Video Conferencing in Distance Learning: New Zealand Schools’ Perspective Rachel Jeffares

“ Don’t limit a child to your own learning, for she was born in a different time” From This….. To This!

Distance Learning - A Definition Where learning & teaching take part in geographically separate locations.

Where learning & teaching take part in geographically separate locations.

Evolution of Distance Learning Correspondence Broadcasting Multi-media WWW Systems Approach (OU) Web 2.0

Correspondence

Broadcasting

Multi-media

WWW

Systems Approach (OU)

Web 2.0

What is Videoconferencing?

Project LIVE http://www.nhs.school.nz/nhs/Portals/0/HOPE%20Presentation.pdf

www.virtuallearning.school.nz

History of Videoconferencing Evolved from television – closed circuit cabled connections between two points Then Satellite television links 1970s – trialled across telephone networks but quality too poor 1980s – faster digital networks improved the quality of transmission but too expensive for general adoption

Evolved from television – closed circuit cabled connections between two points

Then Satellite television links

1970s – trialled across telephone networks but quality too poor

1980s – faster digital networks improved the quality of transmission but too expensive for general adoption

History of Videoconferencing 1990s – advancements in video compression, improved bandwidth & IP (Internet Protocol) technology 2000s – widespread availability of increased bandwidth, lower prices for equipment, standardisation & interoperability of networks led to a greater uptake by many sectors. CU-SeeMe led to web-based videoconferencing available through free services & software such as Skype, MSN Messenger & Net Meeting

1990s – advancements in video compression, improved bandwidth & IP (Internet Protocol) technology

2000s – widespread availability of increased bandwidth, lower prices for equipment, standardisation & interoperability of networks led to a greater uptake by many sectors.

CU-SeeMe led to web-based videoconferencing available through free services & software such as Skype, MSN Messenger & Net Meeting

NZ VC in Education – Key Stages Early 1990s The Correspondence School begins trialling telecommunications technology 1994 – Cantatech – audiographics classes 2000 - KAWM 2001 – OtagoNet 2002 – initiation of Project Probe 2002 – establishment of VLN (within TCS) 2002 - MOE funding for VC bridge 2003 – eLearning schools clusters mushroom nationally 2004 – TCS drops VLN – picked up by MOE 2006 – expansion of VLN 2007 – further budget allocation for Cluster Leadership funding (VLN)

Early 1990s The Correspondence School begins trialling telecommunications technology

1994 – Cantatech – audiographics classes

2000 - KAWM

2001 – OtagoNet

2002 – initiation of Project Probe

2002 – establishment of VLN (within TCS)

2002 - MOE funding for VC bridge

2003 – eLearning schools clusters mushroom nationally

2004 – TCS drops VLN – picked up by MOE

2006 – expansion of VLN

2007 – further budget allocation for Cluster Leadership funding (VLN)

The Role of the Correspondence School The Correspondence School (TCS) is established in 1922. 1937 – Regular radio broadcasts begin 1990 - TCS trials Satellite TV broadcasts 1992 – TCS begins interactive teaching with audiographics 1994 - Videophone technology trialled with secondary schools. 2001 – eLearning pilot programme established 2003 – some courses offer VC tutorials http://www.correspondence.school.nz/about/history.html

The Correspondence School (TCS) is established in 1922.

1937 – Regular radio broadcasts begin

1990 - TCS trials Satellite TV broadcasts

1992 – TCS begins interactive teaching with audiographics

1994 - Videophone technology trialled with secondary schools.

2001 – eLearning pilot programme established

2003 – some courses offer VC tutorials

http://www.correspondence.school.nz/about/history.html

KAWM – Te Kura Hiko Strengthen curriculum delivery through Te Kura Hiko (online class) & Wharekura Expert Teachers Facilitate the building of relationships between schools Pioneers in collaborating with videoconferencing.

Strengthen curriculum delivery through Te Kura Hiko (online class) & Wharekura Expert Teachers

Facilitate the building of relationships between schools

Pioneers in collaborating with videoconferencing.

OtagoNet Fully equipped with videoconferencing technology & broadband access Developed a VPN (which was to become Telecom SchoolZone) Successful ICTPD model which other clusters adapted & adopted Extensive research documenting their journey.

Fully equipped with videoconferencing technology & broadband access

Developed a VPN (which was to become Telecom SchoolZone)

Successful ICTPD model which other clusters adapted & adopted

Extensive research documenting their journey.

Common Characteristics of eLearning VC Clusters Ad Hoc nature of development (grass roots) Funding has come from sources that are not sustainable Community Trusts ICTPD Collaborative Innovations Funding EHSAS (Extending High Standards Across Schools) Learning/Teaching model similar Staffing – most follow contributed staffing model Similar goals & issues National support from the VLN

Ad Hoc nature of development (grass roots)

Funding has come from sources that are not sustainable

Community Trusts

ICTPD

Collaborative Innovations Funding

EHSAS (Extending High Standards Across Schools)

Learning/Teaching model similar

Staffing – most follow contributed staffing model

Similar goals & issues

National support from the VLN

Common Goals & Outcomes More choice & opportunity for senior students in subject selection Student retention Higher level of support than is possible through the Correspondence School Teachers – able to teach in their areas of speciality Increase confidence & capability in elearning Increased collaboration between schools

More choice & opportunity for senior students in subject selection

Student retention

Higher level of support than is possible through the Correspondence School

Teachers – able to teach in their areas of speciality

Increase confidence & capability in elearning

Increased collaboration between schools

Common Issues Logistics of a shared timetable Technical barriers (particularly in the earlier years) High workload for eTeachers Staffing Need for onsite student support Opportunities for face to face Sustainability

Logistics of a shared timetable

Technical barriers (particularly in the earlier years)

High workload for eTeachers

Staffing

Need for onsite student support

Opportunities for face to face

Sustainability

Success Factors Leadership Vision Cluster culture Staffing Support VEN Report on ELearning Communities

Leadership

Vision

Cluster culture

Staffing

Support VEN Report on ELearning Communities

Convergence – A Future Trend Learning Communities Online: A support handbook for cluster schools.

Bibliography – Key Readings http://en.wikipedia.org/wiki/Videoconferencing This was a useful reference to explain the videoconferencing technology itself, it’s history of development and general impact in various areas of society. Learning Communities Online: A support handbook for cluster schools. Guidelines for schools developing or joining online learning communities. Provides a summary of the changing face of online learning for schools & overview of an elearning environment “The Barrel”. This is a draft document under consultation through the VLN website.

http://en.wikipedia.org/wiki/Videoconferencing This was a useful reference to explain the videoconferencing technology itself, it’s history of development and general impact in various areas of society.

Learning Communities Online: A support handbook for cluster schools. Guidelines for schools developing or joining online learning communities. Provides a summary of the changing face of online learning for schools & overview of an elearning environment “The Barrel”. This is a draft document under consultation through the VLN website.

Bibliography – Key Readings State of the Art and Trends in Distance, Flexible, and Open Learning: A Review of the Literature. A simple explanation of distance learning definitions, characteristics & development. With a NZ focus on tertiary institutions. VEN Report on ELearning Communities. Report to the MOE commissioned by the Virtual Education Network. Outlines the benefits, lists risk factors, highlights key elements of successful eLearning Communities. Raises issues of governance of the national network, need for MOE support for funding and staffing of eLearning communities.

State of the Art and Trends in Distance, Flexible, and Open Learning: A Review of the Literature. A simple explanation of distance learning definitions, characteristics & development. With a NZ focus on tertiary institutions.

VEN Report on ELearning Communities. Report to the MOE commissioned by the Virtual Education Network. Outlines the benefits, lists risk factors, highlights key elements of successful eLearning Communities. Raises issues of governance of the national network, need for MOE support for funding and staffing of eLearning communities.

Bibliography – Key Readings OtagoNet Leading the Way: OtagoNet Project Summary, April 2006. History of the OtagoNet eLearning cluster, outcomes for its stakeholders, funding issues. Evaluation of Kaupapa Ara Whakawhiti Matauranga (KAWM) Evaluation of Te Kura Hiko (the online classroom). Summary pp 12 – 13. Lessons for future development of eLearning pp 123 – 150.

OtagoNet Leading the Way: OtagoNet Project Summary, April 2006. History of the OtagoNet eLearning cluster, outcomes for its stakeholders, funding issues.

Evaluation of Kaupapa Ara Whakawhiti Matauranga (KAWM) Evaluation of Te Kura Hiko (the online classroom). Summary pp 12 – 13. Lessons for future development of eLearning pp 123 – 150.