Tips on the Effective Use of Interactive Video in the Classroom

Transcription

1 Tips on the Effective Use of Interactive Video in the Classroom Technology Planning Technology Required Setting Up Your Technology Know How to Use Your Technology Testing Your Technology Testing Your Connection Plan for the Technology to Fail Turn Everything Off Except What You Need Video Tutorials Session Planning Help The Expert To Learn About Your Class Date And Time Zone Plan for Having More or Less Time Location Conducting The Session Engaging Your Students Initiating The Session Expert/Student Dialogue and Interaction

2 Technology Planning Technology Required In order to participate in a video connection you will require a broadband Internet connection and either a videoconferencing (telepresence) unit OR a desktop videoconferencing solution. Videoconferencing (Telepresence) Hardware Unit these units are complete videoconference solutions that include a camera, microphone, speakers and screen. These units are manufactured by a number of different suppliers including Cisco, Polycom and LifeSize**. Desktop Videoconferencing Application these solutions run on a number of different computer platforms (PC, MAC, ios, Android etc.) depending on the application. Depending on the specific hardware used you may need to attach speakers, microphone, monitor and/or camera if not part of the hardware. Companies such as Cisco (Jabber), LifeSize (Clearsea) and Polycom (PVX) provide these software applications**. Optional hardware other possible components might include a computer projector or connected Smartboad to provide a larger viewing area for the classroom, external speakers and microphone(s). ** The listed solutions are standards based videoconferencing systems meaning that they can connect with any other standards based software or hardware solution and that these solutions can connect to a videoconferencing bridge for multiple point video calls. Other well-known solutions such as Skype are not standards based meaning that both connecting parties are required to be using the same solution. Setting Up Your Technology If you are using a videoconferencing (telepresence) unit you have likely had it installed and configured by an IT professional or engineer and are connected to the Internet via Ethernet (hardwired connection). If you are using a desktop videoconferencing solution you may have an option to use Ethernet or Wi-Fi (wireless) connection. Whenever possible use an Ethernet connection a Wi-Fi connection will often reduce the quality of the audio/video experience. Know How to Use Your Technology Be sure you practice setting up the technology you will be using so you know how long it will take you. Know how to log in to your video conferencing room or how to place your direct video call.

3 Testing Your Technology All PIR / VROC participants use technology that, regardless of manufacturer or supplier, is standards based and interconnects seamlessly. However, every piece of hardware, software and other pieces of infrastructure (such as network connections etc.) has configuration options that might need to be adjusted. The program staff at PIR is happy to facilitate as many test calls as needed and will work with you and your IT staff to ensure that everything is configured in a way that will provide you with the best interactive video experience possible. Testing Your Connection Scheduling a trial call with the expert / contact isn t always required but is good practice particularly when you or the expert is new to the technology. This is your opportunity to meet the expert, test out your connection, ask any additional questions you may have and set the stage for how the session might go. If the expert will be sharing his/her screen to show a slideshow, website, etc. use this time to test it out. Plan for the Technology to Fail Video conferencing calls are sometimes interrupted or slowed down as a result of a poor connection, weather or other complications. If you lose the call, don t panic. You can always reconnect. Make sure you discuss this ahead of time so you have a plan in place (i.e. who will place the reconnection call if there should be a failure). Turn Everything Off Except What You Need Close all other computer programs and applications except for what you will be using. In particular, you must not have Skype, FaceTime, or anything alike open when placing a call using a desktop videoconferencing application because they will compete for access to the camera and microphone. And don t forget to turn off your own cell phone! Video Tutorials Video tutorials are available on PIR TV at:

4 Session Planning Help The Expert To Learn About Your Class Don t assume or guess that the expert will understand the needs of your class. Tell the expert about: Your students and their academic level vs. grade level What the class expects to learn from the session How much time you want them to speak How interactive you want the session to be Whether you want a separate Q&A session The classes familiarity / comfort with the platform What has worked previously and what has not What would be considered an ideal outcome Date And Time Zone While it seems intuitive that plans would include date and time we often neglect to consider time zone (or assume both parties are using the same time zone in their communications). Video connections breakdown the barriers of distance but time zones may present challenges or conversely may offer opportunities! Plan for Having More or Less Time If you notice that things are running behind, discreetly remind the expert about how much time you have available. Location Discuss with the expert the most suitable place to conduct the session. This space should be quiet and free from distractions with good lighting. Remember to consider what the class will see in the background while the expert is speaking. Most experts will assume that an office setting works best but you may prefer to give the class a more realistic picture of the work place (i.e. lab, lecture hall etc.) if possible.

5 Conducting The Session Engaging Your Students Considering the following to help create engagement: What do students already know and believe about the topic? What do they want to know/ find out? Incorporate hands-on activities (i.e. class can complete the same experiment being conducted over video) Encourage students to think and talk about the experiences, feelings and intentions of others Encourage students to think and talk about their own experiences, feelings, and motivations Think of ways to personalize information how does the topic relate to students lives? Ask the expert to take the students on a walking tour if using a portable device (if applicable and possible) Have a student thank the expert for visiting their class Students are sometimes initially shy about responding to questions during a distance-learning lesson. Explain to students that this is an interactive medium and encourage them to ask questions. Remind students that audio delays of one to two seconds are common. Try to finish thoughts in a single statement with an obvious conclusion. Listeners should avoid interrupting and use visual cues (like nodding) instead of verbal affirmations (like "uh huh.") Avoid extraneous noise or other un-needed comments as they may be distracting and (in many systems) will cause the camera to be re-directed to the location where the sound is coming from Use pre-class study questions and advance organizers to encourage critical thinking and informed participation on the part of the learners Create a Known, Want To Know, Learned (KWL) chart Don't wait for volunteers. Call on specific students to ask or answer questions Use a question chair / location to ensure that the speaker in the classroom is close enough to the microphone to be heard clearly by the expert Have the student introduce him/herself to the expert prior to asking a question Ask other students to answer peer questions

6 Initiating The Session Introduce the class to the expert and then introduce the expert to the class and have the expert give a short (very short) description of his/her background and expertise in the subject area Expert/Student Dialogue and Interaction One of the most valuable components on these interactions is the opportunity for the students and experts to have direct interactive dialogue within the session. Partners In Research does not facilitate direct connections between students and experts outside of these class sessions. All sessions are teacher facilitated and PIR, the teacher, the students or the expert never shares contact information directly that would support interactions with students outside of the facilitated classroom context.