nanci a. scheetz, ed.d, csc

32
Nanci A. Scheetz, Ed.D, CSC Using Video Conferencing Technology to Provide Tutoring, Supervision, Interpreting and Instruction in Rural Areas in Georgia

Upload: videoguy

Post on 23-Jun-2015

242 views

Category:

Documents


2 download

TRANSCRIPT

Page 1: Nanci A. Scheetz, Ed.D, CSC

Nanci A. Scheetz, Ed.D, CSC

Using Video Conferencing Technology to Provide Tutoring, Supervision,

Interpreting and Instruction in Rural Areas in Georgia

Page 2: Nanci A. Scheetz, Ed.D, CSC

Using Video Conferencing Technology

• Fall, 2002• VSU began experimenting with video

conferencing equipment to test the effectiveness of providing remote access interpreting to a Deaf college student enrolled in college preparation courses

• We wanted to determine if the equipment could be used in place of a traditional classroom interpreter

Page 3: Nanci A. Scheetz, Ed.D, CSC

Where We Started

• Our initial attempt to provide remote interpreting occurred on the campus at VSU– Reading Course– Housed in a building with no carpet– No acoustic tile in the ceiling– Large classroom with a great deal of

classroom activity including chair movement, etc.

Page 4: Nanci A. Scheetz, Ed.D, CSC

Where We Went From There

• Once we worked out the physical requirements for the classroom, we expanded our interpreting to include the following classes on campus:– Psychology– Modern Math– History– English

Page 5: Nanci A. Scheetz, Ed.D, CSC

Where Went From There

• Once we worked out the physical requirements for the classroom, we expanded our interpreting to include the following classes on campus:– Psychology– Modern Math– History– English

Page 6: Nanci A. Scheetz, Ed.D, CSC

Providing Interpreting Services to Remote Locations• When we had successfully used the

equipment on campus for a year we began offering remote interpreting services to:

– Pelham Middle School– Moultrie Middle School– Live Oak, FL (Suwannee County) – Valdosta Technical College

Page 7: Nanci A. Scheetz, Ed.D, CSC
Page 8: Nanci A. Scheetz, Ed.D, CSC

Remote Interpreting In Action(click video to play)

Page 9: Nanci A. Scheetz, Ed.D, CSC

Providing Tutoring Using Video Conferencing Equipment• Once we had established that sign

communication could be effectively transmitted via video within and outside of VSU we added the tutoring component.

Page 10: Nanci A. Scheetz, Ed.D, CSC

Educational Sites for Remote Tutoring

• The initial goal for the remote tutoring was to connect VSU pre-service teachers with deaf students whereby they could utilize their ASL skills while providing tutoring for deaf/hard of hearing students.

• Schools for the Deaf were contacted who were known to have video conferencing technology

Page 11: Nanci A. Scheetz, Ed.D, CSC

Remote Tutoring Sites

• During the initial year remote tutoring was provided at the:

– Oklahoma School for the Deaf– Delaware School for the Deaf– Western Pennsylvania School for the

Deaf

Page 12: Nanci A. Scheetz, Ed.D, CSC

Providing Interpreting Services to Remote Locations

Page 13: Nanci A. Scheetz, Ed.D, CSC

Remote Tutoring In Action(click video to play)

Page 14: Nanci A. Scheetz, Ed.D, CSC

Supervising Pre-ServiceTeachers and Interpreting Interns• VSU is also using this technology to:

– Supervise practicum students and pre-service teachers

– Supervise interpreting interns

Page 15: Nanci A. Scheetz, Ed.D, CSC

Providing Interpreting Services to Remote Locations

Page 16: Nanci A. Scheetz, Ed.D, CSC

Remote Observation In Action(click video to play)

Page 17: Nanci A. Scheetz, Ed.D, CSC

Providing Distance Learning Opportunities

We are currently experimenting with video conferencing technology to deliver sign language classes and instruction to students enrolled in our interpreting program who are residing in remote locations.

Page 18: Nanci A. Scheetz, Ed.D, CSC

How We Do It

Distally delivered ASL classes are an entirely different animal than traditional distally delivered classes.

–Requires smooth video AND audio at ALL times.–Instantaneous interaction between instructor and student(s) is a MUST.

Page 19: Nanci A. Scheetz, Ed.D, CSC

How We Do ItRemote Interpreting• Point-to-point video conferencing using Polycom

PVX or iVisit, depending on the remote site.• Hearing impaired students carry a laptop and

webcam to class and are trained in the setup and operation of the equipment.

• The students calls the interpreter, then the interpreter listens to the classroom lecture and interprets for the student via the video conference.

• If the student has a question, they sign it to the interpreter, who then voices it to the classroom and signs the answer back to the student.

Page 20: Nanci A. Scheetz, Ed.D, CSC

How We Do ItRemote Tutoring• Works the same as remote interpreting,

except the remote site is a controlled lab environment rather than a mobile labtop in a classroom.

• Use H.239 and T.120 data-sharing the help tutor students in content that is difficult to interpret and sign (math for instance).

Page 21: Nanci A. Scheetz, Ed.D, CSC

How We Do ItRemote Supervision• Remote locations utilize a PTZ-capable camera

(Tandberg 880 or Polycom VSX systems in our case).

• Student supervisor dials the remote location to observe the pre-service teacher.

• Only the teacher at the remote site is aware of the observation. The students are unaware, which aids in providing a good educational environment.

• Working towards providing remote teachers with wireless headsets so that the supervisor can make suggestions or provide assistance if needed.

Page 22: Nanci A. Scheetz, Ed.D, CSC

How We Do ItDistance Learning Classes

• Distance Learning Classes– Two types of distance learning classes.

• Non-interactive, lecture based classes– Primarily a lecture class where the students

listen to a lecture, take notes, and ask the occasional question to clarify the content.

• Interactive, feedback based classes– Students and teacher interact regularly in order

for the teacher to provide instant feedback to the student.

– Each type presents it's own set of challenges.

Page 23: Nanci A. Scheetz, Ed.D, CSC

How We Do ItDistance Learning – Non-interactive • Current practices

– Live webstream simultaneously archived for reference by distance students and the instructor.

– In-class facilitator opens an IM chat session with distance students and acts as their voice in the classroom.

– Distance students are provided materials used in class (powerpoints, handouts, etc) in advance by the instructor

Page 24: Nanci A. Scheetz, Ed.D, CSC

How We Do ItDistance Learning – Non-interactive • Future goals

– Utilize Vista/WebCT software to provide all the current services under one platform.

– Still plan to archive lectures to provide access to course material for students and instructors.• Looking into better formats to reduce

file size while keeping quality.

Page 25: Nanci A. Scheetz, Ed.D, CSC

How We Do ItDistance Learning – Interactive • Students access classes from home via Polycom PVX

software and a webcam.• Student calls a Tandberg 880 in classroom.• Students are provided printed materials in advance

(PowerPoints, handouts, etc).• Tandberg unit allows for showing of video and PC

desktop over the remote link.• Currently, we have 3 classes with interactive learning,

all of which have one distance student in attendance.• No real issues with one distance student in

classroom.• Issues arise when more than one student calls into

class.

Page 26: Nanci A. Scheetz, Ed.D, CSC

How We Do ItDistance Learning – Interactive • Future Goals

– Successfully connect 3 or more students to a distance classroom with little to no connectivity issues for the duration of the class.

– Utilize H.323 dialing plan and MCU to create multiple virtual classrooms that provide a consistent classroom experience(This is the dream setup).

Page 27: Nanci A. Scheetz, Ed.D, CSC

Technology Considerations

• What kind of technology environment is available to the remote user?

• Key ingredients to technology environments:– Availability of technical resources.

• Bandwidth, equipment, classrooms.

– Availability and competency of support.– Ease of resolving issues as they arise.

• Types of Technology Environments– Home Technology Environment– Enterprise Technology Environment

Page 28: Nanci A. Scheetz, Ed.D, CSC

Technology ConsiderationsHome Technology Environment• Definition:

A conferencing environment where the user(s) are located in a residential environment that is not designed and/or optimized for video conferencing, has limited technical support available, and has limited technology resources.

Page 29: Nanci A. Scheetz, Ed.D, CSC

Technology ConsiderationsHome Technology Environment

• Advantages– Ease of access to student– Simple network setup– Relative ease of solving hardware problems

• Disadvantages/Potential Pitfalls– Limited availability of on-site support– Less control over technology environment– Technology Limitations

Page 30: Nanci A. Scheetz, Ed.D, CSC

Technology ConsiderationsEnterprise Technology Environment• Definition:

A conferencing environment where the user(s) are located in some sort of enterprise environment (educational, small business, corporate, etc) that is designed and/or optimized for video conferencing, has tech support readily available, and ample technology resources.

Page 31: Nanci A. Scheetz, Ed.D, CSC

• Advantages– Controlled environment– Typically higher-end equipment– Trained IT support staff on hand for

troubleshooting– Better WAN connection speeds

• Disadvantages/Potential Pitfalls– More complex networks– Availability/over-extension of IT support staff– Training level of support staff– Ease of resolution of some issues

Technology ConsiderationsEnterprise Technology Environment

Page 32: Nanci A. Scheetz, Ed.D, CSC

Questions/Comments?

Nanci A. Scheetz, Ed.D., [email protected]

Valdosta State UniversityValdosta, Georgia http://pride.valdosta.edu