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Faculty-Driven Instructional Technology SUNY College of Environmental Science & Forestry Instructional Technology Workshop May 16, 2002 “Teaching & Learning.

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Presentation on theme: "Faculty-Driven Instructional Technology SUNY College of Environmental Science & Forestry Instructional Technology Workshop May 16, 2002 “Teaching & Learning."— Presentation transcript:

1 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

2 Today’s Topics Why Videoconference? (Handout) 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

3 Why Videoconference? Benefits 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

4 Why Videoconference? Benefits 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

5 Why Videoconference? Course Delivery Course Supplement Guest lecturer Practitioner critique Dual class discussions Interviews Multi-site Conferences

6 Why Videoconference? Applications Practitioner critique Dual class discussions Interviews: student employment, staff recruiting, & thesis/dissertation defense Research & Collaboration Business: meetings, product or contract review, promotional, announcements, etc.

7 What Works Best & Why Industrial Design Case Studies Satellite remote control (RCA) Internet keyboard (Compaq) Television, Radio & Film Case Studies Script writing (Sitcoms) Proposal for new series (Home & Garden)

8 What Works Best & Why Multiple Class Discussion Case Studies Forestry policy (SU & Oregon) African American Studies (Four schools) Research Case Studies NPAC Physics

9 Interactivity = Active Learning Rules of Engagement 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

10 Interactivity = Active Learning Active Learning 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.

11 Interactivity = Active Learning Student Involvement Includes... Student to student Student to media Instructor to student Student to instructor

12 Interactivity = Active Learning Personal Qualities Do not become a talking head Use a variety of techniques to involve Pay attention, show interest Avoid distractions Keep on task

13 Interactivity = Active Learning Leading Discussions Use questions effectively  Probe for additional information  Shift or refocus discussion  Ask direct questions  Clarify unclear statements  Restate questions

14 Videoquette Setting the Stage 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

15 Videoquette Audio Be Aware of Microphone Sensitivity  Unnecessary to speak extremely loud  Unnecessary to face microphone Muting  Announce intention to mute  Mute all far end sites during presentation or lecture  Mute to mask near end noise

16 Videoquette Video 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 Switch to Room Camera While Changing Document Camera Material

17 Videoquette Clothing & backgrounds 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 Avoid Plaids, Prints, Red, & White Non-shiny Pastels Preferred Avoid Loud And/or Highly Reflective Jewelry

18 Videoconferencing Tips: General Planning Instructional Videoconference Goals Agenda Tools Required for the Conference Site Coordinator for Far End Test Connection Operator Assistance

19 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

20 Videoconferencing Tips: Technical Planning - Video Aspect Ratio of 4:3 (Width:height) Use landscape rather than portrait Television Safety Area (15-20% border) Resolution Considerations Relatively low resolution cameras Digital compression coding/decoding

21 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.

22 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

23 Videoconferencing Tips: “On Air” Arrive 15-30 Minutes Before “Air” Time Coordinate with far end Camera presets Start/stop on Time Look at Camera to Maintain Eye Contact (especially with far end) Introductions Agenda Review

24 Videoconferencing Tips: “On Air” Continued Protocols for Transmission Delays Pauses Avoid simultaneous speech Pacing - Vary Formats Frequently! Announce Intentions Before Switching Sources

25 Videoconferencing Demonstration ESF – UMU Joe Smith and Ross Jacobs

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