Coaching:  
How does the teacher provide coaching in videoconferencing and technology skills?

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Teachers who are willing to learn with their students will have greater success with videoconferencing.  Many students today are not afraid of technology and will be willing to assist and take the teacher's lead in learning new systems.  Employing local student experts in the learning process will only enhance the videoconferencing experience. 

Videoconferencing Preparation:  Delivery is important and preparation is the key.

To Do In Advance:  

• Contact your district tech coordinator and discuss all details of your project.  You can't do the project without support from the tech guys and gals!  Know where to get technical assistance when needed.
• Obtain training, if necessary. Be sure to practice with the equipment before the conference.  Learn the software for videoconferencing.
• If your conference will take place somewhere other than your classroom, check availability of the room and reserve it for the date of the conference.  Be sure that each of the visual and audio components provide the best case scenario for a successful videoconference.
  • Lighting -- test the lighting to ensure that all participants can be seen.  Avoid backlighting and strong overhead lighting.  Lighting that provides good illumination of the participant's face is important.
  • Do an audio and video check. 
    • Check and adjust color if necessary. Check color saturation and hue.
    • Check audio and adjust settings if necessary.
      • Do not cause echo. Echoes are the leading problem in videoconferences. Find out from your tech coordinator about echo canceling capabilities and if equipment is available. Remember, you will not hear the echo that you cause, but everyone else in the conference will hear the echo you cause.
    • Accept imperfections in picture and sound. Do not waste time trying to fix for perfections only to spoil the content lesson.
• Contact the remote site coordinator and exchange relevant connectivity information
  • A test will need to be set up with the remote site. The remote site will need to know your outside IP address.
  • Have IP addresses and telephone numbers to remote site on hand.  
• Plan the session with the remote site coordinator

  • Plan an agenda/timeline with the far end site coordinator.   Be realistic in planning to ensure keeping the project on time. 

  • Prepare class materials ahead of time. Make sure hard copies of documents, notes, charts, etc. are available at both sites ahead of time.
• Develop a back-up plan in case of technical problems.

• Students will need to practice with the equipment and have an understanding of the videoconferencing etiquette before the conference.

Set Student Expectations for Videoconferencing Roles, Responsibilities, and Behavior:

• Set the stage for content delivery - motivate students to take the challenge of content immersion

• Demo videoconferencing equipment and involve students in hands on use of the equipment

• Share the unique setting responsibilities that need cooperation and behavior modification by students

• Assign roles and responsibilities during the videoconference

To Do on the Day of the Videoconference:

• Involve students in all phases of the preparation - have student experts perform checks

• Arrive early to make sure all systems are set up and ready - 

• Make sure that the site is clean and free of clutter (visual and auditory). Turn off potential noise distractions such as cellular phones, pagers and PA systems if possible. Close the door if the video room is near a high traffic area.

• Label your site and participants clearly with nice signs and large nametags.

• Wear solid, neutral colors. Avoid fluorescent colors, bright reds and whites, and detailed patterns.

• Do a test call.  

During the Videoconference:  Model Videoconferencing Behaviors for Students:

• At the start of the session confirm with each site that they can hear and/or see the other participants from all the participating sites

• Allow each site and individual to introduce themselves

• Maintain eye contact with remote sites by looking directly into the camera while speaking.
• Speak slowly and clearly to avoid audio distortion at the remote site.
• During the meeting or program, indicate when you are finished speaking. This will reduce the chance someone will interrupt you.
• Mute the microphone when you are not speaking to avoid background noise and echo.
• When using alternate cameras (e.g. document cameras, PCs), be sure to toggle back and forth frequently to the main camera to maintain program continuity and participant engagement. Long periods of a document camera image may make the remote sites feel forgotten.
• When connecting to multiple sites, avoid confusion by directing questions or comments to a specific name or site location.
• If leading a multi-point conference, try to repeat questions from one site to make sure the question was clearly transmitted.

After the Videoconference:  Follow up with assessment

• Positive comments and reinforcement for what when right is a productive way to move skills forward
• Solution oriented discussion following scenarios with problems can prevent the problem in future sessions
• Content assessments should be administered in order to assess growth
• Performance measures should be in place during the videoconference so that students have an accurate assessment of what they are doing right and what needs to be improved.
• Teacher self assessment is a valuable tool - watch a videotape of the session to gain perspective of self performance. 
  

Videoconferencing Guides:

• Elements of Good Conferencing
• Videoconferencing Guide
•  

• Conferencing:  Virtual Meetings
• What is CuSeeme
• Net Meeting

Site Links:

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

References/Site Map

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