This document analyzes trends in the use of videoconferencing technologies in Portuguese higher education. It seeks to identify patterns of usage, analyze trends, and define recommendations to promote best practices. The author conducted interviews with technicians, teachers, and students from several Portuguese universities and polytechnic institutes. The results found irregular growth trends between institutions, with some seeing small increases in usage and others small decreases. Most institutions underutilized their videoconferencing infrastructure. The technologies' potential also remained untapped. The document concludes with trends identified in usage and recommendations to optimize videoconferencing in teaching.
Wednesday 23, 14:30 – 15:45. Virtual room 2
Chair: TBA
(F) Contributions of the SocialNEET project to the development of skills for active life
Um trabalho de Juliana Costa, Arlinda Semedo, Sofia Bergano e Vitor Gonçalves
Presentation at EDEN-Open Classroom Conference 2009Samuel Martins
Presentation given at EDEN-Open Classroom Conference 2009 (Porto) about the educational activities that the Videoconference Service from the University of Porto (Rectory) usually supports.
[http://www.eden-online.org/eden.php?menuId=482&contentId=848]
Wednesday 23, 14:30 – 15:45. Virtual room 2
Chair: TBA
(F) Contributions of the SocialNEET project to the development of skills for active life
Um trabalho de Juliana Costa, Arlinda Semedo, Sofia Bergano e Vitor Gonçalves
Presentation at EDEN-Open Classroom Conference 2009Samuel Martins
Presentation given at EDEN-Open Classroom Conference 2009 (Porto) about the educational activities that the Videoconference Service from the University of Porto (Rectory) usually supports.
[http://www.eden-online.org/eden.php?menuId=482&contentId=848]
Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Hi...Samuel Martins
University of Porto Intervention
Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies”
CMU Portugal Program outcomes and the Entrepreneurial Research Initiatives Callcmuportugal
The mission of the Carnegie Mellon Portugal Program is to create new knowledge in key focused areas of information and communications technologies by means of cutting-edge research, world-class graduate education, and a close connection with Portuguese Industry, thus placing Portugal at the forefront of Science and Innovation. It involves Portuguese universities and research labs, companies and Carnegie Mellon University. More information available at www.cmuportugal.
CMU Portugal Program outcomes and the Entrepreneurial Research Initiatives CallCMUPortugal_
The mission of the Carnegie Mellon Portugal Program is to create new knowledge in key focused areas of information and communications technologies by means of cutting-edge research, world-class graduate education, and a close connection with Portuguese Industry, thus placing Portugal at the forefront of Science and Innovation. The partnership is funded by the Portuguese Foundation for Science and Technology, and it involves Portuguese universities and research labs, companies and Carnegie Mellon University. More information available at www.cmuportugal.org.
Assessing and Progressing Digital Literacies as a Strategic ConcernJulian Prior
Conference workshop at the 2013 International Blended Learning Conference, University of Hertfordshire. Authors: Helen Beetham, Julian Prior, Neil Witt.
Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Hi...Samuel Martins
University of Porto Intervention
Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies”
CMU Portugal Program outcomes and the Entrepreneurial Research Initiatives Callcmuportugal
The mission of the Carnegie Mellon Portugal Program is to create new knowledge in key focused areas of information and communications technologies by means of cutting-edge research, world-class graduate education, and a close connection with Portuguese Industry, thus placing Portugal at the forefront of Science and Innovation. It involves Portuguese universities and research labs, companies and Carnegie Mellon University. More information available at www.cmuportugal.
CMU Portugal Program outcomes and the Entrepreneurial Research Initiatives CallCMUPortugal_
The mission of the Carnegie Mellon Portugal Program is to create new knowledge in key focused areas of information and communications technologies by means of cutting-edge research, world-class graduate education, and a close connection with Portuguese Industry, thus placing Portugal at the forefront of Science and Innovation. The partnership is funded by the Portuguese Foundation for Science and Technology, and it involves Portuguese universities and research labs, companies and Carnegie Mellon University. More information available at www.cmuportugal.org.
Assessing and Progressing Digital Literacies as a Strategic ConcernJulian Prior
Conference workshop at the 2013 International Blended Learning Conference, University of Hertfordshire. Authors: Helen Beetham, Julian Prior, Neil Witt.
2015 Edition of inRes by the CMU Portugal ProgramCMUPortugal_
Are you starting a new business in ICT? Have you reached the stage where you have proven technical feasibility, had interaction with your target industry, but have not yet reached regular sales? If your answer to these questions is yes, we invite you to come and learn more about the 2015 Edition of inRes! Deadline to submit an application May 8, 2015! www.cmuportugal.org
inRes is a very early stage acceleration program for Portuguese entrepreneurial teams working in Information and Communication Technologies, in Portugal. Offered by the CMU Portugal Program, which is funded by Fundação para a Ciência e a Tecnologia, inRes provides a training period in Portugal, followed by a two-month structured immersion period in Pittsburgh, in the U.S., anchored at Carnegie Mellon University (CMU).
Transnational education: conversations for success - Jisc Digital Festival 2015Jisc
Transnational education (TNE), or the provision of education qualifications from institutions in one country to students in another, plays an essential role in the delivery of international strategy in UK educational institutions.
Recent reports from BIS, HEFCE and Jisc highlight the exciting opportunities and expected growth of TNE. Dr Esther Wilkinson explains why technology is so important, what our research shows and what we are doing to support the TNE agenda.
Practical examples of introducing ICTs in a higher education institutionMagda Barnard
This is a presentation about my work at Stellenbosch University in South Africa. It was presented as a digital presentation at HELTASA 2014 in Bloemfontein.
CMU Portugal Program: Highlights and OpportunitiesCMUPortugal_
We are pleased to announce that a 2nd Call for Entrepreneurial Research Initiatives (ERIs) and for Early Bird Projects is expected to open in mid-October and mid-November, respectively, and will remain open until mid-December, 2014. Both Calls are funded by the Fundação para a Ciência e a Tecnologia. More information available at http://www.cmuportugal.org/tiercontent.aspx?id=5511
This paper is a report on a exploratory design research of educational intervention conducted on a public institute of education and technology. The institution of 3,000 students is an important regional educator in Sao Francisco Valley, which is known as one of the poorest areas in Brazil. There are remarkable problems of dropout rates in the school. The educational intervention presented here offers a new strategy to mitigate dropout rates by re-designing teaching of computer programming courses on the basis of a student-centered approach with emphasis on guided participation and project-based learning. The hypothesis is that these methods engage and motivate learners, and empower the learning community to support studying, in a more efficient way.
The paper is presented in EdMedia 2015 conference, Montreal, 22/06/15
Workshop "Produção de Conteúdos Vídeo em Contexto Educativo – EDUCast"Samuel Martins
Integrado no Colabora 2012 - Fórum de práticas e-learning na UMinho. Neste workshop apresentou-se os conceitos básicos de produção de um vídeo educacional com o recurso à plataforma EDUCast e o foco na necessidade de conhecer e acompanhar o processo de planificação de um vídeo educativo, como algo fundamental para a sua criação.
Depois de uma breve exposição das principais questões envolvidas na construção de um guião de produção de vídeo, os participantes foram convidados a ver alguns modelos e a produzir um pequeno vídeo (em trabalho de grupo) e posterior apresentação.
Assim, a sessão dividiu-se em várias fases: exposição, exemplificação, discussão aberta, negociação e atividade hands-on de grupo.
Desenho metodológico da dissertação "As Tecnologias de Videoconferência no Ensino Superior Público Português: Boas práticas e tendências". Inclui o tipo de estudo, o Modelo de Análise, os participantes, as técnicas e instrumentos de recolha de dados e o Cronograma de implementação.
Proposta de Cronograma da Dissertação de Mestrado intitulada "As Tecnologias de Videoconferência no Ensino Superior Público Português: Boas Práticas e Tendências".
Tarefa realizada no âmbito da cadeira de Projecto de Dissertação em 4-12-2009
1. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Samuel Martins 21 July 2010 IAMCR Conference 2010 – Communication and Citizenship Media Education Research Section Session 3 - Media Education Research: impact of e-learning on media literacy and learning processes
2. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Workimportance: ● ProliferationofthevideoconferencesystemsattheHighEducationinstitutions; ● Integrationon e-learning toolsanddistancelearning policies; ● IncreasinginternationalizationofHighEducation ● Creationofinnovatorcoursesbasedonvideoconference; ● Effectivenessoftheapplicationofvideoconferenceinthepedagogicalactivities; ● Aidinthehumanresourcesmanagement; ● Integrationinthe usual activitiesoftheHighEducationinstitutions; ● Framingandoptimizationofthevideoconferencecourses; ● Dinamizationoftheinternationalizationstrategies; ● Strategiesofcostsreductionsintheinstitutions. www.inmagine.com/ Research question: ● What are thetrendsverifiedontheusageofvideoconferencetechnologiesinthe PortuguesepublicHighEducation? Objectives: ● IdentifytheusagepatternsofthevideoconferencetechnologiesattheHighEducationinstitutions; ● AnalysetrendsontheusageofthevideoconferencetechnologiesattheHighEducationinstitutions; ● Define a setofrecommendationsthatpromotegoodpractisesontheusageofthevideoconference technologiesinHighEducation; ● Carryout a data collectionoftheintensityof use andthepurposesgiven to thevideoconference infra-structuresattheHighEducationinstitutions; ● UnderstandtheusageofthevideoconferencetechnologiesinHighEducation; ● Define a setoftrendsontheusageofthevideoconferencetechnologies; Workframework: ● Introduction | ● Theoreticalframing | ● Research Methodology | ● Data Analysis | ● Conclusion Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
3. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Theoreticalframing: Thevideoconferencetechnologies ● What’svideoconference? ● Typesofvideoconferencesystems ● Theeconomicimpactofthevideoconferencetechnologies ● The social andpsychologicalinfluenceofthevideoconferencetechnologies ● Thepresencesensationinthevideoconference Co-presence Telepresenceandimmersion 3D Presence ● Positive synergiesofthevideoconferencetechnologies www.inmagine.com/ www.inmagine.com/ Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
4. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Theoreticalframing: Researchgroupsinvideoconference ● FCCN ● H.323 Forum ● Internet2 Commons ● Internet2 QoSWorkingGroup ● VoIPSpecialInterestGroup (SIG) ● ViDE ● Research Channel Internet2 WorkingGroup ● MulticastWorkingGroup ● Presence and IntegratedCommunicationsWorkingGroup www.inmagine.com/ Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
5. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Theoreticalframing: ThevideoconferencetechnologiesinHighEducation ● VideoconferencestakeholdersinHighEducation ● Theportuguesesituation ● Thevideoconference as an e-learning tool www.inmagine.com/ Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
6. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Research methodology: Methodologicalprocedure Analysismodel Participants ● Technicians ● Teachers ● Students > ISEG-U.PORTO videoconferenceparticipants > IST-CMU-U.PORTO videoconferenceparticipants ● FCCN technicians Data collectioninstrumentsandtechniques Data analysis www.inmagine.com/ Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
8. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Conclusion: General considerations HighEducationvideoconferencetechnologiesusagetrends Goodpractisesrecomendations Joinedlimitations Analysisoftheweaknessesandstrengthsoftheresearch Futurework www.inmagine.com/ Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
9. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Research Methodology: What are thetrendsverifiedontheusageofvideoconferencetechnologiesinthePortuguesepublicHighEducation? Analysismodel Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
10. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Research Methodology: Hypotheses > Thereis a significantgrowthtrendontheusageofvideoconferencetechnologiesinthePortuguesepublicHighEducation. > Thevideoconferenceinfra-structuresfromthePortuguesepublicHighEducationinstitutions are notfullyusedbyitsusers. > Thevideoconferencetechnologiespotentialisn’tfullyusedbythePortuguesepublicHighEducationinstitutions. Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
11. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Research Methodology: Participants | Data collectioninstrumentsandtechniques Institutionstechnicians ●RegisterTables: 11 Jan. – 11 Mai. 2010 Numberandtypesof use Intervening Involvedinstitutions Complementarysupports ●Collectedstatisticsfrom IP trafficanalysis Teachers ● Interviews: Usagefrequence | Typesoftecnology Visualization | Technologicalcomplements Videoconferenceexclusivity | Dispersionandgrouping Numberofparticipants | Managementofteaching | Internationalization Students ● Anonymousinquiry: online andpresent FCCN Technicians ● FCCN usagelistingsfrom FCCN BookingSystem www.inmagine.com/ Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
12. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Research Methodology: Participants Institutionstechnicians: Universityof Évora Universityof Minho Universityof Coimbra Universityof Porto Universityof Madeira Beja PolytechnicInstitute Castelo Branco PolytechnicInstitute Teachers João Paulo Costeira – IST-UTL Alfredo Soeiro – FEUP-UP João Xavier – FCUL – UL Miguel Correia – FCUL – UL Susana Brandão – IST – UTL (PhDstudent) Students ISEG-U.PORTO videoconferenceparticipants IST-CMU-U.PORTO videoconferenceparticipants FCCN technician: Rui Ribeiro Only 22% ofthePortuguesepublic HighEducationinstitutions hadparticipated! 22 studentshadanswered! Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
13. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Conclusion: Hypothesesverification: Thereis a significantgrowthtrendontheusageofvideoconferencetechnologiesinthePortuguesepublicHighEducation: It’sverifiedthatthereis a certainirregulatitybetweentheinstitutionswithsmalltrendsofgrowthin some oftheseinstitutionsandsmall decline situationsinothers. Thevideoconferenceinfra-structuresfromthePortuguesepublicHighEducationinstitutions are notfullyusedbyitsusers: Theusagelow rates inmostoftheanalysedinstitutionsconfirmthishypotheseandtellusthatthereis a littleexploitationoftheseinfra-structures. Thevideoconferencetechnologiespotentialisn’tfullyusedbythePortuguesepublicHighEducationinstitutions: Intheanalysedinstitutions, theobtained data tellusthatthishypotheseisconfirmed . Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
14. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Conclusion: TrendsontheusageofthevideoconferencetechnologiesinHighEducation: ● ThevideoconferenceequipmentsthatusuallytheHighEducationinstitutionsmakeavailable (mostlythe videoconference hardware andinteractiveboards) are essential to thevideoconferencesframedinthe pedagogicalprocess ● Availabilityof online pageswithallthematerialsthat are necessary to share during a videoconference. ● Thevideoconferencerooms are more used to teaching; ● ThePC-basedandweb-basedvideoconferencesystems are more adjusted to researchmeetings; ● Thestudentsorientationmadebyvideoconferencetends to bemadebyweb-basedandPC-based videoconferencesystems. Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
15. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Conclusion: TrendsontheusageofthevideoconferencetechnologiesinHighEducation: ● Theexclusivenessonthe use ofvideoconferenceinthepedagogicalprocesstend to be more suitableinactivitiesof continuouseducationandlifelonglearning; ● Continuouseducationallied to theusageofvideoconferencetends to be a goodway to expandtheinflenceof a HighEducationinstitution; ● Videoconferencecanbecome a preferentialoptionwhencomparedwith online exclusive e-learning becauseitis more spontaneous, more interactiveanditallowsteachinglikethe regular class. More 22 trendsidentifiedontheresearch! Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
16. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Conclusion Recomendationsthatpromotegoodpractises: atthepedagogicalprocesslevel! ● ThevideoconferenceroomsattheHighEducationinstitutionsshouldbeprepared to teachingwithspace availableand hardware availability; ● Itsrecommendedthepresenceof a teacherassistantineachvideoconferencesessionwhenits a teachingsession Becauseitrepresents a veryimportant role intheconsolidationofthosevideoconferenceteachinglessons; ● During a videoconferenceitsimportant to visualize theteacher’simage, to visualize thedata’simagethat are being Sharedandeven to visualize thecolleague’simagethat are alsowatchingthesession; ● Fromtheinteractivepointofviewitsveryimportantduring a videoconference to makeavailablethecontent sharing In real timeandmakeavailable a goodinteractiveboard; ● Beyondthe data visualizationitshouldexistthepossibility to complementthatvisualizationwiththewriteninteraction fromtheteacherandthenrecordanddistributethat data withthewritencomments; ● Inthevideoconferenceteachingitsveryimportant to makeavailablethevideoconferencesystemsandequipments that are more sophisticatedthenthesimplePC-basedandweb-basedtoolsbecausethevideoconferencerooms are themostsuitable to thatsituation. Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
17. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Conclusion Recomendationsthatpromotegoodpractises: atthepedagogicalprocesslevel! ● During a videoconferencetheinteractivecomponentgivenbytheelectronicboardsand digital penxsits veryimportant, speciallywhentheremotestudentsneed to askquestions. ● A videoconferencethatismadeinthescopeofthepedagogicalprocessshouldmakepossiblethevisualizationof remotestudentsspeciallywhenitsbeingevaluatedthe performance andknowledgeofpeople; ● Thevideoconferencesystemsusedinthepedagogicalprocessshouldalsomakepossiblethevisualization oftheteacherbodylanguageandatthesametimethevisualizationofthedidactic material; ● During a videoconferenceitsveryimportantthatallthestudentsseeeachotherremotlysothatitincreases therelationalconsistencyofthegroupin a distributedclasssituation; ● Thevideoconferencesmadeinthescopeofthepedagogicalprocesspresent a strongcomplementcomponent andsothe real time sharing tools are veryimportant. Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
18. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Conclusion Recomendationsthatpromotegoodpractises: inthe general use! ● Thevideoconferencesystemsshouldmakepossibletherecordingofthesessionssothatitshouldbepossible to makeavailableinthefuture; ● Oneofthemostimportanttechniquesduring a videoconferencesessionitsthepossibility to allparticipants to beworkinginonecommondocumentandchangeitin real time; ● During a videoconferenceitsimportantthattheequipmentsallow to verifythewaypeoplereact to whatits beingsaidand to watchthebodylanguagesothatitcanbeunderstoodifit’sgiveenthenecessaryattention to thesituation; ● Theaudioqualityitsessentialsothatthevideoconferencepresents a goodquality; ● Thenumberofpeopleinvolvedin a videoconferenceshould determine thevideoconfenceequipmentorthe videoconferenceinfra-structure to use; Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
19. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Conclusion Recomendationsthatpromotegoodpractises: inthe general use! ● It’sveryimportantthatthevideoconferenceequipmentsallow to seethepeoplebodylanguage, mainly the facial expressions; ● Itmustbedefiniedthetimeintheyearthatitis more frequentthe use ofthevideoconferencesystems sothatitbemadeanoptimizationofthespaces; ● Itshouldbefomentedthecompatibilitybetweentheseveralvideoconferencesystems to increasetheusage; ● Eachinstitutionshouldmakeavailable na online service to requestthevideoconferenceroomsandthe necessaryusagesothatitfacilitatestheschedulingofthatusageandsimultaneously to givevisibility to theservice; Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
20. TheVideoconference Technologies inthePortugueseHighEducation: Trends and BestPractises Conclusion Futurework: ● More insistentandsupervisedsurveillancenext to theHighEducationinstitutions. ● Make a researchontheusageofthevideoconferencetechnologiesinHighEducationin a more differentiated perspective betweentechnologicalinstitutionsandlesstechnologicalorientedinstitutions. ● Comparativeresearchat a europeanand global level. www.inmagine.com/ Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt |
21. TheVideoconference Technologies inthe PortugueseHighEducation: Trends and BestPractises Samuel Martins – samuelmartins@ua.pt | Lidia Oliveira – lidia@ua.pt | Thankyou!