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Teaching via videoconferencing. Mark Childs. Aims of session. Some types of technology Some uses of videoconferencing Some issues in implementation. The ANNIE project. Providing access to remote experts/ remote delivery to students Using various technologies
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Teaching via videoconferencing Mark Childs
Aims of session • Some types of technology • Some uses of videoconferencing • Some issues in implementation
The ANNIE project • Providing access to remote experts/ remote delivery to students • Using various technologies • in various teaching situations • supporting drama, dance and theatre studies
Various technologies • ISDN • IP ViewStation • IP + PC • IP + PC + projection • Two-way • Multi-way
ISDN sessions High quality video BUT • Requires a lot of organising • Unreliable • In rooms unsuitable for teaching • Couldn’t run PowerPoint • Technology not “owned” • Expensive
IP + PCs + projection weaknesses • Low quality • Bandwidth problems • Required some upskilling at far end • Permissions through firewalls
IP + PCs + projection strengths • Some preferred low quality of IP • Felt empowered by: • familiar technology • Location of technology • Ease of use • Low or no cost
ISDN v IP • ISDN no bandwidth problems • IP no location or booking problems • Depends on which technology other end has access to or wants to use • Can mix and match using JVCS
Room-based TCP/IP Had success with Polycom ViewStation • Plug-and-play: just connected to Internet port in studio • High quality video and audio • BUT firewall and bandwidth problems, could only use in evenings
Room-based TCP/IP Some institutions connected to Access Grid • Dedicated location means less likely to have a firewall problem • High quality video and audio • BUT only 1500 institutions connected across world
Tutorials and vivas For tutorials • just need a PC, a headset, and a webcamera Typified by high amounts of interaction between students and lecturers. • Virtual scenography.
Lectures and software demos For lectures • also need a data projector, speakers, a digital video camera and a videobus • One mode (lecturer to student) tends to dominate • Stage design software
Videoconferenced workshops Linking two sites • Physical Performance Linking multiple sites • Telematic Performance at Warwick
Other synchronous work • Text chat • Audio chat • Telephone • SMS messaging • Above in combination • http://www.upstage.org.nz/
Implementation Strengths • Had involvement of a specific school • Academics set agenda • Few changes in working practices • Provided a manageable and easily implemented technology
Implementation Weaknesses • Central services gatekeepers but not stakeholders • No in-house technical support to continue work
Recommendations • Inform participants of techniques for effective videoconferenced teaching • Devolve as much of the technology skills as possible • Be flexible with technology and activities • Manage expectations • Promote internally
Contacts • m.childs@warwick.ac.uk • http://www.warwick.ac.uk/ETS/ANNIE/ • http://www.diverse-video.net