Video conferencing was piloted with HNC and National Diploma learners to improve collaboration and retention. Various video conferencing software were tested. Skype was preferred by learners but could not be used on the college network. Four video conferences per year were introduced covering course content. Benefits included maintaining course quality and addressing challenges for employed learners. Technical issues were encountered but overcome. Learners, teachers, managers, and assessors generally reacted positively and saw benefits, though some learners struggled to find quiet spaces. Lessons were learned around preparation and support.

1. Video Conferencing in BUSCIT
Author: Sharon Muncie
Date: 09/08/09
Introduction/overview: (A short description of the project, the purpose or problem to be
solved, details of learner cohort, typical needs and level of ability.) In an effort to raise
achievement and retention across the whole school we intend to pilot a blended distance Learning
programme for HNC students and National Diploma learners. Two units will be piloted with this
approach Systems Analysis and Database design with the HNC and IT Project for National
Diploma where learners are required to collaborate on and develop an application together.
We will focus on the technologies used for synchronous and asynchronous communication.
Synchronous communication is simply communication that happens at the same time,
immediately, a give-and-take e.g. live web conference. Asynchronous communication, on the
other hand, is communication that can wait e.g. email.
Intended outcomes: (What did you hope to achieve by using mobile devices in this way?)
Our focus is in maintaining and improving the quality of 16 -19+ provision and raising success
rates of which there are number of challenges. We are currently addressing the difficulties of
employed learners, which has led to a reduction in the hours to deliver Level 4 course content. We
are also focussing on further enhancing the learners skills at Level 3 and 4 in becoming
autonomous learners through engaging in online learning.
Addressing the challenge: (Practical ways in which the devices were used with the learners to
address the issues described in your introduction/overview.)
We introduced video conferencing sessions to the scheme of work, this meant that there would be
four sessions over the academic year which would take place at a time and place to suite the
learners. The conference included a live lecture with accompanying lecture slides and additional
work for learners. We also hoped that the learners would also use the technology independently.
Outcomes and Benefits: (Describe what was achieved through the use of mobile
teaching/learning and any benefits that arose from this. Was the challenge overcome? Please
include any unintended outcomes that were not planned for. Please describe outcomes and
benefits in relation to learners, teachers, the organisation etc.)
The project was rolled out with HNC students studying in the evening. It is very important to get
the students involved from the start, other cohorts were not so happy to be offered this type of
learning they preferred to see the tutor face to face, we therefore included video links wherever
possible.
The dates for each conference were listed in the Scheme of Work, this gave learners opportunities
to plan for the video conference.
We used a variety of video conference software available free over the internet, see annex 1 for
our evaluation criteria. The software works fine outside of the college, however we had a number
of issues using the software on the college network and decided it would be better to test
externally to find the most suitable software and to follow this up by testing on the college network.

2. Learners were exposed to a variety of different video conference software, at its most basic
learners require an internet connection (preferably broadband) and a PC with speakers. Web
cams are not a necessity. All of our students had minimum requirements however, this may not
always be the case and this must be discussed with the learner as soon as possible.
Benefits to the tutor; the live conference could be recorded so that the lecture is available on VLE,
however tutors must ensure that are confident with the technology before they broadcast.
Learners will use interest very quickly if they have to trouble shoot technological problems before
the lecture
Learner’s reaction: (How did the learners react? Please include quotes from learners.)
After trialling a variety of different free software; Skype was voted the best and easiest to use by
the learners. However due to the nature of Skype we are unable to use this over the college
network. However learners stated they would be more likely to use this package when discussing
things with others outside of college.
Learners were unsure why video conferencing should be better over face to face, some learners
had difficulties in finding a quiet space in the home to take part in the conferences. Some
investigated using “work PC’s” and internet cafes.
As the project proceeded learners came to grips with the software quickly, they valued the tutors
time in delivering a session in the evening. They stated a benefit was that they were able to watch
the recording of the lecture afterwards
Teacher’s reaction: (What was the reaction of the teaching staff involved? Please include quotes
from the teacher/s)
The teachers were enthusiastic however, were disappointed at the limitations provided by the
institution. Further research has enabled us to recommend one company GoToMeeting and the
issues over network access have been addressed by NT. The software has been deployed to
staff taking part in the project and a few conferences have taken place to test how this works on
the network. Further testing is required in computer labs.
It is really clear that teachers need to make sure they are confident in using the software before
they broadcast otherwise a one hour session can increase due to trouble shooting technical
problems
Managers’ reactions: (What was the reaction from members of the senior management team?
Please include quotes from senior manager/s.)
Managers in the school were keen to ensure that any technical difficulties were overcome.
Discussions were also held on the need to provide a quiet room for tutors within the college to
undergo further video conferences next academic year.
Managers were also keen that the conferences undertaken were part of a tutors timetabled hours.
Assessors’ reactions: (What was the reaction from assessors? Please include quotes from
assessors.)
We received excellent feedback from the assessor, stating best practice in using new
technologies. The assessor recommended the course tutor to another institution in Basingstoke
and meetings were held with these tutors to discuss new ways of delivering content online. This
relationship is ongoing where both Sandra and myself are acting as critical friend to the course
team at Basingstoke.

3. Key messages and lessons learned: (Problems encountered and how they were solved, what
worked and what didn’t work with respect to intended outcomes, any tips and trips?)
• Make sure that learners know from the start that they will take part in conferences and
clearly set dates in Scheme Of Work
• Check that learners have a quiet space to take part in the conference
• Ensure that tutors have tried out the software before a “live broadcast” and be prepared to
trouble shoot technical problems. If the technical issues are too difficult to solve re-
schedule the conference
• Develop rules of etiquette for online conferences and brief learners before the session
• Ensure that all documents related to the conference are available on the VLE and record
the session for later use.
• Encourage the learners to complete other conferences outside of the timetabled sessions
and record the sessions to upload to VLE
• Use the conferences for one to one tutorials and whole group sessions
Next steps: (How will the tutor/s and learner/s build on what has been achieved?)
Provide one to one support to learners related to the qualification
Provide one to one pastoral support via the ES Team and Learning Facilitator
Collaborate with other institutions in the consortium to deliver key sessions
Collaborate with employers and HE for specialist sessions
Materials, resources and links: (Please include resources or weblinks that were used as part of
the project)
Blog which is currently under construction http://videoconference-smu.blogspot.com/
Course materials on VLE

4. Annex 1
Evaluation Criteria for video conference software tested - It is difficult to find one software which will
cater for all of our needs, we are testing each software against the following criteria
Software 1 to 1 1 to Many Headphon Share Share Can it run Can it run well
es different deskto on college outside college
micropho file p student network
ne formats network
Speakers
webcam
Dim Dim Yes Yes up to 20 Headphon yes Yes No, Yes no issues
guests in the es or bandwidth with bandwidth or
www.DimDim conference speakers is streaming video
.com microphon squeezed
e& which
webcam means
cant
stream live
video
Speakers
or
headphone
s only
required by
guests
Acrobat Yes Yes but no Headphon yes Yes Yes, Yes no issues
more than es or however with bandwidth or
www.acrobat. three speakers bandwidth streaming video
com microphon is
e& squeezed
webcam which
means
there are
breaks in
Speakers
the video
or
headphone
s only
required by
guests
Skype Yes video & Yes but only Web cam Yes but it Yes but Yes, Yes only issues
sound sound is an it is an however related to home
www.skype.c Microphon additional addition bandwidth broadband
om e plug in al plug is connection when
headphone which must in which squeezed connecting to
s or be must be for video multiple persons
speakers purchased purchas calls
ed??
Speakers But voice
or only calls
headphone have a
s only very good

5. required by reception
guests
Web cam if
video call
taking
place
Google Talk Yes but only Yes but only Microphon No file No Maybe the Only issues
sound sound e sharing same related to home
www.google. headphone restriction broadband
co.uk s or as connection when
speakers applicable connecting
to Skype
Live@EduLiv Still to test
e
GotoMeeting Yes sound & Yes sound & Microphon Yes Yes Unable to Only issues
video video e run on related to home
however however only headphone college broadband
only used used sound s or network connection when
sound due due to speakers due to connecting
to restrictions licence
restrictions with the trial restrictions
with the trial version
Web cam This has Video has been
version
maybe now been tested and works
needed if completed well with sound
full version and
used deployed
to staff
machines
Notes
• Your case study should be no more than 2 sides of A4 in total
• Please supply electronically the following any supporting images or video with completed
image release forms for any learners or staff included in the images