Teaching via videoconferencing Sept 2004

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Teaching via videoconferencing

Mark Childs

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Basics

• Video encourages passivity

• Requires greater attention

Therefore

• Be clear about purpose of session

• Vary activities

• Be engaging

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Tutorials

Not as problematic pedagogically

• communication modes one-to-one, -two -three

• interactive

• student-centred

• focused on shared documents

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Audio

• Time delay

• Audio echo

• Duplex on or off?

• Voice-activation

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Communication style

• Hand-over between speakers difficult due to time lag

• Slower and clearer interactions

• If breakdown in communication - stop and clarify before moving on

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Video

• Camera position (sightlines)

• Monitor outgoing image

• Clothes

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Using NetMeeting

• Chat

• Whiteboard

• Desktop sharing

• File transfer

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Other things that can help

• Shared props - handouts, documents

• Shared PowerPoint presentations

• media files

• “dress rehearsal”

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Lectures

Require more modification

• many-to-one communication

• students not as participatory

• more difficult for participants to be attentive for long periods

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Modifying lectures

Structure

• break into short sections

• have non-videoconference-based activities for students to do

• have students prepare work to present

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Feedback

• Frequently and formally elicit feedback

• If possible have facilitator at other end

• Use other media in parallel to assist

• If time allows ask for responses in canon

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One-way didactic session?

Post a video instead

Take some teacher training

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Setting up a videoconference

Need to know

• numbers; IP, telephone, ISDN

• times

• who's contacting whom

• software versions

• distribute documents

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Follow-up

• Website

• Chat sessions

• Discussion boards

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Multiway

• Contact UKERNA for MCU

• Permanent presence or voice-activated

• Structured feedback even more important

• Turn off voice activation (or minimise sound)

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Further Support

• m.childs@warwick.ac.uk

• jvcs@bath.ac.uk

• http://www.warwick.ac.uk/ETS/ANNIE• http://www.diverse-video.net/