Planning

In the development of courses utilizing videoconferencing, the core content remains basically unchanged.  The implementation of videoconferencing as a delivery option for a portion of the content is an inviting and motivating segment for students, but should not be the focus of the lesson plan.  Effective videoconferencing is used as a seamless part of a lesson focusing on content.   It is therefore important to carefully plan how videoconferencing will be used and to practice with the equipment so that the implementation runs smoothly.  As with any new technology, practice is essential before implementation with students.

Hands-on training with videoconferencing equipment

• Learn the basic set up of the equipment and how to operate all sending and receiving equipment (hardware tutorial)

• Learn the basic skills of using videoconferencing software (software tutorial)

• Learn how to connect to a remote site (tutorial)

• Have a trial run with technical staff present to identify roles and responsibilities

• Practice doing a live chat with a colleague prior to classroom interaction to gain confidence in use of the equipment

Procedures for use of videoconferencing in the classroom: 

• Establish rules, guidelines, and standards of behavior for videoconferencing sessions  (behavior)

• Classroom management 

• Behavior Guidelines  
• Document Sharing  
• Glossary
• Hardware Tutorial  
• Planning  
• Resource Sites    
• Set-up
• Software Tutorial 
• Student Accommodation 
• Timeline for Videoconferences  

Lesson plans

• Review  curriculum materials to see where videoconferencing might fit

• Determine the need and establish goals for the videoconference

Resource sites and personnel

• Identify appropriate resources to fit lesson plans 

• Make contact with sites to set up video conferencing time

 Format

• Design a forum for discussion

• Create a timeline for the video conferencing session 

Class materials

• Organize all materials before the beginning of videoconferencing session (chart)

• Decide what document and/or presentations will be shared during the video conference and make sure they are ready for the conference   

• Develop study guides and design background materials with students to assist in determining questions and appropriate responses for the content area

• Prepare audience for new terminology to be used during the videoconference

• Develop systems for student recording of information for later use

Extend student learning

• Develop follow-up materials to include reinforcement, review, evaluation, and, repetition.

Pedagogy

Traditional instructional methods can be used effectively in a videoconferencing environment if adaptations are made to fit with the technical issues presented during the videoconference.  Issues to consider are related to environments, classroom set-up and management, presentation,  

Effective teaching styles and instructional options

• Interactive instruction allows students to participate fully in the videoconferencing experience.  Students involved in this kind of instruction do preparation before the actual videoconference so that during the "live" interaction with conference participants they are able to demonstrate, participate in small group discussions, share documents, collaborate, and fully engage in the videoconferencing experience. (Examples of lesson plans for interactive instruction)   Activities to encourage interactive instruction include:

  • Pre-conference and post-conference contact with participants at conference sites through e-mail, phone calls, document sharing, fax, etc. to encourage conversation between participants

  • Advance organizers and pre-conference instruction to encourage critical thinking and give students points of discussion to be used during the videoconference

  • Distribute a videoconference plan and timeline so that all participants are aware of the expectations and plans for the videoconference.  This plan and timeline should include time for individual, group, and teacher interaction.

  • Establish rules and guidelines for student participation in the videoconference

  • Conduct a trial videoconference with students to test the system and provide practice using the system

  • Assign roles and responsibilities to students during the videoconference.  Examples may include: group leaders, recorders, researcher, group spokesperson, demonstration leader, or other roles appropriate to the conference.

• Lecture by the instructor or a guest expert is a convenient way to deliver content material in a quick and efficient manner, but is recommended only for occasional use if more than one videoconferencing session is planned.  The nature of lecture in a videoconference can quickly lose students at the far-end because of the disconnect they may feel.  If lecture is the mode of delivery, interaction with students at all sites is encouraged to ensure that students are fully engaged in the process.  Question and answer sessions, student centered discussions should be used to diversify the lecture mode of instruction.  Print copies of study guides, advance organizers, and lecture notes are recommended for reinforcement, review, and remediation. 

Quick links for Videoconferencing Lesson Ideas:

• Learning Network - Lesson Plan
• T.H.E. Journal - Videoconferencing Exposes Students to New Worlds
• Lesson Plans

Effective videoconferencing arrangements and instructional options

• One-on-one videoconference is an effective means of communication.  The two conference participants can conduct a discussion with both audio and visual abilities with little interruption.  Generally in this situation, cameras and microphones are focused on the two participants.  Participants can share documents, use a document camera, or pan cameras across the room at will.  Lighting and camera placement are factors to consider to ensure good visuals.  

• Small group videoconferences can be conducted in a space designed to accommodate several people on camera at once.  Generally participants are seated at a table with shared microphones which are hung from the ceiling or present on the table.  A camera is wall mounted and pointed toward the people at the table.  The camera can focus on all participants at once or zoom in to feature one participant.  

• Classroom videoconferences can be conducted using a mobile unit or permanent videoconferencing classroom.  Important points to consider are room arrangement, camera locations, distribution of microphones, added monitors for teacher and student viewing, and videoconferencing plans for presentation and sharing.  

• Desktop Videoconferencing 
• See Desktop Video in action
• Sample Small Classroom 
• Sample Large Classroom

Presentation Styles

Presentation styles and skills are important factors in successful delivery of instruction using videoconferencing.  Many people, instructors and students, are intimidated by the presence of cameras and the technical equipment used in videoconferencing and need practice in presentation skills to overcome camera phobias.  Preparation, planning, and practice are key to providing the participant with the confidence necessary to participate effectively in on camera discussion.  

Additionally, organization of space, materials, students, equipment, and time are important factors to successful videoconferencing activities.  Careful preparation can assure that everything that is needed during the videoconference is at hand.

• On-camera skills for individuals include:  
  • Voice:  Be sure that your speech is clear, loud enough to be heard in a regular situation (adjust volume if need be), and slow enough to be easily understood.  Take a moment to test this out at the beginning and make adjustments.    Be aware of possible voice delays across the system and accommodate for the delays.  Look at the camera and your present audience when talking to ensure that you are interacting with your far-end audience as well as the participants in the same room.  If you are wearing a microphone, be sure the volume is properly adjusted.  If you are using a fixed microphone, be sure that you are in range to pick up your voice.
  • Body presence on camera:  Be aware of camera placement and image you are projecting.  Plan ahead for whether you want to be standing or sitting and whether you want the camera focused on the teacher or students.  Camera movement and adjustments can be made if you have technical help (or have enlisted a student to control the camera), but generally the camera is set in a fixed position.   The camera should be directed toward the person speaking to ensure clear understanding by the far-end audience.  It may be necessary to mark off the camera presence area with tape to remind the speaker of where to stand to best engage both audiences.
  • Presentation styles:  Adapt your presentation style to fit the videoconferencing logistics.  If you are a "walker" during your presentations in a regular classroom, you will have to adapt the classroom camera set-up (or your style) so that you do not disappear from the screen.  If you like to engage your students in discussion, be sure that you are including students at your site as well as the far end site and that the camera focuses on them when they are speaking.
  • Dress:  Professional dress is always recommended, and simple clothing provides less distraction in an on-camera experience.
  • Lighting:  Be sure that all participants are able to be seen when on camera.  If lighting in the room is an issue, you may need to choose a designated spot for presentation and provide lighting, so that the camera can effectively highlight the participants. 
• On-camera skills for groups include:
  • Group presentation area:  Designate a group presentation area beforehand in order to smoothly transition to a group presentation.  Setting up a group area ensures that the group can be seen and heard during the presentation.
  • Group presentation agenda:  The group should establish, ahead of time, the order of events and which members of the group have responsibility for tasks

Presentation Guidelines:

• RSVP
• Presentation Guidelines - School
• Powerpoint - Presentation Guidelines

• Share information with your connecting partners
  • Collaborate on a timeline, lesson plans, and student interaction plans
  • Exchange contact names, connection numbers, phone numbers, and other relevant information.  Be sure to let each other know a phone number where you can be reached during the conference as well as pre and post conference.
  • Share information about software used in document sharing so the partner can view your documents.
• Prepare the videoconferencing room or area
  • Contact tech support well in advance to schedule the videoconference.  Find out if you need to make any special arrangements for your videoconference session.
  • With help from Tech Support, check the equipment and do a test call prior to the videoconference.  If Tech Support staff are available during the test call and the scheduled videoconference, by all means accept their assistance.  If tech support is not available, enlist the help of a partner teacher, student, or parent.  Spend time practicing with your assistant to manipulate the camera, microphones, etc. so that they may effectively serve as your assistant during the videoconference. 
  • Determine camera set-ups and the area where instructors and students will participate in the videoconference (especially important when using mobile units) and mark off the floor area with tape to identify best on-camera areas.  A table with enough chairs for one group is a good way to insure that your group will be in the right spot for best camera shots and microphone access.  The table should allow students to view the monitor that shows the connecting party.
  • Check the lighting and microphone placement to ensure the best quality transmission
  • Prepare all necessary content and presentation materials for the videoconference and place them in one area or a storage container for easy access (white board markers, paper, reference materials to be shown on document camera, lab materials, maps, artifacts, etc.)
  • Post and distribute the schedule for easy access, and be sure that you have easy access to a wall clock so you can keep to the posted schedule.
  • Have Tech Support numbers handy in case you need to contact them for assistance.\
  • Have a back-up plan in case your call won't connect, the document camera won't project, the audio isn't on, etc.  With any technology, it is important to plan ahead for the times when (not if) it fails. 

There are other options for using video conferencing equipment to deliver visual and audio presentations and/or store them for future use.  Streaming video is a good option for storing and delivering content on demand.  Content can be listed as available on the web and can be delivered live or stored on an archive server.  Information about streaming video is available at the following websites:

• Streaming Content for Classrooms
• Streaming Media 101
• IEC Tutorial
• About.com Tutorial

References/Site Map

conniepepper@cableone.net
Last updated 03/31/03