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