Faculty-Driven
Instructional Technology
SUNY College of Environmental Science & Forestry
Instructional Technology Workshop
May 16, 2002
“Teaching & Learning With Videoconferencing”
David Tiedemann
Director of Faculty Computing & Media Services,
Syracuse University
Today’s Topics
Why Videoconference? (Handout)
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Benefits
Application examples
What Works Best & Why - Case Studies
Interactivity = Active Learning (Handout)
Videoquette (Handout)
Tips on Teaching at a Distance via
Compressed Video (Handout)
Videoconferencing Demonstration
Why Videoconference?
Benefits
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Communicate directly with experts to
enhance understanding of a subject matter
Real-world contact can heighten interest,
improving motivation and retention
Colleges can team up with businesses to
offer employee training or certification
Students can meet with tutors for
enrichment and remediation
Why Videoconference?
Benefits
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Students can takes classes not offered at
their location or at a convenient time
Supplement classes, training, or meetings
Overcome time & distance constraints
Improve quality & spontaneity of guests
Save time & money
Why Videoconference?
Course Delivery
Course Supplement
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Guest lecturer
Practitioner critique
Dual class discussions
Interviews
Multi-site Conferences
Why Videoconference?
Applications
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Practitioner critique
Dual class discussions
Interviews: student employment, staff
recruiting, & thesis/dissertation defense
Research & Collaboration
Business: meetings, product or contract
review, promotional, announcements, etc.
What Works Best & Why
Industrial Design Case Studies
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Satellite remote control (RCA)
Internet keyboard (Compaq)
Television, Radio & Film Case Studies
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Script writing (Sitcoms)
Proposal for new series (Home & Garden)
What Works Best & Why
Multiple Class Discussion Case Studies
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Forestry policy (SU & Oregon)
African American Studies (Four schools)
Research Case Studies
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NPAC
Physics
Interactivity = Active Learning
Rules of Engagement
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Multiple media - take advantage of
attributes of each technology
Vary pace
Ice breakers at beginning of each session
Use names, site and personal
Clarification queries
Interactivity = Active Learning
Active Learning
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Is the ability to get the students to learn
something, to do something with what
they have learned, and then to think about
what they have done.
Interactivity = Active Learning
Student Involvement Includes...
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Student to student
Student to media
Instructor to student
Student to instructor
Interactivity = Active Learning
Personal Qualities
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Do not become a talking head
Use a variety of techniques to involve
Pay attention, show interest
Avoid distractions
Keep on task
Interactivity = Active Learning
Leading Discussions
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Use questions effectively
 Probe for additional information
 Shift or refocus discussion
 Ask direct questions
 Clarify unclear statements
 Restate questions
Videoquette
Setting the Stage
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Select moderator for dialogue sessions
Establish ground rules
Allow ample pauses & ask for comments &
questions
Identify self for far end
Use far end control in agreed upon manner
Avoid excessive movement
Videoquette
Audio
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Be Aware of Microphone Sensitivity
 Unnecessary to speak extremely loud
 Unnecessary to face microphone
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Muting
 Announce intention to mute
 Mute all far end sites during presentation or
lecture
 Mute to mask near end noise
Videoquette
Video
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Face Camera
 Divide eye contact with near end and far end
(favoring far end with more eye contact)
 Announce intention to switch video source
 Preview document camera before sending
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Switch to Room Camera While Changing
Document Camera Material
Videoquette
Clothing & backgrounds
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Be Aware of Contrast With White or Black
Boards
 Don’t wear light colors if working in front of
whiteboard
 Don’t wear dark colors in front of blackboard
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Avoid Plaids, Prints, Red, & White
Non-shiny Pastels Preferred
Avoid Loud And/or Highly Reflective
Jewelry
Videoconferencing Tips:
General Planning
Instructional Videoconference Goals
Agenda
Tools Required for the Conference
Site Coordinator for Far End
Test Connection
Operator Assistance
Videoconferencing Tips:
General Planning
Hard Copy to Far End in Advance (Use
Document Camera More As Navigational
Aid Than to Convey Information)
Access to Resources
Adaptive Technology for Special
Needs Should Be Considered
Goal: Equal to or Better Than On-site
Face-to-face Instruction
Videoconferencing Tips:
Technical Planning - Video
Aspect Ratio of 4:3 (Width:height)
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Use landscape rather than portrait
Television Safety Area (15-20% border)
Resolution Considerations
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Relatively low resolution cameras
Digital compression coding/decoding
Videoconferencing Tips:
Technical Planning - Graphics
Keep It Simple!
Limit to One Concept Per Visual
Image Composition - Rule of Thirds
Balance With Empty Space
Use Large San Serif Fonts > 24 Pt.
Videoconferencing Tips:
Technical Planning - Graphics
Limit to 7 Lines & 7 Words Per Line
Avoid Red, Orange, and Yellow Text
Use Light Letters Against Dark Background in
videoconference (opposite for face-to-face)
Limit to 3 Different Size Fonts Per Visual
Limit to 4 Colors Per Visual
Videoconferencing Tips:
“On Air”
Arrive 15-30 Minutes Before “Air” Time
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Coordinate with far end
Camera presets
Start/stop on Time
Look at Camera to Maintain Eye Contact
(especially with far end)
Introductions
Agenda Review
Videoconferencing Tips:
“On Air” Continued
Protocols for Transmission Delays
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Pauses
Avoid simultaneous speech
Pacing - Vary Formats Frequently!
Announce Intentions Before Switching
Sources
Videoconferencing
Demonstration
ESF – UMU
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Joe Smith and Ross Jacobs