This document provides best practices for conducting effective video conferences (VC) for teaching. It identifies several challenges with VC like technical problems and lack of non-verbal feedback. It recommends engaging students through short presentation sections and actively seeking input from all sites. Further, it emphasizes using the virtual learning environment (VLE) to store content and recordings to support VC sessions. Proper room set-up, camera management, and interactive facilitation are key to making VC sessions visually rich and student-centered.

1. Video Conference Best Practice
Simon Clarke,
Shetland College, UHI
April 2013

2. Objectives
• Identify the challenges in teaching by VC
• Explore possible solutions
• Consider the whole package for VC led
modules not just what happens in the VC
suite.

3. Technical Problems
• An extra layer of complexity to go wrong!
• How can we protect ourselves?

4. Engaging Presentation
• What could be done better here?

5. Inclusion
• How will the remote students feel?
• How could inclusion be better managed?

6. Audience Behaviour
• What do you require of a conventional
class?
• What should you require of a VC class?

7. Lack of feedback for the tutor
• Remote sites will be “muted”
• Only the last site to have spoken will be on
screen.

8. VLE support is Vital
Content displaced from the VC to the VLE.

9. VLE advantages
• Accurate and Reliable
• Lecturer freed from dictating
• Students freed from note taking
• Not a disaster if VC session is missed or
there is an equipment failure.
VC session can concentrate on being
stimulating and interactive.

10. Twin Screen Arrangement
• Incoming signal, from remote sites
• Outgoing signal from a range of input devices

11. Visual Inputs; Object Camera
• Touch Screen PC
• Object Camera
• Potentially as visually rich as conventional
teaching

12. The Audience Experience
• Students should see both speaker and
presentation
• Remove the presentation when not in use.

13. Combining local and VC delivery
• Lecturer needs to face both the camera
and local group.

14. Focus on the current speaker
• Presets to quickly switch between views

15. Lecture Theatres
• Audience camera and lecturer camera
• Need to select the appropriate one
• Need to adjust both
• Need to ask the audience to sit together

16. They’re behind you!
• How could this lab session have been
better managed?

17. Active Listening
• Break up presentations into short sections
• Actively seek input from all centres
• Encourage students to interrupt with
questions and comments.
The possibility of interaction affects the
way people listen, even if they don’t
personally speak during a session.

18. Longitudinal Dialogue
• Expect students to come to sessions
prepped by having read ahead
• Assessment and feedback needs to form
an effective cycle of dialogue and
improvement
• VC is only a small part of the “contact” that
students require

19. Recordings
• VC session recorded centrally
• Available via a hypertext link from VLE
• Shows speaker and slides, questions from
the class

20. What is Streaming For?
• Offers security of delivery and
flexibility to students
• Only a recording – not interactive
• Only stored for two weeks – not a
long term resource
• Availability may affect whether
students turn up for the live session.

21. ConferenceMe, PC based VC
• Ordinary PC, with an inexpensive webcam
• Much less expensive
• Potential for home access.
• Causes quality and management problems

22. Conclusions: Programme Design
• Redesign courses and modules to work
through the medium of VC.
• All VC modules should be supported
with online materials – for security of
delivery and to displace content form the
VC session.
• Induct students in VC and VLE –
manage expectation and behaviour.

23. Before the VC Session
• Rooms need to be booked and the
bridge informed prior to the class to
ensure a smooth start
• Manage VC rooms to ensure equipment
is arranged appropriately
• Be familiar with the VC equipment prior
to the class

24. During the VC
• Manage your local cameras for a
professional presentation
• Don’t just be a talking head. VC can be as
visually rich as face to face.
• Be student centred – VC should be
interactive
• VC use is a significant learning outcome in
its own right – require appropriate
behaviour from your class

25. After the VC
• Make recordings routinely available to
students – most recordings are not
currently used.
• Be available to your students by phone
and email - the equivalent of speaking
after the class. Teaching should be an
extended dialogue with students.