A Quick Introduction A Quick Introduction to Videoconferencingto Videoconferencing

Kim Peacock, M.Ed.Kim Peacock, M.Ed.

The ResearchThe Research

Why Videoconferencing?Why Videoconferencing?

In many ways, the jury is still out on In many ways, the jury is still out on videoconferencing.videoconferencing.

Videoconferencing CAN provide rich and Videoconferencing CAN provide rich and meaningful authentic learning experiences meaningful authentic learning experiences for students.for students.

Videoconferencing MAY increase the level Videoconferencing MAY increase the level of teacher-learner and learner-learner of teacher-learner and learner-learner dialogue (or interaction) in a course.dialogue (or interaction) in a course.

Videoconferencing CAN provide access to Videoconferencing CAN provide access to resources outside of a school or school resources outside of a school or school division.division.

Why Videoconferencing?Why Videoconferencing?

Videoconferencing MAY increase student Videoconferencing MAY increase student motivation when compared to traditional motivation when compared to traditional methods of distance & correspondence methods of distance & correspondence learning.learning.

Videoconferencing IS just as good as other Videoconferencing IS just as good as other instructional mediums when it comes to instructional mediums when it comes to student attitudes and achievement (Russell, student attitudes and achievement (Russell, 1999).1999).

Videoconferencing DOES bring an increased Videoconferencing DOES bring an increased number of learning modes to the distance number of learning modes to the distance learning experience.learning experience.

Benefits to TeachingBenefits to Teaching Reed and Woodruff (1995) outlined four main Reed and Woodruff (1995) outlined four main

benefits of videoconferencing technologies in benefits of videoconferencing technologies in teaching:teaching:– Teachers make a visual connection with studentsTeachers make a visual connection with students– Increased potential for interaction and interactive Increased potential for interaction and interactive

teaching techniques. teaching techniques. – Allow a connection with the "outside world" and Allow a connection with the "outside world" and

consequently, outside resources and experts.consequently, outside resources and experts.– Allow for the integration of a very diverse set of Allow for the integration of a very diverse set of

media, such as document cameras, that allow media, such as document cameras, that allow teachers to share resources with students teachers to share resources with students

Benefits to SchoolsBenefits to Schools Experienced benefits of videoconferencing in K-12 Experienced benefits of videoconferencing in K-12

schools (Sullivan, Jolly, Foster & Tompkins, 1994)schools (Sullivan, Jolly, Foster & Tompkins, 1994)– it allows continuous interaction,it allows continuous interaction,– it allows a high degree of relevance for individual learners it allows a high degree of relevance for individual learners

by clustering students based on their educational needs,by clustering students based on their educational needs,– it is often a stimulating learning environment for students,it is often a stimulating learning environment for students,– it offers the flexibility of connecting to other schools and it offers the flexibility of connecting to other schools and

institutions,institutions,– it has become more affordable,it has become more affordable,– it allows cooperative arrangements and partnerships with it allows cooperative arrangements and partnerships with

businesses, schools and institutions,businesses, schools and institutions,– it often allows for simultaneous access to outside it often allows for simultaneous access to outside

information using other technologies, andinformation using other technologies, and– videoconferencing classrooms have the potential to videoconferencing classrooms have the potential to

become a school/community production center.become a school/community production center.

Drawbacks of Drawbacks of VideoconferencingVideoconferencing

Time and resource consuming Time and resource consuming (especially infrastructure costs and (especially infrastructure costs and technical support).technical support).

Teachers should receive special Teachers should receive special training for teaching with training for teaching with Videoconferencing.Videoconferencing.

Technical problems can hinder student Technical problems can hinder student motivation.motivation.

The classroom environment can be The classroom environment can be limiting (Lawyer-Brook, 1991).limiting (Lawyer-Brook, 1991).

Drawbacks of Drawbacks of VideoconferencingVideoconferencing

From Motamedi (2001):From Motamedi (2001):– Videoconferencing infrastructure is still a serious Videoconferencing infrastructure is still a serious

financial investment and those costs must be justified by financial investment and those costs must be justified by the benefits the technology brings. the benefits the technology brings.

– The skilled expertise required to design and implement The skilled expertise required to design and implement videoconferencing technologies properly can be both videoconferencing technologies properly can be both rare and costly. rare and costly.

– Once the technology is in place, it is often hard for Once the technology is in place, it is often hard for teachers and learners to master using it. teachers and learners to master using it.

– There often a lack of training on how to use the There often a lack of training on how to use the technology, and how to teach using such a specialized technology, and how to teach using such a specialized medium. medium.

– Videoconferencing SHOULD only accommodate a small Videoconferencing SHOULD only accommodate a small number of students to be effective.number of students to be effective.

– Videoconferencing is often used in ways that are not the Videoconferencing is often used in ways that are not the most pedagogically sound (ie/ the talking head = most pedagogically sound (ie/ the talking head = passive learning).passive learning).

Poor Practice = Consequences Poor Practice = Consequences for Student Learningfor Student Learning

Technology problems are often a significant Technology problems are often a significant drawback of videoconferencing initiatives drawback of videoconferencing initiatives (McIsaac & Gunawardena, 1996; Oliver & Reeves, (McIsaac & Gunawardena, 1996; Oliver & Reeves, 1996; Reed & Woodruff, 1995; Ritchie & Newby, 1996; Reed & Woodruff, 1995; Ritchie & Newby, 1998; Roblyer, Edwards & Havriluk, 1997). 1998; Roblyer, Edwards & Havriluk, 1997).

Videoconferencing is perceived to be second best Videoconferencing is perceived to be second best when compared to a number of aspects of the when compared to a number of aspects of the traditional face-to-face classroom (Dallat, Fraser, traditional face-to-face classroom (Dallat, Fraser, Livingston & Robinson, 1992; Fillion, Limayem & Livingston & Robinson, 1992; Fillion, Limayem & Bouchard, 1999; Freeman, 1998). Dallat et al. Bouchard, 1999; Freeman, 1998). Dallat et al. point out that this is especially the case when point out that this is especially the case when high interaction is essential for the success of the high interaction is essential for the success of the class.class.

Poor Practice = Consequences Poor Practice = Consequences for Student Learningfor Student Learning

A study by Armstrong-Stassen, Lanstrom & A study by Armstrong-Stassen, Lanstrom & Lumplin (1998) also found that students in Lumplin (1998) also found that students in the seven videoconferencing courses they the seven videoconferencing courses they examined at their post-secondary institution examined at their post-secondary institution reported significantly less positive attitudes reported significantly less positive attitudes towards videoconferencing towards videoconferencing afterafter having having taken a videoconferencing course. Those taken a videoconferencing course. Those students listed technical difficulties as their students listed technical difficulties as their primary concern in taking courses using primary concern in taking courses using videoconferencing videoconferencing

What do these What do these findings mean for this findings mean for this

project?project?

Theoretical IssuesTheoretical Issues

Theoretical Issues of Theoretical Issues of VideoconferencingVideoconferencing

From Keegan, 1990:From Keegan, 1990: What is meant by educational transaction What is meant by educational transaction

in videoconferencing (see: Moore, 1993 – in videoconferencing (see: Moore, 1993 – Transactional Distance Theory)? How Transactional Distance Theory)? How does that affect teaching in does that affect teaching in Videoconferencing?Videoconferencing?

What is the process of educational What is the process of educational interaction among the learner, teacher interaction among the learner, teacher and institution when they are all and institution when they are all separated (see: Shin, 2003 - separated (see: Shin, 2003 - Transactional Presence)Transactional Presence)

Theoretical Issues of Theoretical Issues of VideoconferencingVideoconferencing

What is the role of the medium and other What is the role of the medium and other forms of communication?forms of communication?

How does distance affect the outcome of How does distance affect the outcome of learning?learning?

What role should the instructor play (sage, What role should the instructor play (sage, guide, etc…) and how does that differ from guide, etc…) and how does that differ from a regular classroom?a regular classroom?

What degree of student autonomy What degree of student autonomy balances with the requirements for balances with the requirements for interaction within videoconferencing?interaction within videoconferencing?

Transactional Distance Transactional Distance TheoryTheory

A theory of distance education from A theory of distance education from Moore, 1993; Kearsley & Moore, 1996.Moore, 1993; Kearsley & Moore, 1996.

All distance learning has three core All distance learning has three core components:components:– DialogueDialogue– StructureStructure– Learner AutonomyLearner Autonomy

TDT animationTDT animation

According to Moore…According to Moore… From Moore, 2003:From Moore, 2003: ““The transaction that we call distance education The transaction that we call distance education

occurs between teachers and learners in an occurs between teachers and learners in an environment having the special characteristic of environment having the special characteristic of separation of teachers from learners. This separation separation of teachers from learners. This separation leads to special patterns of learner and teacher leads to special patterns of learner and teacher behaviours. It is the separation of learners and behaviours. It is the separation of learners and teachers that profoundly affects both teaching and teachers that profoundly affects both teaching and learning. With separation there is a psychological learning. With separation there is a psychological and communications space to be crossed, a space of and communications space to be crossed, a space of potential misunderstanding between the inputs of potential misunderstanding between the inputs of instructor and those of the learner. It is this instructor and those of the learner. It is this psychological and communication space that is the psychological and communication space that is the transactional distance.” (p. 22)transactional distance.” (p. 22)

Transactional PresenceTransactional Presence From Shin, 2003:From Shin, 2003: Transactional Presence is “the degree to which a Transactional Presence is “the degree to which a

distance student perceives the availability of and distance student perceives the availability of and connectedness with people in his/her educational connectedness with people in his/her educational setting. ‘Availability’ implies that what is needed setting. ‘Availability’ implies that what is needed or desired is obtainable upon request involving or desired is obtainable upon request involving the responsiveness of interpersonal relationships. the responsiveness of interpersonal relationships. ‘Connectedness’ indicates the belief or feeling ‘Connectedness’ indicates the belief or feeling that a reciprocal relationship exists between two that a reciprocal relationship exists between two or more parties, involving an individual's or more parties, involving an individual's subjective judgment upon the extent of the subjective judgment upon the extent of the engagement in relationships with others.” (Shin, engagement in relationships with others.” (Shin, 2003, p. 71)2003, p. 71)

Planning for Planning for VideoconferencingVideoconferencing

Successful Successful VideoconferencingVideoconferencing

Have a trained facilitator at all Have a trained facilitator at all locations (Joiner, Silverstein & Clay locations (Joiner, Silverstein & Clay 1981).1981).

Teachers should be given special Teachers should be given special preparation and planning time preparation and planning time (Barker, 1991).(Barker, 1991).

Teachers should be given training on Teachers should be given training on effective videoconferencing effective videoconferencing techniques (Barker, 1991)techniques (Barker, 1991)

Successful Successful VideoconferencingVideoconferencing

Adequate technical support at all Adequate technical support at all times (Sullivan, Jolly, et al., 1991).times (Sullivan, Jolly, et al., 1991).

Effective planning and preparation Effective planning and preparation techniques (Sullivan, Jolly et al., 1991).techniques (Sullivan, Jolly et al., 1991).

Avoiding “just-in-time” delivery (Willis, Avoiding “just-in-time” delivery (Willis, 1994)1994)

Maximize levels of interaction (Kober, Maximize levels of interaction (Kober, 1990).1990).

Interaction is Key?Interaction is Key?

Studies have shown that there was Studies have shown that there was either the same amount (Murphy, either the same amount (Murphy, 1999; Rost, 2000) or less (Freeman, 1999; Rost, 2000) or less (Freeman, 1998; Kelsey, 2000; Ritchie, 1993) 1998; Kelsey, 2000; Ritchie, 1993) interaction in video classrooms interaction in video classrooms compared to traditional classroom compared to traditional classroom settings. settings.

Classroom Interaction Classroom Interaction ResearchResearch

Until now, theorists have tended to have an Until now, theorists have tended to have an "if you build it, they will come" attitude "if you build it, they will come" attitude about interaction in videoconferencing about interaction in videoconferencing classrooms. classrooms.

Researchers have tended to theorize that Researchers have tended to theorize that giving more opportunity for student-teacher giving more opportunity for student-teacher interaction would logically result in more interaction would logically result in more interaction (Bauer & Rexabek, 1992; Boverie interaction (Bauer & Rexabek, 1992; Boverie et al., 1997; Sholdt, Zhang & Fulford, 1995).et al., 1997; Sholdt, Zhang & Fulford, 1995).

However, this has not always been the case However, this has not always been the case according to videoconferencing practitioners according to videoconferencing practitioners (Kelsey, 2000).(Kelsey, 2000).

So What IS Good Pedagogy in So What IS Good Pedagogy in Videoconferencing?Videoconferencing?

““Good” classroom teachers generally Good” classroom teachers generally make good videoconferencing make good videoconferencing teachers. teachers.

Videoconferencing research and Videoconferencing research and theory has repeatedly called for theory has repeatedly called for teachers to move away from the teachers to move away from the "talking head" model (more "talking head" model (more interaction).interaction).

So What IS Good Pedagogy in So What IS Good Pedagogy in Videoconferencing?Videoconferencing?

Even though good traditional teachers Even though good traditional teachers usually make good videoconferencing usually make good videoconferencing teachers, there are a number of additional teachers, there are a number of additional skills that must be acquired to make be an skills that must be acquired to make be an effective teacher in a videoconferencing effective teacher in a videoconferencing environment. For example, a number of environment. For example, a number of expert practitioners have noted the expert practitioners have noted the importance of creating “presence” when importance of creating “presence” when teaching with videoconferencing (Cyrs, teaching with videoconferencing (Cyrs, 2003a; Reed & Woodruff, 1995; Shin, 2002). 2003a; Reed & Woodruff, 1995; Shin, 2002).

According to One Teacher…According to One Teacher… Cyrs (2003) has compiled an extensive list of skills that are Cyrs (2003) has compiled an extensive list of skills that are

needed to be a good videoconferencing teacher. Some of needed to be a good videoconferencing teacher. Some of these skills include:these skills include:– using visualization techniques,using visualization techniques,– using props,using props,– using good presentation techniques,using good presentation techniques,– using effective questioning with remote sites,using effective questioning with remote sites,– creating interest,creating interest,– planning and managing remote site materials,planning and managing remote site materials,– planning and managing remote site activities,planning and managing remote site activities,– knowing copyright laws,knowing copyright laws,– correlating the technology and other instructional materials, correlating the technology and other instructional materials,

andand– planning for evaluationplanning for evaluation

http://http://www.zianet.com/edacyrs/tips/tipsindex.htmwww.zianet.com/edacyrs/tips/tipsindex.htm

Planning for Planning for VideoconferencingVideoconferencing

Many theorists and practitioners have Many theorists and practitioners have stated that teachers cannot transport stated that teachers cannot transport one of their traditional courses directly one of their traditional courses directly to a videoconferencing classroom to a videoconferencing classroom without significant modifications without significant modifications (Bates, 1995; Heath & Holznagel, 2002; (Bates, 1995; Heath & Holznagel, 2002; Reed & Woodruff, 1995). However, the Reed & Woodruff, 1995). However, the degree of modification required is a degree of modification required is a major question in the field. major question in the field.

Planning for Planning for VideoconferencingVideoconferencing

It is logical to assume that the It is logical to assume that the videoconferencing medium dictates some videoconferencing medium dictates some modifications such as sending worksheets to modifications such as sending worksheets to remote locations ahead of time, however, remote locations ahead of time, however, researchers and theorists do not agree on what researchers and theorists do not agree on what teaching styles are best used in teaching styles are best used in videoconferencing environments. videoconferencing environments.

There is a great deal of debate as to whether or There is a great deal of debate as to whether or not a lesson taught using a lecture format in a not a lesson taught using a lecture format in a traditional classroom can be as effective in a traditional classroom can be as effective in a videoconferencing classroom. (Foley, 1998; videoconferencing classroom. (Foley, 1998; Laurillard, 1993; Mason, 1998; Motamedi, Laurillard, 1993; Mason, 1998; Motamedi, 2001; Reed & Woodruff, 1995).2001; Reed & Woodruff, 1995).

SummarySummary

Give students lots to DO.Give students lots to DO. Don’t just be a talking head.Don’t just be a talking head. Limit your “talking” to small chunks Limit your “talking” to small chunks

and if possible, break them up – and if possible, break them up – students tend to have shorter students tend to have shorter attention spans when watching over attention spans when watching over videoconferencing.videoconferencing.

Plan ahead and get resources to Plan ahead and get resources to students ahead of time.students ahead of time.

Teaching with Teaching with VideoconferencingVideoconferencing

VoiceVoice Be sure that your speech is clear, loud enough to be Be sure that your speech is clear, loud enough to be

heard in a regular situation (adjust volume if need heard in a regular situation (adjust volume if need be), and slow enough to be easily understood.  be), and slow enough to be easily understood. 

Take a moment to test this out at the beginning and Take a moment to test this out at the beginning and make adjustments.    make adjustments.   

Be aware of possible voice delays across the system Be aware of possible voice delays across the system and accommodate for the delays.  and accommodate for the delays. 

Look at the camera and your present audience when Look at the camera and your present audience when talking to ensure that you are interacting with your talking to ensure that you are interacting with your far-end audience as well as the participants in the far-end audience as well as the participants in the same room.  same room. 

If you are wearing a microphone, be sure the volume If you are wearing a microphone, be sure the volume is properly adjusted.  If you are using a fixed is properly adjusted.  If you are using a fixed microphone, be sure that you are in range to pick up microphone, be sure that you are in range to pick up your voice. your voice.

http://www.d261.k12.id.us/VCing/classroom/planning.htm#presentation

Body Presence on CameraBody Presence on Camera Be aware of camera placement and image you are Be aware of camera placement and image you are

projecting.  projecting.  Plan ahead for whether you want to be standing or Plan ahead for whether you want to be standing or

sitting and whether you want the camera focused sitting and whether you want the camera focused on the teacher or students.  on the teacher or students. 

Camera movement and adjustments can be made Camera movement and adjustments can be made if you have technical help (or have enlisted a if you have technical help (or have enlisted a student to control the camera), but generally the student to control the camera), but generally the camera is set in a fixed position.   camera is set in a fixed position.  

The camera should be directed toward the person The camera should be directed toward the person speaking to ensure clear understanding by the far-speaking to ensure clear understanding by the far-end audience.  It may be necessary to mark off the end audience.  It may be necessary to mark off the camera presence area with tape to remind the camera presence area with tape to remind the speaker of where to stand to best engage both speaker of where to stand to best engage both audiences. audiences. http://www.d261.k12.id.us/VCing/classroom/planning.htm#presentation

Presentation StylesPresentation Styles Adapt your presentation style to fit the Adapt your presentation style to fit the

videoconferencing logistics.  videoconferencing logistics.  If you are a "walker" during your If you are a "walker" during your

presentations in a regular classroom, you will presentations in a regular classroom, you will have to adapt the classroom camera set-up have to adapt the classroom camera set-up (or your style) so that you do not disappear (or your style) so that you do not disappear from the screen.  from the screen. 

If you like to engage your students in If you like to engage your students in discussion, be sure that you are including discussion, be sure that you are including students at your site as well as the far end students at your site as well as the far end site and that the camera focuses on them site and that the camera focuses on them when they are speaking. when they are speaking. http://www.d261.k12.id.us/VCing/classroom/planning.htm#presentation

DressDress

Professional dress is always Professional dress is always recommended, and simple clothing recommended, and simple clothing provides less distraction in an on-provides less distraction in an on-camera experience. camera experience.

Try not to wear solid black or dark Try not to wear solid black or dark blue – it makes it hard for the blue – it makes it hard for the audience to see hand motions, etc…audience to see hand motions, etc…

Try not to wear the same color as Try not to wear the same color as your background.your background.

http://www.d261.k12.id.us/VCing/classroom/planning.htm#presentation

More Tips for More Tips for Teaching Using Teaching Using

VideoconferencingVideoconferencing

http://www.zianet.com/http://www.zianet.com/edacyrs/tips/tvtips.htmedacyrs/tips/tvtips.htm

Meeting Skills for Meeting Skills for VideoconferencingVideoconferencing

From From Videoconferencing in EducationVideoconferencing in Education:: At the start of the session confirm with each At the start of the session confirm with each

site that they can hear and/or see the other site that they can hear and/or see the other participants from all the participating sites participants from all the participating sites

Allow each site and individual to introduce Allow each site and individual to introduce themselves themselves

Maintain eye contact with remote sites by Maintain eye contact with remote sites by looking directly into the camera while looking directly into the camera while speaking. speaking.

During the meeting or program, indicate During the meeting or program, indicate when you are finished speaking. This will when you are finished speaking. This will reduce the chance someone will interrupt reduce the chance someone will interrupt you. you.

Meeting Skills for Meeting Skills for VideoconferencingVideoconferencing

Mute the microphone when you are not Mute the microphone when you are not speaking to avoid background noise and echo. speaking to avoid background noise and echo.

When using alternate cameras (e.g. document When using alternate cameras (e.g. document cameras, PCs), be sure to toggle back and cameras, PCs), be sure to toggle back and forth frequently to the main camera to forth frequently to the main camera to maintain program continuity and participant maintain program continuity and participant engagement. Long periods of a document engagement. Long periods of a document camera image may make the remote sites feel camera image may make the remote sites feel forgotten. forgotten.

When connecting to multiple sites, avoid When connecting to multiple sites, avoid confusion by directing questions or comments confusion by directing questions or comments to a specific name or site location. to a specific name or site location.

Videoconferencing EtiquetteVideoconferencing Etiquette

From the From the Videoconferencing CookbookVideoconferencing Cookbook– Pay attention to how others see you.Pay attention to how others see you.– Quit adjusting after a point.Quit adjusting after a point.– Don’t multitask even though they’re not “there”.Don’t multitask even though they’re not “there”.– Mute your audio when you’re not talking (keep it Mute your audio when you’re not talking (keep it

as silent and non-distracting as possible).as silent and non-distracting as possible).– Don’t be visually “loud”.Don’t be visually “loud”.– Plan ahead and send ahead.Plan ahead and send ahead.– Make it as “real” as “real life” (ie/ courtesy Make it as “real” as “real life” (ie/ courtesy

wise).wise).

Other ResourcesOther Resources Racol Best Practices - Racol Best Practices -

http://www.racol.ualberta.ca/vignettes/http://www.racol.ualberta.ca/vignettes/ The VIDE Cookbook for Teachers (more The VIDE Cookbook for Teachers (more

technical) - technical) - http://www.videnet.gatech.edu/cookbook.ehttp://www.videnet.gatech.edu/cookbook.en/list_topics.php?topic=11&sequence=0&n/list_topics.php?topic=11&sequence=0&name=K-12+and+Classroom+Specific+Nename=K-12+and+Classroom+Specific+Needseds

Videoconferencing in Education - Videoconferencing in Education - http://www.d261.k12.id.us/VCing/intro.htmhttp://www.d261.k12.id.us/VCing/intro.htm

Videoconferencing Instructional Strategies Videoconferencing Instructional Strategies - - http://http://www.kn.pacbell.com/wired/vidconf/instructwww.kn.pacbell.com/wired/vidconf/instruct.html.html