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Strategies for Successful
Videoconferencing Sessions: |
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Successful Videoconference planning
includes the following components:
Putting the focus on
learning: All lesson plans that focus
on learning have the learning outcome in mind during the planning phase of
the lesson plan. Focus on the learning, focus on the content, focus
on the outcome and the videoconferencing piece of the overall plan is put
in its proper context as a vehicle for learning.
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Use learning theory to support your
planning - MARS Theory - a mixture
of constructivism, social learning theory, cognitive learning theory,
etc.
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Motivation
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Association
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Repetition
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Stimulation
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Use the ARCS
Model to enhance motivation.
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Attention - Increase
perceptual arousal with the use of novel, surprising, incongruous
and uncertain events. Increase inquiry arousal by stimulating
information-seeking behavior; pose or have the learner generate
questions or a problem to solve. Maintain interest by varying the
elements of instruction.
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Relevance - Emphasize
relevance within the instruction to increase motivation. Use
concrete language and examples with which students are familiar.
Provide examples and concepts that are related to learners'
previous experiences and values. Present goal orienting statements
and objectives. Explain the utility of instruction for both
present and future uses.
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Confidence - Allow
students to develop confidence by enabling them to succeed.
Present a degree of challenge that allows for meaningful success
under both learning and performance conditions. Show the student
that his or her expended effort directly influences the
consequences. Generate positive expectations. Provide feedback and
support internal attributions for success. Help students estimate
the probability of success by presenting performance requirements
and evaluation criteria.
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Satisfaction - Provide
opportunities to use newly acquired knowledge or skill in a real
or simulated setting. Provide feedback and reinforcements that
will sustain the desired behavior. Maintain consistent standards
and consequences for task accomplishments. Manage reinforcement:
keep outcomes of learner's efforts consistent with expectations. source
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Setting
Expectations - Discuss
expectations with students - behavior, engagement, interactions, and
participation
Planning
for Learning - Careful planning
will ensure a successful lesson. Videoconferencing requires extra
items on the planning list.
Choosing
Instructional Options - The
choices of instructional delivery influence the learning outcomes in a
videoconferencing scenario
Engaging
Students in Interaction - Students
need encouragement and practice in using the videoconferencing models of
interactions.
Assess
the Outcomes - The assessment
plan is an important component to a videoconferencing session. |
Quick links:
Learning Theories
ARCS Links:
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Instructional
Options:
Instructional options in the
videoconferencing scenario are similar to those in traditional
classrooms. However, the students are not accustomed to being
interactive with a television screen so it is imperative that the teacher
plan lessons to encourage and even force interaction. A mix of
teaching strategies provides options for variety and engagement.
- Lecture - the path of least
resistance for many teachers, and it can be appropriate for portions
of videoconferencing sessions. Lectures are an effective way of
delivering information to students in these situations:
- One-time session - expert
presentations
- Building background information that
will be used by students in groups
- Activity based groups - this form
of instruction opens the door to a wide range of activities that
students can engage in to interact with the far end site. It
takes more planning to use group activities and consideration must be
given to a schedule and pre and post activities. Interactive
activities can include:
- Contests and games
- Demonstrations
- Presentations
- Discussions involving individuals,
small and large groups
- Lab sessions
- Student led videoconferencing
sessions - this form of videoconferencing relies on a
constructivist approach to learning and puts the student in the center
of the learning process.
- Project based or problem based
learning sessions - these activities concentrate efforts using an
approach that is student centered and problem/project centered.
Videoconferencing can provide a connection to solutions by reaching
beyond the traditional classroom options.
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Project/Problem Based Learning:
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Engaging
Students in Interaction
- Provide opportunities for
students to communicate with other students at the far end site to
encourage interaction during the videoconference
- Preplan interaction scenarios
- Opening and closing session roles
- Student led discussion
- Group discussions
- Presentations
- Question and answer periods
- Demonstrations
- Individual, small group projects
- Prepare students for interactions
- Practice sessions on camera
- Practice speaking into the
microphones
- Set the stage for interactions
- Supply content materials and
supplies
- Place student names on the
agenda/timeline
- Prepare large name tags for on
camera
- Set-up the classroom to encourage
interactions
- Manage the interactions
- Group work is noisy and can be
disruptive
- Mute when necessary
- Prepare students with question
scenarios
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Student
Interaction:
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Assess the Outcomes
- Assessment
strategies are an important part of successful learning in a
videoconferencing environment. The assessments should be created
during he planning phases and should include:
- Content driven assessment
- Tests
- Written work
- Presentation prep
- Performance assessment
- Audio and video performance
- Group and individual performance
- Technology use
- Presentations
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Assessment
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References/Site Map
conniepepper@cableone.net
Last updated 03/31/03
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