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Teaching via videoconferencing

Teaching via videoconferencing. Mark Childs Cat Fergusson Christine Smith. 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

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Teaching via videoconferencing

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  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. Teaching via videoconferencing • 1. Introduction • 2. The ANNIE project • 3. Technologies at Warwick

  4. Teaching via videoconferencing • 4. Tutorials • 5. Lectures • 6. setting up a videoconference

  5. Teaching via videoconferencing • 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. Advantages standard technology provides dedicated high bandwidth ISDN videoconference Disadvantage • facilities at Warwick, unsuitable, unreliable, expensive (for teaching)

  11. Advantages plugs into any network port plug-and-play Disadvantage requires high bandwidth (at least 0.5 Mbps) IP-based videoconferencing

  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 • m.childs@warwick.ac.uk • audio-visual@warwick.ac.uk • 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

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