JTAP
JISCTe
Technology
Applications
JISC
c hno lo g y Ap
p lic a tio ns
Programme
Pro
g ra m m e
Practical Guidelines for
Teaching with
Videoconferencing
J.Burns
R.Lander
S.Ryan
R.Wragg
De Monfort University
Report: 37
JISC Technology
Applications Programme
Joint Information Systems Committee
September 1999
Practical Guidelines for
Teaching with
Videoconferencing
J.Burns
R.Lander
S.Ryan
R.Wragg
De Monfort University
The JISC Technology Applications Programme is an initiative of the Joint
Information Systems Committee of the Higher Education Funding Councils.
For more information contact:
Tom Franklin
JTAP Programme Manager
Computer Building
University of Manchester
Manchester
M13 9PL
email: t.franklin@manchester.ac.uk
URL: http://www.jtap.ac.uk/
The JISC Technology Applications Programme is an initiative of the Joint Information
Systems Committee of the Higher Education Funding Councils.
For more information contact:
Tom Franklin
JTAP Programme Manager
Computer Building
University of Manchester
Manchester
M13 9PL
email: t.franklin@manchester.ac.uk
URL: http://www.jtap.ac.uk/
Contents
Introduction ......................................................................................................................... 3
1 Some key issues .......................................................................................................... 5
2 Getting familiar video conferencing ........................................................................... 6
2.1 What if technical problems arise? ............................................................................. 7
2.2 The role of the technician........................................................................................ 8
2.3 The role of the remote facilitator ............................................................................ 8
2.4 Using camera pre-sets ............................................................................................. 8
3 Making the most of the visual display equipment ...................................................... 9
3.1 Designing and displaying visuals .......................................................................... 11
3.2 Using a PC ............................................................................................................ 12
3.3 Using other visual aids .......................................................................................... 13
3.4 You as a visual image ........................................................................................... 13
4.0 Using a spreadsheet for preparation of a session for video delivery ........................... 14
4.1 Columns of the spreadsheet .................................................................................. 15
4.2 The value of the spreadsheet ..................................................................................... 17
5 Involving students ..................................................................................................... 17
5.1 Preparing students ................................................................................................. 17
5.2 In the session ......................................................................................................... 18
5.3 Introducing variety ................................................................................................ 18
5.4 Asking and answering questions ............................................................................... 19
6 Organisational and management considerations ....................................................... 19
6.1 Booking the system for a session .......................................................................... 19
6.2 Liaising with the remote site ................................................................................. 19
Appendix one: Using a spreadsheet to plan your session ............................................. 21
Appendix two: Checklist of tasks to undertake before course is ready to deliver via
video conferencing ........................................................................................................ 25
Practical Guidelines for Video Conferencing
Introduction
The technology of video conferencing has advanced rapidly in recent years. Picture and
sound quality of large room-based systems are reasonable and the costs of installing and
running them have dropped so that they are now becoming a realistic option for
institutions teaching or planning to teach across more than one site.
The growth of network technology and in particular the Internet has led to a greater
awareness of the potential of conferencing systems for teaching, collaborative work,
assessment and student support. Video conferencing is one example of a synchronous
conferencing system, that is one that takes place in real time between individuals or
groups who are usually separated geographically. Asynchronous conferencing systems,
such as bulletin boards, do not require participants to be connected at the same time.
Video conferencing systems can be broadly grouped into three categories:
 room based or ‘studio’ systems designed for use by from perhaps five participants up
to a lecture theatre or even a large conference;
 roll about systems, designed to enable the system to be portable. Typically these
systems are designed for small group use;
 desktop based systems designed for individual or small group use.
We can further distinguish between point to point systems where two sites are linked and
multi-point systems where one main site is linked to a number of sites simultaneously.
Practical Guidelines for Video Conferencing
3
Figure 1: Single and multi-point systems
Single point
Multi-point
These guidelines are aimed at staff working in educational institutions who are using or
planning to use room based systems with between say five and forty students at each
location. The guidelines were developed from our experience of using a point to point
system and while we do not specifically address issues relating to multi-point systems,
many of the recommendations also apply to them.
The guidelines that follow have been prepared to help you become more familiar with the
equipment and help you to plan and prepare your course for delivery with video
Practical Guidelines for Video Conferencing
4
conferencing. They have been developed by the Learning in Virtual Environments (LIVE)
research group at De Montfort University. The guidelines have been written to provide
practical help and advice to staff new to video conferencing. They do not attempt to
provide a comprehensive review of the field or to evaluate the effectiveness of video
conferencing. We do hope that they will serve as a useful introduction and by following
the guidelines you will be in a better position to use the technology and make it work for
you and your students.
1
Some key issues
Using video conferencing technology does change the normal teaching environment and
this can cause concern for tutors and students alike. However, by approaching the
possibilities offered by video conferencing in a positive manner the learning experience
can turn out to be successful for all concerned.
Tutors for example, may have concerns about not being able to use the video
conferencing equipment because of its complexity. It is however designed to be easy to
use and there will be basic guidelines supplied with the system. However, as is often the
case, the best answer is to use the equipment yourself and to practice using it. If it is
possible, try to have a technician control the equipment when you are teaching. This will
certainly make giving the session easier but you still need to know for yourself how it
works. Being aware of the limitations and possibilities that using this particular
technology offers will assist with the planning of your sessions and make them more
effective. For example, by thinking about what can be done visually with the equipment,
you may think of ways in which your sessions can become more interactive.
The tutor may be concerned about having to adapt his or her particular teaching style
when using video conferencing. One of the difficulties in teaching at a distance is the
potential alienation felt by students at the remote site; the tutor is not at those students’
site and they cannot interact with the tutor and other students as they normally would. The
tutor can have difficulty getting feedback through the body language they normally get in
a traditional classroom. For this reason, there is a tendency to lecture only to students at
the local site and to treat remote students as observers. This in turn leads to remote
students finding it difficult to concentrate because they end up staring at a screen for the
whole session and being left with the feeling that they are not involved.
The video conferencing environment differs from the traditional teaching setting in
several ways that may have an effect on the method of delivery you choose for your
course. The following need to be taken into account when preparing your course for
delivery by video conferencing in order for it to be more effective:

some of your students are looking at you on a screen and are not in the same room;

visuals and graphics are not displayed by the same equipment as in a traditional
lecture theatre/classroom.
This means that in your preparation and planning you will need to become familiar with
Practical Guidelines for Video Conferencing
5
the equipment, take into consideration the fact that students are under different learning
conditions, and redesign your visual aids for use with the system. You will also need to
consider how the organisation and management of the course will change.
2
Getting familiar video conferencing
Before you start teaching it is essential that you get to know the surroundings in which
you will be working. Some suggestions for becoming familiar with the equipment are:

attend an introductory session if one is scheduled at your institution;

book a time to visit the room with a technician or experienced user;

experiment with the controls;

sit in on a teaching session;

book a practice session, ask someone to observe you and give feedback.
The process of getting familiar with the equipment will take time, don’t expect to pick it
all up in just one visit.
It is also important that your students understand in general terms how the equipment
works. In a typical setup participants will see two monitors, one showing the remote site
and the other normally showing what is being sent out from this site. Students find it
helpful to know if they can be seen.
The role of sound is critical in the success of video conferencing. Poor sound quality can
limit or even ruin the effectiveness of a video conferencing session far more than can a
poor picture. With some systems, if you talk over a speaker you cut that speaker off. In
these cases it is important that all participants understand and follow the etiquette of
“taking it in turns”. Whispers or what are intended to be private comments or remarks can
also be picked up and transmitted.
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6
Figure 2: A video conferencing room
2.1 What if technical problems arise?
You may experience problems with the technology during a session. Bear in mind the
facts you and others need to know in this eventuality:

make sure you know where to get help;

check that participants at the remote site know enough about using the technology for
it to run smoothly;

make sure they know where to get help;

have the telephone number of the remote site you are contacting at hand in case your
connection goes wrong.
You should also, as far as is reasonable, have some contingency plans in case the link
does fail. Does it make sense to continue on audio channel only if that is still working? Is
it possible to provide overheads or handouts to the facilitator at the remote end (see
section 2.3) so that some useful work can continue? Can some of the work be done via
bulletin boards or computer conferencing? If the session is critical, are there possibilities
of rescheduling the session or delivering it conventionally?
Practical Guidelines for Video Conferencing
7
2.2
The role of the technician
If it is possible to have a technician to take care of the controls during your teaching
sessions, we strongly recommend that you do so. We believe that teaching staff should be
provided with this support, at least for their first few sessions. If you are working with a
technician, there are a number of things you should do:

familiarise yourself with the controls, this will help you understand what can be done
with the equipment so you can for example, ask the technician to freeze an image;

meet with the technician in advance to discuss your plans in detail;

meet for a few minutes before each session to advise on the visuals you will display,
etc. The technician can then make any camera adjustments required.
2.3
The role of the remote facilitator
We would also strongly recommend that you have a far-end facilitator. This facilitator
will support you in your teaching. Facilitators can take a number of forms. They may be
an academic in the same discipline area; a post-graduate student or someone not
connected with your subject. The roles they can play will of course vary depending on
their background.

at a minimum level they can give out handouts, deal with the equipment, call speakers
and generally maintain order;

with some specialist knowledge they can encourage discussion, re-phrase and clarify
questions and make contributions. The facilitator may also run off-line sessions and
activities, reconnecting to report back to the group as a whole;

Finally, the term ‘facilitator’ may not be appropriate, for example, when you are in a
team teaching situation. In this situation, both members of staff will have equal
weight and may also have joint responsibility for organising the session.
Whatever the contribution of the facilitator is going to be, it is essential that you plan and
discuss their role in advance and don’t just leave it to ‘happen’ on the day. The facilitator
may have no specialist subject knowledge but have considerable experience of video
conferencing and be able to make a number of helpful suggestions. The facilitator can
also give feedback about the course from students and his/her own point of view.
2.4
Using camera pre-sets
Camera pre-sets enable you to set the camera in a number of positions before the session
starts so the camera will automatically move back to those positions at the touch of a
button. They are extremely important in encouraging interaction. You can use them to:

add variety to your classes so that the students are not always watching a fixed set;

zoom in on groups of people;
Practical Guidelines for Video Conferencing
8

help convey the presence of an individual in the class - but avoid zooming in directly
on an individual;

increase eye contact and body language.
It is a good idea to set the pre-sets to make sure all the class is covered before the session
begins, so that when interaction occurs you can zoom to the relevant part of the class.
Some systems have an advanced feature that enables the camera to automatically focus on
the speaker.
3
Making the most of the visual display equipment
The equipment in the video conference rooms is far better in many respects than that
found in most traditional classrooms. Typical facilities are:

a document camera for displaying overhead-type graphics, information from books,
photographs and small objects;

a slide projector;

a PC link for displaying presentation packages, spreadsheets and databases;

a video recorder;

a whiteboard for spontaneous writing and drawing.
The scope for the teaching use of these facilities is wide-ranging and the technology
means than you can undertake tasks which are more difficult in the normal teaching
environment. For example, in a Human Computer Interaction video conferencing tutorial,
a tutor could ask students to design icons to represent certain tasks or actions. These can
be drawn on paper using ordinary pens and projected onto the screen using the document
camera for all to see. In a traditional lecture the students would have to go one by one to
the overhead projector and use OHP pens to draw on the slide, or each would need to be
given a slide and OHP pens. In this kind of situation, the document camera is more
useful.
A document camera is a very versatile tool. Objects as well as documents can be
displayed. The camera will be able to zoom in to reveal detail that could not be seen by
students in a conventional lecture if you just held the object. In addition, because you are
controlling the environment in which the object is being seen, you can be sure that all
students will be able to see the detail and not just a few at the front.
Practical Guidelines for Video Conferencing
9
Figure 3: The presenter station showing the document camera
Document cameras do have certain features that you need to bear in mind. Firstly, these
cameras will often have a preview mode, that is you can view your visual on a small
screen before it is shown to either group. This can be very useful in that it enables you to
check that your visual is lined up properly but it can easily catch out even quite
experienced users who forget to switch to normal display mode so that only the lecturer
can see the visual.
Secondly, document cameras will often operate in both a live mode and a still mode. By
sending a document as a still, far end viewers see a higher quality image and hence the
text more clearly. However it is very easy to forget a still has been sent and to start
pointing at particular phrases or parts of a diagram, not realising that your finger or
pointer cannot be seen.
In addition to the above facilities, a fax/copier is very useful. You can fax handouts or
copies of work done by student groups within the session. You can use the fax/ copier to
encourage interaction (see section 4), for example, one group can partially complete a
grid or chart, and this is faxed down to the other group to complete. The completed
document can be displayed to both groups using the document camera and each student
given a copy using the copier.
Practical Guidelines for Video Conferencing
10
Making use of the facilities, however, will be slightly different from in the traditional
classroom. There are certain factors which need to be taken into consideration due to the
nature of the video conferencing screens. Some of these factors are outlined below.
3.1
Designing and displaying visuals
When you design visual material for video conferencing, you need to bear in mind the
following:
 first of all you can use ordinary paper, pastel coloured sheets work best. Try to avoid
using overhead transparencies (OHT), but if you already have suitable OHTs, use a
backing sheet unless your system includes backlighting;

documents for projection on the document camera need to be in landscape to fit the
screens. You cannot easily move the document up or down as the image is usually
sent as a still image to improve image quality and hence readability. If you move the
image to reveal more points, you will need to send the still image again;

fonts should be no less than 24pt, depending on local room and viewing conditions.
This means that relatively little text can be put on each sheet to be readable from a
distance or on-screen;

use lowercase lettering for body text. This is usually easier to read;

experiment with different colour combinations beforehand, pastel backgrounds often
give the best results.
Below are a few points to consider when displaying visual materials:

you can use existing materials e.g. pages from books but test them beforehand. You
may find that in order to make the print legible you have to zoom in so much that the
full line length cannot be seen without moving it. This is very awkward and should be
avoided;

there should be a ‘safe-area’ border around the outer edges of the page where there is
no text nor images;

you can line up the slide on the preview screen attached to the document camera;

it is difficult to use pointers or reveal parts of a visual at a time when the image is to
be sent as a still;

it is possible to zoom in on smaller visuals.
Practical Guidelines for Video Conferencing
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Figure 4: The limited writing area under the camera
3.2
Using a PC
It is possible with many room-based systems to link a PC directly into them. The output
from the PC appears directly on the room monitors. This is potentially very useful. It
does, for example, mean that if you are using a PowerPoint type presentation package you
need not worry about many of the issues raised previously, such as lining your visuals up
or sending still images. Care does still need to be taken with your choice of background
and font colour as well as font size. The general advice is as with paper, use pastel
colours for backgrounds and a dark font colour e.g. dark green. Try to avoid any
unnecessary animations or brash clip art – good advice anyway even if you are not video
conferencing!
We have found using a PC less successful for showing spreadsheets; figures in cells are
usually not readable unless the spreadsheet has been specially altered for video
conferencing. Visiting web sites may also be problematic for the same reason. The text is
likely to be too small. You can increase the font size but this will limit what you can see
Practical Guidelines for Video Conferencing
12
on screen at any one time. Images however may be fine. The advice is once again try it
beforehand.
3.3
Using other visual aids
The medium is suitable for making use of a wide range of visual aids. The following are
some general guidelines for using them:

you need to have a good pen for spontaneous writing, middle weight markers will be
best;

write in large letters, clearly and legibly so that it will show up on the screen; You
may find it helpful to draw thin guidelines on a sheet of paper. The guidelines will not
be visible on screen but they will help you to keep your writing at an appropriate size;

continuing to send a live image of the transmitting site may be distracting to the class,
for example, when reading silently or doing a test. In some cases it is better to
transmit to the remote site a still image with details of the current task or activity that
they should be doing.

the video facility can be useful for showing pieces of video but caution is necessary as
private video conferencing is classed as a type of broadcast under copyright law. The
quality of video with a lot of motion will degrade when the video is transmitted over
a video conferencing system, therefore try to check that it is still of usable quality at
the far end beforehand;

you should send a hard copy of all visuals you will use to the remote site before the
lesson, then if you experience problems with the technology the class will still have
the information;

send a photograph of yourself to the remote site so that, in a situation where there is
technical trouble with the live picture, the remote students can hear you and see your
photograph projected onto the screen using the document camera, rather than being
left looking at a blank screen. You will often see this technique used for
correspondents when they are presenting television news reports.
3.4
You as a visual image
One of the most important visual images is yourself and a number of rules apply to you:

try not to think of yourself as being on camera, just behave and talk naturally;

there may be a tendency to make sessions very formal but they will be enjoyed all the
more if you smile and crack the occasional joke;

there is no need to shout or even raise your voice;

your normal appearance is fine for video conferencing but try not to wear small
patterns, checks or fine stripes as they can dazzle your audience or make your image
appear blurred;
Practical Guidelines for Video Conferencing
13

bear in mind that the camera cannot move as fast as you, try not to wave your arms
about or make sudden movements as remote site students will not understand what is
happening;

on the other hand do not sit there rigid as this will take away all animation from your
speech;

when you are on camera the width of image may not be as wide as some of your
gestures;

show you are listening when the remote students talk. Some useful techniques
include; lean forward, nod your head, look at them by looking at the camera, not the
monitor on which you can see them. This can take some time to get used to!
4.0 Using a spreadsheet for preparation of a session for video delivery
Special planning for delivering your course via video conferencing is necessary, even if
you have taught the course in a traditional classroom for many years. This is because
there are so many different factors that have to be taken into consideration when teaching
at a distance and when your students are faced with a screen. You need to plan for
interaction, balanced student involvement and shorter periods of lecture. It is harder to
pick up on student reaction immediately and to adjust your teaching accordingly. You do
therefore need to build in checks, pauses for questions and activities to make sure your
students are with you.
The best place to start when planning a session is to take into account what topics will be
covered and who you will be teaching. You will know about the course and its goals and
prerequisites and what needs to be covered in the session. You might wish to write down
a list of information about your students regarding their age, ability, cultural background,
learning preferences and motivation for learning. You can then refer to this throughout
the planning of your session.
Teaching via video conferencing requires the co-ordination of a number of additional
factors that are not present in a traditional setting. You will have your own methods for
planning your teaching sessions, but we have found that a spreadsheet-style template is
very helpful when planning a video conferencing session.
Each column of the spreadsheet will represent an important planning element that must be
considered. It should be a working document and subject to review at any time, and
therefore should be written on a word processor or in pencil. Even after the session has
been run, you can continue to fine tune the lesson, based on your discoveries of what
works and what doesn’t.
An example of a session design spreadsheet is given in Appendix 1. You can use a
spreadsheet like this to flesh out your lesson plan. To complete the plan you should firstly
fill in the columns across the top row of the spreadsheet and then fill the columns as
Practical Guidelines for Video Conferencing
14
discussed in the following sections.
4.1
Columns of the spreadsheet
Column One: Key Points/Tasks
Includes a detailed outline of what you want to teach to determine the exact number of
general topics you want to deliver, as well as administrative and housekeeping duties
which may be required. Think about session content only, not about delivery.
Ask yourself if the order of the topics you have filled in is logical, then go back and fill in
specific items under each topic area, down the left-hand side of the page. Leave double
spaces in case you should want to add anything else later.
General tasks that may need to be included, for the allocation of time later, are activities
such as welcomes, distributing handouts and breaks.
This column forms the basis for the rest of the spreadsheet and you should complete it as
carefully as possible.
Column Two: Presenters
This column lists who will present each segment of your plan - yourself or someone else?
It may be the far-end facilitator or it could be a guest speaker, another tutor in the
University with particular knowledge in that area, an outside expert, or a student
presentation. Think of those people from whom you would like to hear ideas on certain
subjects.
You will need to let a guest speaker know the protocol of your class and that lecturing for
an extended time is not ideal. You could arrange an interview or short lecture segments
instead, perhaps five to ten minutes at a time, interspersed with questions and discussion.
In this way you will guide the presenter into adopting methods suited to video
conferencing
Column Three: Visuals
This column tracks the visual images needed to support the content and presenters
identified in the first two columns. You are teaching by video conferencing, you need to
think visually - think how you can “show” information rather than “tell”. If you can
reinforce the learning by the use of a visual, include it.
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Column Four: Method/Activity
The next column identifies the method or activity that will be used to convey each content
point. Remember to change the manner of instruction often to keep the concentration of
the students. You should also be aiming to involve the students through discussions, role
plays, brainstorming, quizzes, etc. Clearly you are not limited to lecturing; you can
include a broad range of activities to involve your learners.
Column Five: Support Materials
This column of the document is to detail the support materials needed. After considering
each point to be covered and the method in which it will be delivered, you can determine
whether printed materials will be needed to reinforce learning. Do you need to distribute a
handout? Is a textbook required? Should you include references in the handout? When do
you cite the relevant pages of the textbook? You can determine which support materials
should be bound and which should be distributed as single sheets. Timed release of
worksheets is crucial and the element of surprise is on your side.
The support document is the place to put complex diagrams, charts and text. Don’t try to
cram everything onto the screen; the result will be illegible.
Column Six: Estimated Time Required
In this column you need to think about the time you expect to spend on each topic using
the activity you have detailed in Column Four. Assign an estimated time to each item in
Column One. To do this you may need to run a video conferencing practice session to get
used to the time it takes to deliver with video conferencing. Due to the highly visual
nature of delivery you may find that content is covered more quickly with video
conferencing than in a traditional setting.
Column Seven: To Do List
The last column is where you can build a list of tasks you need to do before the course is
ready to be taught. Look across each row of entries and determine what tasks need to be
completed in advance for each key point, and who is to do it. For example, who will
prepare the visuals? Who will write the handouts? You can also include the date that
these tasks should be completed by. If any of the tasks are not to be completed by you,
give a copy of the spreadsheet to whoever has the responsibility for doing them.
Practical Guidelines for Video Conferencing
16
4.2
The value of the spreadsheet
Video conferencing can be a very intense experience for both presenters and students.
Equally, if students do not feel involved they can easily be turned off and become
detached from the learning process. The session needs to be carefully planned and
structured in order to maximise student involvement as it is unlikely to just “happen”.
Good planning will also help to ensure that a range and variety of learning activities take
place. The spreadsheet can help with this planning. We will be looking at ways to involve
students in the next section.
Time management is particularly important as you are seeking to cover a range and
variety of activities, all of which will require a certain amount of time. If you find that you
are running out of time, you can tell from the spreadsheet what was planned to be covered
and how long it was estimated to take. You can then decide what is best to cut back on or
leave out altogether.
5
Involving students
Students are more used to watching a lecturer and it can be difficult to concentrate on a
screen for long periods. By involving the students in activities and introducing variety
into the session you can help them maintain their levels of interest and concentration.
5.1
Preparing students
Students will need support and advice in order to get the most out of a video conferencing
session. They may be apprehensive and not sure what to expect from a session. Below are
some pointers to help prepare your students:




send a welcome letter to all participants that will introduce the video conferencing
medium, explain what will happen, give the subjects to be covered, any assignments
to be done, and, perhaps, a topic to think about to be discussed at the first meeting;
send out notes to accompany lectures ahead of time to be certain the remote students
have them;
consider providing them with some information about the technology, including its
capabilities and limitations. This will give them a better idea about what to expect.
Ideally they too should receive some form of training;
try to include at least one face to face meeting, preferably an introductory session, as
knowing people in the remote site makes interacting far easier;

set up communication channels outside of lecture time, for example use e-mail;

make sure you reply and respond to problems quickly;

promote the exchange of student e-mail addresses to encourage their communication;


supply regular feedback sessions for your students, to reduce the feeling of isolation;
students will be tolerant about mistakes that are made at first, as long as you admit
that you are also a beginner.
Practical Guidelines for Video Conferencing
17
5.2
In the session
Here are some suggestions for involving your students in the session:
 whenever possible, try to give some lectures at the `remote’ site so the students get to
know you better;
 try not to make a session too formal;

you may find shy students will sit away from the camera - ask them to change seats so
you can see them clearly;

aim for balanced interaction with both sites, no one should be left feeling like an
observer;

establish a protocol for interaction at the outset;

try to learn each individual’s name to address them;

ask directed questions by name or site;

inform students of the structure of the lecture so they know they are expected to
interact;

plan for an interactive segment to take place early in the lecture, even if it is only a
few minutes long;

prepare additional activities which can be left out or included if you feel interaction
has not gone as well as it might. These are good to have in case of technical trouble or
finishing ahead of time.
5.3
Introducing variety
Variety is an important part of a video conferencing lecture:

aim to ‘lecture’ for no more than 10 minutes at a time,

between lecture segments include pro-active activities, e.g.:
discussion
role play
case studies
brainstorming
silent reading/reading aloud
a quiz

vary the person presenting, include students where appropriate;

alternate between introducing new content and review.
Practical Guidelines for Video Conferencing
18
5.4
Asking and answering questions
Asking and answering questions is at the heart of much of the interaction that takes place
in an educational context. When taking place via video conferencing it can be a little
harder to get discussion going.

ask various types of questions; planned and spontaneous, high- and low-level,

answer the person who has asked a question directly,

remember that if the person is at the remote site you need to direct your answer to the
camera, not the screen you see them on,

answer concisely using spontaneous writing or other visuals if they help,

when asked a question, instead of answering immediately, you could ask questions to
see if they can answer it themselves,

try and get a discussion going between sites to obtain an answer,

turn to the other site and ask a student there to help,

it is important to find something positive in every answer so the experience of
communicating via the link may be positive, rather than off-putting.

you may find that you cannot tell who asked a question if it came from the remote
site. Don’t be afraid to ask!
6
Organisational and management considerations
Teaching with video conferencing needs much more co-ordination than a course taught in
the normal way. Once you have planned the delivery of the course there is more
preparation to be undertaken. The points below, as well as some already mentioned, are
summarised in a checklist of tasks to be undertaken in Appendix 2.
6.1
Booking the system for a session
In order to book the video conferencing facilities for use for a single session or for a
regular slot, you need to follow the appropriate procedures for your institution. Try and
give as much notice as possible.
6.2
Liaising with the remote site
You will need to set up other forms of communication for your students outside the actual
video conferencing sessions. Good communication channels between the tutor and the
students are important regardless of whether the students are local or remote. They are
Practical Guidelines for Video Conferencing
19
particularly important for the students at the remote site as it will help to reduce any
feelings of isolation that they may have.
Some suggestions for ensuring good communication are given below:

it is strongly advised that you identify someone to act as a facilitator to act as a point
of contact for your remote students and as their representative both in class and at
their remote site

the facilitator can distribute information and handouts to your students and collect
work from them

it is recommended that you use the e-mail system as a form of contact and check your
mailbox regularly to avoid delays in answering students’ queries

e-mail is an effective method of distributing information to students as long as they
check their mailboxes regularly

it is a good idea to promote the exchange of e-mail addresses to encourage discussion
between students at the local and remote sites

establish the time scale for sending documents and information to the remote site to
ensure the material will arrive in good time

in case of emergency there is a fax/copier machine in the video conferencing room make sure you know how to use this before you need to

make sure you have the telephone number of the remote site handy in case of
problems.
7.0
Further reading
SIMA (Support Initiative for Multimedia Applications) have produced a number of
reports relating to videoconferencing see
http://www.man.ac.uk/MVC//SIMA/simapj.html
See also the JTAP reports http://www.jtap.ac.uk/reports/index.htm
Classrooms for Distance Teaching & Learning: A Blueprint",
Editors:Michael Hegarty, Anne Phelan and Lisa Kilbride, Audio Visual
Centre, University College Dublin, publisher: Leuven University
Press, web site:
http://www.linov.kuleuven.ac.be/BIC
"Learning about Videoconferencing", author: Han Fraeters in
collaboration with Sally Reynolds & Mathy Vanbuel, Publisher:Leuven
University Press, web site:
http://www.savie.com
Practical Guidelines for Video Conferencing
20
Appendix one: Using a spreadsheet to plan your session
Key Points/Tasks
Presenters
Visuals
Method / Activity
Give out Handouts
Materials
Time
To do
Handout
1 min
Prepare handout
1 min
Prepare slide
Introduce self
Lecturer
Slide (inf. on self)
Introduce facilitator
Lecturer
Facilitator
1 min
Lecturer introduces local
students
Lecturer
2 mins
Facilitator introduces remote
students
Facilitator
2 mins
Outline lecture
Lecturer
Slide for outline
Lecture + slide
Introduction to HCI
What is HCI?
Lecturer
Students
Facilitator
Write down
responses
Ask students
Components of HCI
Lecturer
Slide for components
Lecture + slide
Factors of HCI
Lecturer
Slide for factors
Lecture + slide
Activity 1: Identify factors in
example activity
Groups/students
Group discussion
Include slide on
handout
2 mins
Prepare slide
5 mins
Get pens and
paper, if
applicable
Include slide on
handout
3 mins
Prepare slide
Include slide on
handout
4 mins
Prepare slide
5 mins
Key Points/Tasks
Presenters
Visuals
Photos/PC link
Method / Activity
Time
To do
5 mins
Prepare
photos/PC
examples
Types of interface
Lecturer
Students
Other examples
Students
Ask students
2 mins
Justification of HCI
Students
Ask students
3 mins
Summary of points made
Lecturer
Write on whiteboard
Summarise students’ points
2 mins
Prepare blank
slide
Main justification
Lecturer
Slide - justification
Lecture / explanation
+ slide
Discussion
Include slide on
handout
2 mins
Prepare slide
Lecturer/Students
Discussion of types of
interface
Materials
Include examples in
handout
3 mins
Provide examples
HCI model of design
Lecturer
Slide - HCI model of
design
Lecture + slide
Include slide on
handout
3 mins
Prepare slide
Scope of HCI
Lecturer
Slide - Scope of HCI
Lecture + slide
Include slide on
handout
2 mins
Prepare slide
Summary activity
All
Conclusion
Lecturer
Discussion
Slide
Lecture + slide
2 mins
Include handout
Total time:
2 mins
52 mins
Prepare slide
Key Points/Tasks
Presenters
Visuals
Method / Activity
Materials
Time
To do
Appendix two: Checklist of tasks to undertake before course is ready to deliver
via video conferencing

Book video conferencing room for sessions……………………………………………

Find out about all students

Design course using spreadsheet…………………………………………………………

Book video conferencing room for an additional session to get familiar with the environment 

Identify remote facilitator and give information about course, students, protocol,

telephone numbers, duties
………………………………………………………………


Identify guest speakers
………………………………………………………………


Prepare handouts

Prepare overheads and other visual aids …………………………………………….…


Send copies of handouts and visuals to remote site……………………………………….


Let students know times and locations (welcome letter)…………………………………


Give students relevant material …………………………………………………………


Give information about course to technician………….…………………………………


Make sure you know where to get help if things go wrong………….……………………..


Make sure remote facilitator/students know where to get help if things go wrong…………


Identify communication times outside the lecture time and inform students……………….


Schedule a backup plan in case of technical problems………….…………………………

………………………………………………………………
……………………………………………………………………….




Checklist of tasks to undertake at each session

Meet with technician to advise of visuals to be used and camera positions………………..


Set camera pre-sets for group……………………………………………………………….


Make connection 15 minutes prior to meeting time………….…………………………….


Check students are in your view…………………………………………………………….


Keep ISDN, telephone and fax numbers handy……………………………………………
