<ul><li>Nanci A. Scheetz, Ed.D, CSC </li></ul><ul><ul><li>Using Video Conferencing Technology to Provide Tutoring, Supervi...
Using Video Conferencing Technology <ul><li>Fall, 2002 </li></ul><ul><li>VSU began experimenting with video conferencing e...
Where We Started <ul><li>Our initial attempt to provide remote interpreting occurred on the campus at VSU </li></ul><ul><u...
Where We Went From There <ul><li>Once we worked out the physical requirements for the classroom, we expanded our interpret...
Where Went From There <ul><li>Once we worked out the physical requirements for the classroom, we expanded our interpreting...
Providing Interpreting Services to Remote Locations <ul><li>When we had successfully used the equipment on campus for a ye...
 
Remote Interpreting In Action (click video to play)
Providing Tutoring Using Video Conferencing Equipment <ul><li>Once we had established that sign communication could be eff...
Educational Sites for Remote Tutoring <ul><li>The initial goal for the remote tutoring was to connect VSU pre-service teac...
Remote Tutoring Sites <ul><li>During the initial year remote tutoring was provided at the: </li></ul><ul><ul><li>Oklahoma ...
Providing Interpreting Services to Remote Locations
Remote Tutoring In Action (click video to play)
Supervising Pre-Service Teachers and Interpreting Interns <ul><li>VSU is also using this technology to: </li></ul><ul><ul>...
Providing Interpreting Services to Remote Locations
Remote Observation In Action (click video to play)
Providing Distance Learning Opportunities <ul><li>We are currently experimenting with video conferencing technology to del...
How We Do It <ul><ul><li>Distally delivered ASL classes are an entirely different animal than traditional distally deliver...
How We Do It Remote Interpreting <ul><li>Point-to-point video conferencing using Polycom PVX or iVisit, depending on the r...
How We Do It Remote Tutoring <ul><li>Works the same as remote interpreting, except the remote site is a controlled lab env...
How We Do It Remote Supervision <ul><li>Remote locations utilize a PTZ-capable camera (Tandberg 880 or Polycom VSX systems...
How We Do It Distance Learning Classes <ul><li>Distance Learning Classes </li></ul><ul><ul><li>Two types of distance learn...
How We Do It Distance Learning – Non-interactive  <ul><li>Current practices </li></ul><ul><ul><li>Live webstream simultane...
How We Do It Distance Learning – Non-interactive  <ul><li>Future goals </li></ul><ul><ul><li>Utilize Vista/WebCT software ...
How We Do It Distance Learning – Interactive  <ul><li>Students access classes from home via Polycom PVX software and a web...
How We Do It Distance Learning – Interactive  <ul><li>Future Goals </li></ul><ul><ul><li>Successfully connect 3 or more st...
Technology Considerations <ul><li>What kind of technology environment is available to the remote user? </li></ul><ul><li>K...
Technology Considerations Home Technology Environment <ul><li>Definition: A conferencing environment where the user(s) are...
Technology Considerations Home Technology Environment <ul><li>Advantages </li></ul><ul><ul><li>Ease of access to student <...
Technology Considerations Enterprise Technology Environment <ul><li>Definition: A conferencing environment where the user(...
<ul><li>Advantages </li></ul><ul><ul><li>Controlled environment </li></ul></ul><ul><ul><li>Typically higher-end equipment ...
Questions/Comments? <ul><li>Nanci A. Scheetz, Ed.D., CSC </li></ul><ul><li>Professor </li></ul><ul><li>[email_address] </l...
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Nanci A. Scheetz, Ed.D, CSC

  1. 1. <ul><li>Nanci A. Scheetz, Ed.D, CSC </li></ul><ul><ul><li>Using Video Conferencing Technology to Provide Tutoring, Supervision, Interpreting and Instruction in Rural Areas in Georgia </li></ul></ul>
  2. 2. Using Video Conferencing Technology <ul><li>Fall, 2002 </li></ul><ul><li>VSU began experimenting with video conferencing equipment to test the effectiveness of providing remote access interpreting to a Deaf college student enrolled in college preparation courses </li></ul><ul><li>We wanted to determine if the equipment could be used in place of a traditional classroom interpreter </li></ul>
  3. 3. Where We Started <ul><li>Our initial attempt to provide remote interpreting occurred on the campus at VSU </li></ul><ul><ul><li>Reading Course </li></ul></ul><ul><ul><li>Housed in a building with no carpet </li></ul></ul><ul><ul><li>No acoustic tile in the ceiling </li></ul></ul><ul><ul><li>Large classroom with a great deal of classroom activity including chair movement, etc. </li></ul></ul>
  4. 4. Where We Went From There <ul><li>Once we worked out the physical requirements for the classroom, we expanded our interpreting to include the following classes on campus: </li></ul><ul><ul><li>Psychology </li></ul></ul><ul><ul><li>Modern Math </li></ul></ul><ul><ul><li>History </li></ul></ul><ul><ul><li>English </li></ul></ul>
  5. 5. Where Went From There <ul><li>Once we worked out the physical requirements for the classroom, we expanded our interpreting to include the following classes on campus: </li></ul><ul><ul><li>Psychology </li></ul></ul><ul><ul><li>Modern Math </li></ul></ul><ul><ul><li>History </li></ul></ul><ul><ul><li>English </li></ul></ul>
  6. 6. Providing Interpreting Services to Remote Locations <ul><li>When we had successfully used the equipment on campus for a year we began offering remote interpreting services to: </li></ul><ul><ul><li>Pelham Middle School </li></ul></ul><ul><ul><li>Moultrie Middle School </li></ul></ul><ul><ul><li>Live Oak, FL (Suwannee County) </li></ul></ul><ul><ul><li>Valdosta Technical College </li></ul></ul>
  7. 8. Remote Interpreting In Action (click video to play)
  8. 9. Providing Tutoring Using Video Conferencing Equipment <ul><li>Once we had established that sign communication could be effectively transmitted via video within and outside of VSU we added the tutoring component. </li></ul>
  9. 10. Educational Sites for Remote Tutoring <ul><li>The initial goal for the remote tutoring was to connect VSU pre-service teachers with deaf students whereby they could utilize their ASL skills while providing tutoring for deaf/hard of hearing students. </li></ul><ul><li>Schools for the Deaf were contacted who were known to have video conferencing technology </li></ul>
  10. 11. Remote Tutoring Sites <ul><li>During the initial year remote tutoring was provided at the: </li></ul><ul><ul><li>Oklahoma School for the Deaf </li></ul></ul><ul><ul><li>Delaware School for the Deaf </li></ul></ul><ul><ul><li>Western Pennsylvania School for the Deaf </li></ul></ul>
  11. 12. Providing Interpreting Services to Remote Locations
  12. 13. Remote Tutoring In Action (click video to play)
  13. 14. Supervising Pre-Service Teachers and Interpreting Interns <ul><li>VSU is also using this technology to: </li></ul><ul><ul><li>Supervise practicum students and pre-service teachers </li></ul></ul><ul><ul><li>Supervise interpreting interns </li></ul></ul>
  14. 15. Providing Interpreting Services to Remote Locations
  15. 16. Remote Observation In Action (click video to play)
  16. 17. Providing Distance Learning Opportunities <ul><li>We are currently experimenting with video conferencing technology to deliver sign language classes and instruction to students enrolled in our interpreting program who are residing in remote locations. </li></ul>
  17. 18. How We Do It <ul><ul><li>Distally delivered ASL classes are an entirely different animal than traditional distally delivered classes. </li></ul></ul><ul><ul><li>Requires smooth video AND audio at ALL times. </li></ul></ul><ul><ul><li>Instantaneous interaction between instructor and student(s) is a MUST. </li></ul></ul>
  18. 19. How We Do It Remote Interpreting <ul><li>Point-to-point video conferencing using Polycom PVX or iVisit, depending on the remote site. </li></ul><ul><li>Hearing impaired students carry a laptop and webcam to class and are trained in the setup and operation of the equipment. </li></ul><ul><li>The students calls the interpreter, then the interpreter listens to the classroom lecture and interprets for the student via the video conference. </li></ul><ul><li>If the student has a question, they sign it to the interpreter, who then voices it to the classroom and signs the answer back to the student. </li></ul>
  19. 20. How We Do It Remote Tutoring <ul><li>Works the same as remote interpreting, except the remote site is a controlled lab environment rather than a mobile labtop in a classroom. </li></ul><ul><li>Use H.239 and T.120 data-sharing the help tutor students in content that is difficult to interpret and sign (math for instance). </li></ul>
  20. 21. How We Do It Remote Supervision <ul><li>Remote locations utilize a PTZ-capable camera (Tandberg 880 or Polycom VSX systems in our case). </li></ul><ul><li>Student supervisor dials the remote location to observe the pre-service teacher. </li></ul><ul><li>Only the teacher at the remote site is aware of the observation. The students are unaware, which aids in providing a good educational environment. </li></ul><ul><li>Working towards providing remote teachers with wireless headsets so that the supervisor can make suggestions or provide assistance if needed. </li></ul>
  21. 22. How We Do It Distance Learning Classes <ul><li>Distance Learning Classes </li></ul><ul><ul><li>Two types of distance learning classes. </li></ul></ul><ul><ul><ul><li>Non-interactive, lecture based classes </li></ul></ul></ul><ul><ul><ul><ul><li>Primarily a lecture class where the students listen to a lecture, take notes, and ask the occasional question to clarify the content. </li></ul></ul></ul></ul><ul><ul><ul><li>Interactive, feedback based classes </li></ul></ul></ul><ul><ul><ul><ul><li>Students and teacher interact regularly in order for the teacher to provide instant feedback to the student. </li></ul></ul></ul></ul><ul><ul><li>Each type presents it's own set of challenges. </li></ul></ul>
  22. 23. How We Do It Distance Learning – Non-interactive <ul><li>Current practices </li></ul><ul><ul><li>Live webstream simultaneously archived for reference by distance students and the instructor. </li></ul></ul><ul><ul><li>In-class facilitator opens an IM chat session with distance students and acts as their voice in the classroom. </li></ul></ul><ul><ul><li>Distance students are provided materials used in class (powerpoints, handouts, etc) in advance by the instructor </li></ul></ul>
  23. 24. How We Do It Distance Learning – Non-interactive <ul><li>Future goals </li></ul><ul><ul><li>Utilize Vista/WebCT software to provide all the current services under one platform. </li></ul></ul><ul><ul><li>Still plan to archive lectures to provide access to course material for students and instructors. </li></ul></ul><ul><ul><ul><li>Looking into better formats to reduce file size while keeping quality. </li></ul></ul></ul>
  24. 25. How We Do It Distance Learning – Interactive <ul><li>Students access classes from home via Polycom PVX software and a webcam. </li></ul><ul><li>Student calls a Tandberg 880 in classroom. </li></ul><ul><li>Students are provided printed materials in advance (PowerPoints, handouts, etc). </li></ul><ul><li>Tandberg unit allows for showing of video and PC desktop over the remote link. </li></ul><ul><li>Currently, we have 3 classes with interactive learning, all of which have one distance student in attendance. </li></ul><ul><li>No real issues with one distance student in classroom. </li></ul><ul><li>Issues arise when more than one student calls into class. </li></ul>
  25. 26. How We Do It Distance Learning – Interactive <ul><li>Future Goals </li></ul><ul><ul><li>Successfully connect 3 or more students to a distance classroom with little to no connectivity issues for the duration of the class. </li></ul></ul><ul><ul><li>Utilize H.323 dialing plan and MCU to create multiple virtual classrooms that provide a consistent classroom experience (This is the dream setup). </li></ul></ul>
  26. 27. Technology Considerations <ul><li>What kind of technology environment is available to the remote user? </li></ul><ul><li>Key ingredients to technology environments: </li></ul><ul><ul><li>Availability of technical resources. </li></ul></ul><ul><ul><ul><li>Bandwidth, equipment, classrooms. </li></ul></ul></ul><ul><ul><li>Availability and competency of support. </li></ul></ul><ul><ul><li>Ease of resolving issues as they arise. </li></ul></ul><ul><li>Types of Technology Environments </li></ul><ul><ul><li>Home Technology Environment </li></ul></ul><ul><ul><li>Enterprise Technology Environment </li></ul></ul>
  27. 28. Technology Considerations Home Technology Environment <ul><li>Definition: A conferencing environment where the user(s) are located in a residential environment that is not designed and/or optimized for video conferencing, has limited technical support available, and has limited technology resources. </li></ul>
  28. 29. Technology Considerations Home Technology Environment <ul><li>Advantages </li></ul><ul><ul><li>Ease of access to student </li></ul></ul><ul><ul><li>Simple network setup </li></ul></ul><ul><ul><li>Relative ease of solving hardware problems </li></ul></ul><ul><li>Disadvantages/Potential Pitfalls </li></ul><ul><ul><li>Limited availability of on-site support </li></ul></ul><ul><ul><li>Less control over technology environment </li></ul></ul><ul><ul><li>Technology Limitations </li></ul></ul>
  29. 30. Technology Considerations Enterprise Technology Environment <ul><li>Definition: A conferencing environment where the user(s) are located in some sort of enterprise environment (educational, small business, corporate, etc) that is designed and/or optimized for video conferencing, has tech support readily available, and ample technology resources. </li></ul>
  30. 31. <ul><li>Advantages </li></ul><ul><ul><li>Controlled environment </li></ul></ul><ul><ul><li>Typically higher-end equipment </li></ul></ul><ul><ul><li>Trained IT support staff on hand for troubleshooting </li></ul></ul><ul><ul><li>Better WAN connection speeds </li></ul></ul><ul><li>Disadvantages/Potential Pitfalls </li></ul><ul><ul><li>More complex networks </li></ul></ul><ul><ul><li>Availability/over-extension of IT support staff </li></ul></ul><ul><ul><li>Training level of support staff </li></ul></ul><ul><ul><li>Ease of resolution of some issues </li></ul></ul>Technology Considerations Enterprise Technology Environment
  31. 32. Questions/Comments? <ul><li>Nanci A. Scheetz, Ed.D., CSC </li></ul><ul><li>Professor </li></ul><ul><li>[email_address] </li></ul><ul><li>Valdosta State University </li></ul><ul><li>Valdosta, Georgia </li></ul><ul><li>http://pride.valdosta.edu </li></ul>

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