1 Teaching via videoconferencing Mark Childs Cat Fergusson Christine Smith

1

Teaching via videoconferencing

Mark Childs

Cat Fergusson

Christine Smith

2

Aims of session

• Introduction to the types of technology on offer

• outline of some of the issues involved in conducting tutorials and lectures via videoconferencing

• details concerning planning and setting up a videoconference

3


• 1. Introduction

• 2. The ANNIE project

• 3. Technologies at Warwick

4


• 4. Tutorials

• 5. Lectures

• 6. setting up a videoconference

5


• 7. contacts

• 8. specific technical points

• 9. terminology

6

1. Introduction

• experiences

• plans

• questions

7

2. 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

8

The ANNIE project

First Year:• Students and staff at Warwick, Kent, De

Montfort and Exeter universities• Also involving lecturers from BBC, Kansas

University, TechBC

Second year: further dissemination

9

3. Various technologies

Advantages and disadvantages• ISDN

• ISDN at Warwick

• IP ViewStation

• IP at Warwick

• IP + PC + projection

10

ISDN videoconference

Advantages• standard technology• provides dedicated

high bandwidth

Disadvantage• facilities at Warwick, unsuitable, unreliable,

expensive (for teaching)

11

IP-based videoconferencing

Advantages• plugs into any network port• plug-and-play

Disadvantage• requires high bandwidth

(at least 0.5 Mbps)

12

Using IP + PC-based conferencing

For tutorials

• just need a PC, a headset, and a webcamera

For lectures

• also need a data projector, speakers, a digital video camera and a videobus

13

IP + PCs + projection

Weaknesses low quality bandwidth problems may require some support at far end permissions through firewalls

14

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

15

4. Tutorials

Not problematic pedagogically

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

• interactive

• student-centred

• focused on shared documents

16

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

• monitor outgoing image

17

Other things that can help

• Shared props - handouts, documents

• media files

• “dress rehearsal”

18

Using NetMeeting

• Chat

• whiteboard

• desktop sharing

• file transfer

19

5. Lectures

Require more modification

• many-to-one communication

• students not as participatory

• more difficult for participants to be attentive for long periods

20

Modifying lectures

Structure

• break into short sections

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

• frequently and formally elicit feedback

• if possible have facilitator at other end

21

6. Setting up a videoconference

• Numbers; IP, telephone, ISDN

• times

• who's contacting whom

• software versions

• distribute documents

22

7. Contacts

• [email protected]

• [email protected]

• http://www.warwick.ac.uk/services/its/ services/audiovisual/bookvconf.html

• http://www.ukc.ac.uk/sdfva/ANNIE/ie/

23

8. Technical points

• Echo

• sightlines

• firewalls

• USB and parallel ports

24

9. Terminology

• Bridge

• bit rate/ baud rate

• typical bandwidths

Documents

1 Teaching via videoconferencing Mark Childs Cat Fergusson Christine Smith