul><li>Discussion boards </li></ul>
  15. 15. Multiway <ul><li>Contact UKERNA for MCU </li></ul><ul><li>Permanent presence or voice-activated </li></ul><ul><li>Structured feedback even more important </li></ul><ul><li>Turn off voice activation (or minimise sound) </li></ul>
  16. 16. Further Support <ul><li>[email_address] </li></ul><ul><li>jvcs @bath.ac. uk </li></ul><ul><li>http://www.warwick.ac.uk/ETS/ANNIE </li></ul><ul><li>http://www.diverse-video.net/ </li></ul>
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