• The Technology...
• Basics of TV
• Outside the Classroom
• In the Classroom
• Facilitating Interaction
• Organization and Class Administration
• References and Other Resources

Last updated: April 17, 2002
Comments to: Karen I. Adsit, EdD

 

The Technology...

• Practice, practice, practice using the equipment.
• Prepare visuals in a 3x4 aspect ratio. (This means that all of your graphics, visuals, and transparencies should be 3" x 4", or 6" x 8" or some other multiple of 3x4 to fit in the screen. If your images are not in a 3x4 aspect ration, they will either be cropped by the camera or shrunk so the entire image can fit on the screen.)
• If writing on an overhead, write large enough for students to read (at least a 1/2 inch)
• Practice zooming in and out on items and documents and focusing
• Can also use a laptop computer from the Elmo (Reserve this in advance!)

Basics of TV

• Don't wear small prints or checks (clothing). Television flickers and small prints and checks can create images that are difficult to look at for very long. Small patterns and checks create scrambled images with movement and moires even while you're standing still.
• Steer away from white as it is difficult to project over television lines.
• Make eye contact with the camera-students will then think you are looking straight at them.
• Don't forget to SMILE!
• Get rid of jewelry and other things that make noise (keys, coins in your pockets, bracelets, etc.)

Outside of Class

• Prepare handouts and papers early (at least a week in advance) to be mailed (in regular mail) to sites.
• Grade papers and assignments immediately to return to distant site.
• Consider what will happen if materials are lost in the mail. Maintain a back up system.

In the Classroom

• Introduce participants at both sites, either on the first day or as they speak.
• Introduce all guests (from either site) on camera.
• Do not try to deliver a long "lecture" in written format. Instead, deliver small segments of information (15-20 minutes) accompanied with opportunities for participation. Use print or pre-recorded materials for purely "lecture" type materials.
• You may want to consider "scripting" your classes, at least at the beginning. These do not need to be scripts that spell out word for word want you want to say, but at least provide you with an outline of specific content to be covered, the amount of time you want to spend on specific activities, and detail the pedagogical approaches to be used (lectures, demonstrations, group work, case studies, etc.). Scripting can also help the technical personnel to keep up with the class, so make a copy for them.
• Avoid pacing. Movement is staggered, so slow down, move slowly and limit your motions as much as possible. Don't sit.
• Set expectations for the students-None of us is used to interacting with television-we must create new rules for the students.
• Include breaks (commercials?) every 50-60 minutes.
• You can use videotapes in the classroom, but they will not project as well as regular broadcast television.

Facilitating Interaction

• Talk to specific students by name. Use large name placards and seating charts to get to know students at all sites faster and so that students from all sites can get to know the other students.
• Form groups at sites or between sites.
• Prepare group structures and assignments so that each group has to report back to larger class. Ask different people to present information and ideas discussed in the group.
• After posing a question to the students WAIT at least 3-5 seconds before responding. Students need time to think about responses. There is a short delay (about 1 second) because of the technology, so it becomes even more important to give students time to think.
• Ask students to respond to each other across sites to create a "blended" class family.

Organization and Class Administration

• Tests: Prepare your tests well in advance of the testing date. Make copies and take to Continuing Education. Continuing Education will mail (regular mail, not overnight) your tests to the site(s).
• Arrange for pick up of completed tests. Students will take tests in the classroom so you can monitor them via the television system. The technicians at the sites can be authorized to proctor exams.
• If you have a take home test, students can mail them directly to you by a specific date. Make sure you make a distinction between postmark date and the date by which you must receive them.
• Prepare for system crashes. If the system does go down, a videotape of the originating site will be made and sent to distant sites for review before the next class period. In the meantime, prepare alternative work for students at site for when there is no remote transmission.
• Visit each site at least twice during the semester. Try a visit early in the semester (2nd or 3rd week) and one towards the end of the semester (a little past mid semester to discuss student progress, etc.).
• Make yourself available for advising and for answering student questions. E-mail, fax, phone, and over the network during breaks can all be used to reduce the feeling of isolation.
• You may want to make a home page for the class so people with internet connections can access the class syllabus, assignments, handouts, etc.
• Clearly spell out the course learning objectives, course requirements, due dates for projects and assignments, and also explain to the students the logistical requirements for delivery and receipt of work.
• Log papers in and out (to use as a tracking mechanism).
• Use routing slips to students and to particular sites.
• Let students know when papers have been received and when they have been sent back.
• Keep good records to make up for potential "lost in the mail" excuses.
• Concentrate on treating all students equal at all sites. Give all papers back at the same time (especially at the remote sites). Students should not feel that you are playing favorites.
• Spend some time to train the students on how to use and feel comfortable with the system (or let the technical help have the time to do this).
• Ask students to limit the amount of talking they do during class time or if they can't, ask them to turn off their microphones.
• Encourage students to talk and to listen to all discussion and conversation.
• Timing is very important. The system will be shut off and on at specific times, classes cannot go over the time allotted.
• Try to evaluate not only student knowledge of the content, but their comfort with the delivery system.

References

• PacBell Videoconferecning Resource Links
• Reed, J. & Woodruff, M. (1995). Using compressed video for distance learning. The Distance Educator, 1 (3), 2, 6-10.
• Mood, T.A. (1995). Distance Education: An annotated bibliography . Englewood, CO: Libraries Unlimited.
• Mullis, B.J., & Sapp, E.G. (1996). Coaching faculty to succeed on interactive television networks. Journal of Staff, Program and Organizational Development, 13 (3), 137-145.

URL: http://www.utc.edu/Distance-ed/Distance.html

Last updated: April 17, 2002
Comments to: Karen I. Adsit, EdD