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Teaching via videoconferencing

Teaching via videoconferencing. Mark Childs. Aims of session. Some types of technology Some uses of videoconferencing Some issues in implementation. The ANNIE project. Providing access to remote experts/ remote delivery to students Using various technologies

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Teaching via videoconferencing

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  1. Teaching via videoconferencing Mark Childs

  2. Aims of session • Some types of technology • Some uses of videoconferencing • Some issues in implementation

  3. 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

  4. Various technologies • ISDN • IP ViewStation • IP + PC • IP + PC + projection • Two-way • Multi-way

  5. ISDN sessions High quality video BUT • Requires a lot of organising • Unreliable • In rooms unsuitable for teaching • Couldn’t run PowerPoint • Technology not “owned” • Expensive

  6. IP + PCs + projection weaknesses • Low quality • Bandwidth problems • Required some upskilling at far end • Permissions through firewalls

  7. 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

  8. ISDN v IP • ISDN no bandwidth problems • IP no location or booking problems • Depends on which technology other end has access to or wants to use • Can mix and match using JVCS

  9. Room-based TCP/IP Had success with Polycom ViewStation • Plug-and-play: just connected to Internet port in studio • High quality video and audio • BUT firewall and bandwidth problems, could only use in evenings

  10. Room-based TCP/IP Some institutions connected to Access Grid • Dedicated location means less likely to have a firewall problem • High quality video and audio • BUT only 1500 institutions connected across world

  11. Tutorials and vivas For tutorials • just need a PC, a headset, and a webcamera Typified by high amounts of interaction between students and lecturers. • Virtual scenography.

  12. Lectures and software demos For lectures • also need a data projector, speakers, a digital video camera and a videobus • One mode (lecturer to student) tends to dominate • Stage design software

  13. Videoconferenced workshops Linking two sites • Physical Performance Linking multiple sites • Telematic Performance at Warwick

  14. Other synchronous work • Text chat • Audio chat • Telephone • SMS messaging • Above in combination • http://www.upstage.org.nz/

  15. Implementation Strengths • Had involvement of a specific school • Academics set agenda • Few changes in working practices • Provided a manageable and easily implemented technology

  16. Implementation Weaknesses • Central services gatekeepers but not stakeholders • No in-house technical support to continue work

  17. Recommendations • Inform participants of techniques for effective videoconferenced teaching • Devolve as much of the technology skills as possible • Be flexible with technology and activities • Manage expectations • Promote internally

  18. Contacts • m.childs@warwick.ac.uk • http://www.warwick.ac.uk/ETS/ANNIE/ • http://www.diverse-video.net

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