ITV Video Conferencing
Instructor Tip Sheet
1. Overview
4. Mute
Definition: A class delivered via video
conferencing
The class is meant to be interactive. It is
preferable for students not to be expected to
just sit and watch.
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2. Planning
5. The First Class
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You will probably spend more time preparing
and developing instructional strategies
designed to actively engage learners in ITV
than in a conventional class.
30% - 65% of each hour should require
student activity.
There should be no more than 10-15 minutes
of instructor talk without some learnercentered response.
Share learning objectives with students at the
beginning of each class and summarize at the
end.
Include an evaluation component at midterm
so you can make changes if needed.
Have a back-up plan if technology fails.
3. Prior to the First Class
 Make an appointment with ITS to get training
and become familiar with the equipment well
before the beginning of the semester.
 Run a test session or two or three, until you
are comfortable with the technology.
 Make sure you have the phone number for
technical support.
 Add your ITV Etiquette rules to your syllabus.
 Decide which of the presets for the cameras
that you will use and become familiar with
using them. Don’t worry about zooming in on
individual students.
 Get basic training on use of the SmartBoard.
Consider using mute for the far site if the
background noise gets too disruptive – but if
this is done it must be for a finite period of
time or the far site will disengage. Make sure
they know how to get your attention.
Set expectations by stressing that the class is
interactive. Remember that people are usually
passive when sitting in front of a video screen.
Include the participants at all sites within the
first 5 minutes.
Make sure all students have your syllabus and
the ITV student tip sheet. These can be
emailed or put in interoffice mail to the far
site(s) and they should probably also be
placed in Blackboard.
Prepare a seating chart and ask students to sit
in assigned seats so you can always call
students by their name, whatever site they
attend.
Discuss Troubleshooting with the class.
Identify what you would like to have them do
if there are technical difficulties.
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Variety and Keeping Everyone Tuned in
Call on students at all sites by name.
Discourage interrupting.
Vary between lecture, group-centered
discussion and collaborative projects.
Teach from the far-site several times, if
possible.
Look at the camera, not the screen.
Consider making notes or topics or discussion
questions available before class.
Communicate with ALL students in the class.
Consider using name tents to help students
learn each other’s names.
Make a list of the ways you will encourage the
interactivity with each site
Blackhawk Technical College
5/2015
7.
Instructor / Student Dialogue and Interaction
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Develop a protocol for students to ask
questions. You may want them to write down
questions to ask at discussion time.
Learn student names and use them for all
students at all sites.
Don’t be too quick to fill the silence.
Consider trying small group discussions with
report outs.
Consider using the phone for group discussion
between sites
Provide feedback in a variety of ways.
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8. Assessment
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10. Troubleshooting
 Know how to get technical help at the site
where you are.
 Use the phone in the room to get help.
 Make friends with the Admin Assistant (front
desk personnel in Monroe and Milton. They are
very helpful for communication with students
and dissemination of course materials/student
work
11.
Tests can be given on paper after having
arranged for a proctor at the far site.
Tests can be returned in interoffice mail or the
Admin Assistants at Monroe and/or Milton
may have time to scan and email them to the
instructor. Make friends with these admins!
Tests can be given on Blackboard outside of
class time.
Video
12. ITV Etiquette
Be aware of eye contact. Look at the camera
when speaking, not the screen.
Don’t count on using videos (YouTube, Vimeo,
etc.)
Help your students understand where the
cameras are and how you are using them so
they know where to look when they ask
questions or talk to students at the other sites
and so they understand what they should see
on each screen.
 Ask your students to keep background noise to
a minimum. Microphones often pick up other
sounds like crackling paper, coughing, chairscraping, or whispering to your neighbor.
 Suggest to your students that when someone
else is talking they should wait an extra
moment for that person to finish before
responding.
 Consider whether you want to allow students
to eat in class. (Crunching potato chips can be
very distracting.)
 Include your rules in your syllabus.
Blackhawk Technical College
5/2015