Ideas for Videoconferencing and the New Roles of Instructors and Students

1. Ideas for Videoconferencing and the New Roles of Instructors and Students Dr. Curtis J. Bonk Indiana University CourseShare.com http://php.indiana.edu/~cjbonk cjbonk@indiana.edu

2. How do you use videoconferencing? • __________________ • __________________ • __________________ • __________________ • __________________

3. Jim Seymour, PC Magazine, Nov 27, 2001 “…in the wake of the terrorist attacks, videoconferencing is suddenly hot—very hot. No one wants to get on planes now, least of all for a semi-meaningful two-hour meeting four hours away. But meet we must, so we're doing more and more of it via video. And I confess that I've found my dislike for videoconferencing softening.”

4. Pacific Bell’s Education First Initiativehttp://www.kn.pacbell.com/wired/vidconf/description.html • Videoconferencing technology allows two or more people at different locations to see and hear each other at the same time.

5. Types of Systems (Pac Bell Videoconferencing Guide, 1995-2002) • ISDN: has standards, uses regular phone lines, bandwidth is connected to your call and can increase it from 112 kbps to 384 • Desktop (e.g., CuSee-Me): is Internet-based, can be located anywhere, anytime, cheap, more informal and relaxed, typically has document sharing, equal participation, many to many.

6. Moving to IP Networks(Khan & Hirata, Nov 2001, e-learning mag) “…many universities…have a main campus and one or more satellite campuses that are connected through ISDN. However, only a limited number of dedicated conferencing rooms connect the two sites, enabling face-to-face meetings for faculty and board meetings, cross-campus lectures, and thesis defense meetings.”

7. Moving to IP Networks(Khan & Hirata, Nov 2001, e-learning mag) Problems with traditional methods: • System controlled by university • Procedure is tedious and time-consuming • Have to call in and reserve the room • Room must be available • Room availability not promoted well and seldom used

8. Carla Schutte, Tech Specialist, Nov. 1998 http://www.fi.edu/fellows/fellow6/nov98/index.html “Desktop videoconferencing is synchronous two-way communication using real-time digitized video. It is also called "video chat" in some reference materials. Taking advantage of the internet and low-cost or free software, users can use their computers and a camera to connect to others.”

9. Jim Seymour, PC Magazine, Nov 27, 2001 “Polycom moved into videoconferencing three years ago through the acquisition of ViaVideo Communications; the midprice Polycom ViewStation unit (under $4,000) now has more than 100,000 installed systems. (Polycom also recently bought PictureTel, the leading "room" videoconferencing firm.)”

10. Jim Seymour, PC Magazine, Nov 27, 2001 “Compared with little videocams meant for PC use, the ViaVideo (from Polycom) delivers somewhat to much better pictures at faster frame rates in larger windows with clearer sound. This is not network television…but it is good enough.”

11. Moving to IP Networks (Khan & Hirata, Nov 2001, e-learning mag) Advantages to university for IP Systems: • No cost of audio and video data transfer • Do not require large investments in equipment or networks • Easier to use and less training time (more focus on content and student interaction) • Do not need a specialist to maintain system

12. Moving to IP Networks(Khan & Hirata, Nov 2001, e-learning mag) • “The big and overriding advantage is that (PC-based) systems are easy to set-up, easy to operate, and easy to maintain.” • Software solution over network solution or telephone solutions. • Do not have to configure IP addresses or remember phone numbers.

13. Moving to IP Networks(Khan & Hirata, Nov 2001, e-learning mag) Advantages to Users: • Available to anyone with Internet access • (no longer have to be in the org on same network) • Collaborate on documents (with students around the world) • Online access detection (in newer systems) • Push Web pages to each other • Participate in voice and video chat (perhaps on homework)

14. Moving to IP Networks(Khan & Hirata, Nov 2001, e-learning mag) “…at ABC University, where students attend classes during the day on campus, students can collaborate in the evenings on group projects from their dorm rooms and homes. While working on papers, students can consult online with a professor face-to-face who may be in their office or at home.”

15. Moving to IP Networks(Khan & Hirata, Nov 2001, e-learning mag) “With online presence detection, they simply click on a conference session name or on their colleague or professor’s username to get connected—instantly being able to exchange data, collaborate on documents, and participate in voice and video chat.”

16. Moving to IP Networks(Khan & Hirata, Nov 2001, e-learning mag) “As people endeavor to keep up with changes in technology and advancements in their education, it is critical for corporations and academic institutions to provide globally open access to education over the Internet.”

17. My History with Videoconferencing and DE • 1987-1988. Helped create a one-way telecourse • 1989-1996. Worked with computer conferencing and collab writing tools • 1995. Picture-Tel & CU-SeeMe (Interactive TV) • 1997-1999. Videoconferencing to Finland • 1996-2000. Project Athena-Multicampus Tech Proj • 1998-Present. TICKIT project for rural teachers • 1995-Present. Guest Expert via Videoconferencing • 1995-Present. Various Online Classes

18. Videoconferencing Used to Support Web Class(or live class)

19. Video Meant to Be Key, but Discussion Takes Over

21. Videoconferencing Advice

22. Videoconferencing is hard (Managerial Skills) • Plan for resources, syllabus, and books • Consider developing a Web support site • Visit remote sites (and announce it) • Call on students who are talking • Have an agenda, sequence materials • Contact site coordinator(s)

23. Focus on Managing Learning (Pac Bell Videoconferencing Guide, 1995-2002) • Limit the number of sites to 3 or 4 • Get phone or email of participants • Bring a cell phone to the event • Plan a practice session • Make sure sites call in 30 minutes early • A wireless mic can be passed around • Have back-up tech plan--conference call

24. Classroom Management (A Guide to Vidoconferencing, The World Bank, 2002) • Vary speaking tempo • Avoid monotone and hasty presentations • Send background materials and slides to students to limit presentation time • Maintain low voice tone and enunciate clearly • Keep in mind that microphones are sensitive to volume

26. Focus on Managing Learning (Pac Bell Videoconferencing Guide, 1995-2002) • All sites should mute their mics • Set ground rules on speaking protocols • Site facilitators preset camera settings • Main facilitator should start with purpose, agenda, protocols, etc.

27. Internet-Based Advice(Hazel Jobe, 1999) • Plan it for morning when there is less congestion • Decide on placement or students on camera as well as placement of mics • Plan for the worst. If server if down, postpone it. • Have students do research then share via video • Mentoring is a great option in videoconferencing • Beware of unexpected incoming hook-up requests

28. Videoconferencing is hard (Technological Skills) • Test out the equip 30 minutes prior to class • Test room 1-2 weeks b4 teaching in it. • Set camera presets • Assistant to help b4 teach and for admin (faxing, troubleshooting) • Get some training

29. Videoconferencing is Fun(Social Hat) • Order pizza for remote site and see who is willing to pay. • Introduce students to each other who normally would never meet. • Wear tennis shoes and see if anyone notices. • Ask for mailbox, office space, and parking spot at remote site and do not go back to work. • Try stretching exercises.

30. Videoconferencing Requires Pedagogy (Pedagogical Hat) • Use document camera for sharing • Call on students at remote site first • Vary the activities • Change activity or break into small groups every 15-30 minutes

31. Active Learning is Important!

32. Focus on Learning (Pac Bell Videoconferencing Guide, 1995-2002) • Maintain interest with novel activities • Make materials and learning relevant • Explain differences from passive TV watching • Consider pace; slow for new material • Alternate lecture and activities

33. Focus on Learning (Pac Bell Videoconferencing Guide, 1995-2002) Techniques: • Participant presentations • Role play and debates • Case studies • Semantic maps to minimize text • Brief video clips with discussion

34. Focus on Learning (Pac Bell Videoconferencing Guide, 1995-2002) • Maintain eye contact (look directly at camera, not TV or students in your room). • Use names • Repeat questions before answering • See if someone else has answer first

35. Why Select Videoconferencing? • Reel Em In!!! (new students) • Bring in a Dose of Reality (real world) • I always wanted to teach at XYZ. • It was requested! • It's Cool! It’s New! It’s a Challenge! • Can be in two places at one time. • My students count too! • 7-11/Village Pantry Thinking.

36. What Worked? • Group Discussion • Small Group Activities • Experts • Final Presentations • Variety, Breaks, Acting, Zaniness • Food and drinks

37. Preparing to Teach With Videoconferencing (A Guide to Vidoconferencing, The World Bank, 2002) • Consider learner prior knowledge • Consider learner technology resources • Incorporate charts and outlines • Use both audio and visuals to increase attention • Organize main points and present them progressively

38. Preparing Slides for Videoconferencing (A Guide to Vidoconferencing, The World Bank, 2002) • Leave 1.5 inch blank frame on edges • Create all page layouts in landscape or horizontal format • Font size 24 to 36 • Max 9 lines and 35 characters/line • Minimum line thickness: 2 pt.

39. Preparing Slides for Videoconferencing (A Guide to Vidoconferencing, The World Bank, 2002) • Keep diagrams simple • Video makes all print hard to see, so make slides twice as large as think • Medium blue to light green backgrounds work best • Limit use of animation

40. The Presentation (tale of “disco Jim”) • Avoid intense colors—they bleed on screen • Avoid bright green, orange, and busy patterns, striped clothes • Avoid all dark or all light clothing • Pastel colors look better than bright white • Blue and medium gray look good on camera

41. The Presentation • Image looks best from waste up • Be natural and maintain eye contact • Pause for delays in transmission • Do not move about too quickly • Avoid gum, rocking back and forth, chewing gum, dangling jewelry, overt hand gestures, tinted glass lenses

42. When using Document Camera (A Guide to Vidoconferencing, The World Bank, 2002) • Convert all transparencies to paper copy with background • Avoid touch or moving items under document camera • Use a pen or other type of pointing device • Again, print in landscape format • Print in light card stock, if possible

43. When using Control Panel (A Guide to Vidoconferencing, The World Bank, 2002) • Become familiar with basic functions prior to first session • Ask questions of producers if present • Consider temporary labels for camera presets • Consider training a student as a helper • Contact student at remote sites to help

44. Atmosphere and Interaction Tips(A Guide to Vidoconferencing, The World Bank, 2002) • Break lesson into segments and build in interaction sequences • Delegate part of presentation to others • Remind to ask questions • Perhaps have discussion at start of next session to recap last topic

45. Pedagogical Strategies:Videoconferencing 1. Human Graphs, Stand and Share, Present 2. Mock Trials with Occupational Roles 3. Tell Tall Tales, Creative Writing 4. Think-Pair-Share, Cooperative Scripts 5. Phillips 66/Buzz Groups, Roundrobins 6. Pruning the Tree, Bingo Quizzes 7. Numbered Heads Together 8. Three Stay, One Stray 9. Swami Questions 10. Double Fishbowl.

46. Pedagogical Strategies:Videoconferencing 1. Human Graphs, Stand and Share, Present Human Graph: • Have students line up on a scale (e.g., 1 is low and 5 is high) on camera according to how they feel about something (e.g., topic, the book, class). • Debrief

47. Pedagogical Strategies:Videoconferencing 1. Human Graphs, Stand and Share, Present Stand and Share: • Have students think about a topic or idea and stand when they have selected an answer or topic. • Call on students across sites and sit when speak. • Also, sit when you hear your answer or your ideas are all mentioned by someone else.

48. Pedagogical Strategies:Videoconferencing 1. Human Graphs, Stand and Share, Present Presentation: • Assign a task for students to present on. • Have them create PowerPoint slides, bring videotapes or other media, and items for document camera. • Consider have peer and instructor evaluation forms for each group and/or individual.

49. Pedagogical Strategies:Videoconferencing 2. Mock Trials with Occupational Roles • Create a scenario (e.g., school reform in the community) and hand out to students to read. • Ask for volunteers for different roles (everyone must have a role). • Perhaps consider having one key person on the pro and con side of the issue make a statement. • Discuss issues from within role (instructor is the hired moderator or one to make opening statement; he/she collects ideas on document camera or board). • Come to compromise.

50. Pedagogical Strategies:Videoconferencing 3. Tell Tall Tales, Creative Writing • Start a topic of discussion perhaps with an interesting scenario or “just imagine” if this happened or an object obituary. • Pass on the story to a student to continue it at another location or have volunteers. • Continue with story. • Perhaps combine with a Stand and Share activity.