Teaching with Interactive Video:

Transcription

1 Teaching with Interactive Video: A Faculty Orientation Presented by OSU Extension and OSU CARES/OSU Learning Centers in cooperation with the College of FAES, Section of Communications and Technology

2 Teaching With Interactive Video: A Faculty Orientation Sponsored by: OSU Extension/OSU CARES Prepared by Meredith Martin Rm. 224F Mount Hall 1050 Carmack Rd Columbus, OH Phone: (614) Fax: (614) [email protected] Website: learningcenters.osu.edu

3 TABLE OF CONTENTS I. Introduction p. 1 What is Distance Teaching Technology? Who Can Teach With This Technology? How Can Distance Teaching Help You As A Teacher? What Do Students Think of Video Conferencing? Where Does Distance Learning Take Place? How Do You Begin? II. Instructional Strategies for p. 6 Video Conferencing Setting Expectations Teaching Tips Keeping Everyone Tuned In Encouraging Dialogue Dealing With Technical Difficulties III. Management Issues p. 10 Scheduling The Class Building a Team Setting Up The Facilities IV. Credits and Bibliography p. 12 V. Handouts and Forms p. 13 TIP Sheet for Students Using Video Conference Technology Audiovisual Guidelines Usage Agreement Evaluation Forms

4 I. INTRODUCTION What is Distance Teaching Technology? The distance learning/teaching technologies which you can utilize at Ohio State are called web-based, two-way video conferencing or IP (Internet Protocol) Videoconferencing. The pipeline that is delivering the audio and video is an internet connection. It s also referred to here as interactive video conferencing. The College of Food, Agriculture and Environmental Sciences, and many other colleges on campus, also have interactive video conferencing available, though the system of delivery may be different. Like the television we are all accustomed to seeing, images appear on a T.V. screen. Unlike T.V., with video conferencing, we can see and be seen, listen and talk, hear and be heard. Also unlike T.V., the video images are being sent via telephone lines or over the Internet, and not via satellite. The system at Ohio State can be point-to-point, linking one site with one other, or multipoint, that is, one main site linked to a number of sites simultaneously. When more than two sites wish to communicate together via video, a video bridge is used. The bridge is a specialized system that enables several videoconference sites to dial in together. At Ohio State, the bridge is located at The Office of Information and Technology. At a receiving site, the viewers will see their own site and all other participating sites. Who Can Teach With This Technology? Everyone. At Ohio State, many departments have already integrated distance-teaching technology into their presentation methods with obvious success. Some of these departments include: The College of Nursing, The College of Education, The College of Food, Agriculture and Environmental Science, The Office of Continuing Education, The Fisher College of Business and The College of Veterinary Medicine. 1

5 How Can Distance Teaching Technology Help You As A Teacher? Interactive video conferencing and web technology gives you the ability to reach a much larger and more diverse audience with your course content. This technology enables you to help students in distant locations achieve educational goals otherwise out of reach due to their location. Teaching a multi-site class can facilitate greater interaction in the classroom, and bring a wider variety of regional, national and international issues into discussion. Combined with web technology, distance learning builds flexibility in communication, allowing students to have access to course content and greater degree of interaction with the instructor, at convenient times for both. Distance learning saves travel time and money, both for students and faculty. By reaching students in less populated areas of the state, you are helping the University meet its longstanding goal of outreach and engagement with the Ohio community. Distance education can put you and your class in touch with other faculty, staff and research facilities throughout the state, the U.S. and the world. Remote experts can validate understanding, provide feedback and introduce practical examples. It s a fun and engaging learning experience for those who are new to the methods. Though the technology is still changing and improving, it is exciting to add this technical dimension to your class, and become part of a growing community of professionals who are expanding the horizons of learning. 2

6 What Do Students Think of Video Conferencing? Generally, students prefer video conferencing to other forms of communication in distant education. 1 Through the use of this technology, students at distant sites become more selfreliant as they run their own classrooms and develop their own groups and projects. This attitude spreads into other areas of learning, as well, such as communicating with faculty or utilizing other resources. They see themselves as a close, interdependent group, and are aware that this technology affords opportunities not otherwise available. As a result, distant students generate more peer pressure to keep the group going and the dropout rate is low. OSU students at distant sites do report the common feeling of being left out, but almost unanimously seek continued videoconference classes. When asked to choose among five reasons for taking courses via distant technology, including course content, convenience, tuition waiver, degree requirements, and cost, students consistently site convenience as the number one reason for enrolling. 2 Where Does Distance Learning Take Place? Students who attend classes taught by videoconference are all over the state. OSU Extension has led in the development of Learning Centers in Piketon, Caldwell and Columbus, Ohio, and links to videoconferencing facilities in OSU Extension offices in Findlay, Wooster, and Dayton (yellow dots) and regional campuses in Lima, Marion, Mansfield and Newark (blue squares). Classes are normally issued from main campus, but can be initiated at these sites, as well. The primary main campus location for OSU Extension is Rm. 244, Kottman Hall. From Kottman Hall, you can link with any other site. - see map, p. 4-1 Dr. Lynne Coventry, Video Conferencing in Higher Education, 15 August 2002, (25 September 2002) Part 6 Pedagogy, Karen Bruns and Meredith Martin, Summary of Evaluations, Agricultural Education 811,Spring 2002 (30 July 2002) 3

7 Ohio State University Learning Centers Link You to Opportunity by: ¾Connecting you to the highest quality teaching and research ¾Making credit and noncredit classes available close to your home ¾Using the latest technology to expand your learning experience ¾Providing classes that build competence and enhance life skills ¾Offering a convenient location for your conferences and meetings ¾Creating a learning environment that can fit your lifestyle ¾Designing customized training Learning Center Locations in Ohio 1 OSU Learning Center East Vicki Snyder, [email protected] SR 215 Caldwell, OH [email protected] s Computer labs and interactive video 2 OSU Learning Center South Tom Worley, [email protected] 1862 Shyville Rd. Piketon, OH [email protected] Computer labs and interactive video Godman Guild and OSU Extension Learning Center Susan Colbert, [email protected] Robin Green, [email protected] 303 East Sixth Ave. Columbus, OH Ext. 126 [email protected] 1 2 Computer labs OSU CARES/OSU Extension Karen Bruns, [email protected] Terri Fisher, [email protected] 224F Mount Hall, 1050 Carmack Rd. Columbus, OH [email protected] web: osucares.osu.edu/learning_centers.htm Other Interactive Video Locations: Regional Campuses OSU Extension Offices OARDC (1680 Madison Ave., Wooster, OH contact Randy Nemitz: [email protected]) Regional Campuses 4 OSU Lima Campus 4240 Campus Dr. Lima, OH web: lima.osu.edu 5 OSU Marion Campus 1465 Mt. Vernon Ave. Marion, OH web: 6 OSU Mansfield Campus 1680 University Dr. Mansfield, OH web: mansfield.osu.edu 7 OSU Newark Campus 1179 University Dr. Newark, OH web: newark.osu.edu OSU Extension Offices 8 OSU Extension, North Central Region 1680 Madison Ave. Wooster, OH web: northcentralextension.osu.edu 4

8 How Do You Begin? If you are interested in utilizing OSU Extension s video conferencing facilities to expand your class to any of the above sites, contact: Karen Bruns, Ph.D., OSU Extension/OSU CARES Rm. 224F Mount Hall 1050 Carmack Rd Columbus, OH Phone: (614) Fax: (614) [email protected] For technical information, contact: Ken Kulka, Communications and Technology Room 267 Kottman Hall 2021 Coffey Rd. Columbus, OH Phone: (614) Fax: (614) [email protected] 5

9 II. INSTRUCTIONAL STRATEGIES FOR VIDEO CONFERENCING Teaching and Learning Differences: How does distance education differ from conventional education? In distance education of any kind, the instructor will probably spend more time preparing and developing instructional strategies designed to actively engage learners than in a conventional class. There is a shift from knowledge disseminator to learning facilitator, and this is likely to improve the potential for learning for both local and remote students as all students take increased responsibility for their own learning. 3 In videoconferencing, the teacher will need to use all the components of a conferencing system, manage the local classroom, as well as the distant sites, and possibly coordinate remote resources. For instructors, it may seem there is a long planning process and learning curve as they begin to utilize the technology, but with this planning, video conferencing can provide a truly dynamic classroom. It gets easier the more you do it. What teaching strategies enhance learning in a videoconference class? Setting Expectations: Most students are all too familiar with the passive role of television viewer. One way to overcome the television preconception is to carefully explain the qualities of interactive video, stressing the interactive. A tip sheet can be distributed (Handout A.), noting the main differences between TV and video conferencing. This can keep frustration to a minimum and help establish classroom behavior guidelines that will keep distractions to a minimum. If an expectation of involvement and regular response is established early in the class, learners will begin to understand what is expected of them in a two-way video vs. broadcast TV, and will replace passive with active responses. Encourage students to COMMUNICATE WITH, not WATCH, video. 3 Jodi Reed and Merry Woodruff, Videoconferencing: Using Compressed Video for Distance Learning, Fall 1995, (25 September 2002) Introduction. 6

10 Teaching Tips: 4 Include the participants at all sites in the conference within the first 5 minutes. Involve them early so they don t turn away. Try a name game, or ask a compelling question that taps their affective domain. Devote 30% 65% of each hour to student activity. For group work, select individuals at each site to participate on inter-site teams. To encourage interactivity, remember the rule: no more than minutes of instructor talk without some learner-centered response. This will enable you to put the responsibility of learning back in the learner s hands. Using a pre-obtained roster, call on students at all sites by name. Encourage discussion among sites. Take as many questions from the distant site as you take from the local site. To answer questions: 1. repeat the question before answering it to make sure everyone heard the question 2. look into the camera and answer the person who asked the question 3. see if the question can be answered by that student or another Allow students to take responsibility for some equipment operations. Check in every 20 minutes or so with your onsite technical advisor be sure everything is still going smoothly Move and gesture normally avoid swaying, rocking, pacing Discourage interrupting Keeping Everyone Tuned In: We all get bored watching a talking head for hours. Change the pace and increase attention and motivation with any of the following: Vary between lecture, group-centered discussion, collaborative projects Change the pace. Good quality, still visuals work well for a momentary pause. Utilize guest speakers. This is an excellent way to introduce other faculty to video conferencing and at the same time, provide new viewpoints or knowledge of applied practice. Video conferencing allows you to utilize guest speakers at remote sites, also. Support instruction with a variety of complementary media. Effective visual presentation can improve retention by up to 50%. 5 Use attention-getting, memorable materials that are colorful, pictorial, etc. Pay a visit to the local sites, if possible, and generate classes in all locations. Students report this as a great motivating influence. 4 Reed and Woodruff, Videoconferencing, Instructional Strategies p.3 5 Coventry, Videoconferencing, Appendix 3 7

11 Encouraging Dialogue: It s common for students at the distant sites to feel a sense of alienation. This happens when they cannot interact with the faculty member or other students as they normally would. In addition, faculty may not get the same feedback, verbally or nonverbally, from the distant students, and may begin to focus on the students at the base site. It s easy to relegate the distant students to the role of observer. From the receiving end, asking questions can be a struggle for students, especially if they must get access to a microphone, get the attention of the remote teacher and talk to the screen. It s important for teachers to anticipate questions by observing facial expressions and body language and then encouraging the question. Eye contact is also critical. If shy students consistently sit away from the camera, ask them to change seats so you can see them clearly. Remind students to look at the camera to answer questions, not at the screen. Distant students will be more likely to stay on board when the instructor calls on students by name, doesn t always look at the group on hand, and also looks into the camera. It may be possible to engage students early by sending notes about the first lecture prior to class, or by sending in advance the topics to be considered and discussed at the first meeting. Handouts can be distributed by listserve to all students or by courier packets sent to one student. Entire Powerpoint slide presentations can be sent in advance to remote sites, where students can copy and distribute them prior to class. Consider alternative modes for interaction, too. Students who are inhibited by the videoconference method may feel more relaxed about using or fax. Teachers can hold videoconference office hours, or Internet office hours, or hold chat rooms for interactive discussions. You may wish to offer a web component to the class. Several online sources for information on interactive web tools for faculty and students include webct.com, and Blackboard Inc. 8

12 Dealing With Technical Difficulties: Before the first class, it s a good idea to reserve a time to visit the room from which you ll be teaching. Become familiar with the equipment, and, with the help of a technician, experiment with controls. It might also be helpful to sit in on another class that is already in session. Utilize an opportunity to guest lecture during a videoconference class, if possible. Even with the best preparation, it s almost inevitable that your class will experience technical glitches. The technology used in interactive videoconferencing is far from perfect and is constantly improving and advancing. In addition to the normal delays, ghost images, and microphone sensitivity, you can expect to have a few more serious difficulties, such as frozen images on the screen, echoing sound, or even a lost image from one or more sites. If you re prepared for these delays, they are less likely to create a barrier to learning. Work with the technical staff at your site to make sure to: Know where to get help. Have a phone in the room at the distant sites. Work with your team to inform students at the remote sites about the equipment; they can help make sure the equipment runs smoothly. Make sure they know where to get help on site. Have telephone numbers of your team contacts in remote sites readily available in case you lose the connection. Give your number to all sites. Discuss contingency plans ahead of time with facilitators at all sites. These can include: - Continuing on audio if that is still available. - Providing overheads that can be used at remote sites in lieu of video image, if sound is still available. - Switching students to group projects or other activities until video is restored. - Continuing the session in a computer conference. - Rescheduling the class. 9

13 III. MANAGEMENT ISSUES Scheduling the Class If you would like to use the videoconferencing equipment for a workshop, contact the OSU CARES office at least eight weeks prior to the tentative workshop date. This time is needed to check availability of dates, determine responsibilities of each partner (see attached Learning Center Use Agreement Form) and provide ample time for marketing of the program. If you would like to offer a credit course through videoconferencing, the OSU CARES office should be contacted by: January 1 for courses to be offered the following Autumn Quarter July 1 for courses to be offered the following Winter Quarter November 1 for courses to be offered the following Spring Quarter January 1 for courses to be offered the following Summer Quarter The steps to teaching a course via videoconferencing include: 1. Contact the OSU CARES office to discuss the possibility of offering the course via Video conferencing. 2. Arrange with your department s classroom scheduling coordinator to schedule the class in a room that has videoconference capacity and technical support. 3. Request that the course have two sections, one being the campus section, the other being the distance learning sites which are designated with a V (i.e.795v). 4. If you have not taught via videoconference in the past, observe a course that is being taught via videoconference. 10

14 Building a Team Teaching with videoconference is a team process. It takes an array of differently skilled people to make videoconferencing a workable, successful teaching method. Your first contact, OSU Extension/OSU CARES, will help you make the necessary connections to personnel at other sites who will help you plan your class. These personnel can include: OSU Extension/OSU CARES coordinator: will initiate an agreement (see attached) with you delineating the needs of your program, will schedule labs and remote facilities, will monitor and assist with enrollment, will identify personnel as your contact people, will serve as a liaison, and will assist with evaluation. Main campus technical advisor: will advise you on capabilities of the lab you are using, will assist with dry run, will manage the flow of information among sites during your program, will assist during your class with technical issues. Remote site technical advisors: will advise you on capabilities of remote labs, will assist with dry run, will be on hand to begin class and initiate information flow, then will be available if difficulties arise. Departmental support staff: will schedule rooms for academic courses. Continuing Education staff: if you are seeking CEUs for a workshop/conference or offering another nontraditional credit course, The Office of Continuing Education will facilitate this. Remote site facilitator: can be a student at each remote site. They can assist in the organization of the class, distribute materials, notify the technician if difficulties occur, assist with microphone etiquette, and maintain phone contact if the connection is broken. Setting Up The Facilities At all Learning Center and Extension Office videoconference sites, rooms are already equipped with controlled lighting, camera and sound equipment that is placed properly, and appropriate seating positions. In each site, personnel are available to assist with room setup and equipment setup. At some sites, individuals are designated as technical assistants and will be on hand throughout the class. After you have scheduled your class through OSU Extension/OSU CARES, you will be given the names of contact people for all sites involved. For a smooth beginning, discuss room setup and requirements with OSU Extension/OSU CARES well ahead of the start of class. 11

15 IV. CREDITS AND BIBLIOGRAPHY 1. 1 Dr. Lynne Coventry, Video Conferencing in Higher Education, 15 August 2002, (25 September 2002) Part 6 Pedagogy, Karen Bruns and Meredith Martin, 30 July 2002 Summary of Evaluations, Agricultural Education 811 Spring 2002 (25 September 2002) 3. 3 Jodi Reed and Merry Woodruff, Videoconferencing: Using Compressed Video for Distance Learning, Fall 1995, (25 September 2002) Introduction. 4. David Agans, A Primer on Video Conferencing Standards, 3 September 1997, Video Development Initiative, Video Conferencing Cookbook, April 2000, (25 September 2002) Other Resources on Learning Technologies The following resources are available by contacting Dr. Nikki Conklin, Associate Professor, Department of Human and Community Resource Development, 004 Ag. Adm, 2120 Fyffe Rd., Columbus, OH [email protected] 1) Burge, E. (Ed) (2000) The Strategic Use of Learning Technologies; New Directions for Adult and Continuing Education. San Francisco: Jossey Bass. Number 88, Winter Includes nine articles addressing a variety of learning technologies and their benefits in teaching and learning. 2) Society for Information Technology and Teacher Education, Electronic version of papers presented at the 2001 SITE Conference, Norfolk, VA: Association of Computing in Education. (compact disc) 3) Society for Information Technology and Teacher Education, Electronic version of papers presented at the 2002 SITE Conference, Norfolk, VA: Association of Computing in Education. (compact disc) 4) Driscoll, M. (1998) Web-based Training, Using Technology to Design Adult Learning Experiences. San Francisco: Jossey Bass/Pfeiffer 12

16 5) Materials published by the American Society for Training and Development (ASTD). Information on obtaining these is available at o o o o o o Info-line Issue OOO#, March 2000: Implementing Web Based Training (WBT) Info line Issue 9902: Learning Technologies ASTD Roadmap for e-learning, Version 1, 8/00 (Recent articles from Training and Development and Learning Circuits magazines published by ASTD. Mantyla, K. (1999). Interactive Distance Learning Exercises that Really Work! Alexandria, VA: American Society for Training and Development Piskurich, G. and Sanders, E. (1998). ASTD models for Learning Technologies. Alexandria, VA: American Society for Training and Development Mantyla, K. and Gividen, J.R. (1997). Distance Learning: A step-by-step guide for trainers. Alexandria, VA: American Society for Training and Development. V. HANDOUTS AND FORMS Handouts: A. TIP Sheet for Students Using Interactive Video - can be copied and distributed to students B. Audiovisual guidelines Forms: OSU Learning Center Agreement Student Distance Learning Evaluation Faculty Distance Learning Evaluation 13

17 Handout A. TIP Sheet for Students Using Video Conference Technology Introduction: The technology you are using in this class is called interactive, compressed video. Information is being sent via the web from a base site (usually on main campus) to other distant sites, where other students, like you, will be taking the class. This technology looks like satellite TV, but is actually somewhat different. As information is sent from any site, it is compressed or changed into code for transmission over the web, and then it is reconfigured, or decoded, when it reaches the other site(s). This process causes short delays in audio or video as the configuration takes place. As a result, communication through video conferencing is different from satellite TV or face-toface conversation. Here are some things to keep in mind that may make communication easier in this class: Avoid rapid movements. With this technology, you may notice a delay in imaging, making the picture seem ghostlike or jerky. When speaking on video, try not to use rapid movements. This will diminish the problem of ghosting. When speaking, try to finish thoughts in a single statement. Because of audio delays, it s less confusing for recipients if sentences are clearly separated. Pause when you expect a reply. Also, when someone else is talking, wait an extra moment for that person to finish before responding. Keep background noise and motion to a minimum. Microphones often pick up other sounds like crackling paper, coughing or chairs scraping. Be aware of eye contact. Having eye contact means you need to look at the camera when speaking, not at the screen. Be natural. While it s important to be aware of being on camera, there s no need to shout or raise your voice. Just speak at an even pace and enunciate. Remember microphone etiquette. Try not to talk while others are speaking. With sound activated microphones, the camera will follow the loudest sound. If microphones are to be passed around, it may be a good idea to have a class volunteer be responsible for keeping it moving. Remind students at sites that microphones should be turned off or muted, unless they are speaking. This will prevent feedback noise. Volunteer to assist with videoconferencing equipment. The more you and members of your class know about the interactive video equipment, the more likely it is you can help during a transmission problem. Select a facilitator or a class chairperson. This person can help with class communications, room setup and group organization. 14

18 Handout B. Audiovisual Guidelines The following is a list of audiovisual technologies, which can be used in conjunction with the videoconference technology, and guidelines for their use: 1. Document camera and Graphics all sites offer you this technology, which enables you to send photographs, overheads and other visual aides via videoconference. When designing visual material for video conferencing, put the images in landscape format to fit the screen proportions, which is a 27 inch TV screen. Be aware of background colors: pastel colored paper is often much better than white. If you are using transparencies, use a pastel colored backing paper. Use clear, crisp fonts in no less than 20 point, meaning a small amount of text per page. Lower case lettering for the body of the text is easier to read. If you re not sure if your graphics will look good, try them out beforehand. You can look at your presentation on the television without being in a videoconference to see how they will look to the distant sites. 2. All sites provide LCD projectors for computer-generated images such as PowerPoint presentations. Follow the guidelines above. 3. You can videotape incoming signals from any site. Videotapes can be shown at all sites, also. However, as a teaching tool, it is recommended that only small portions of videotapes be used. Using a full videotape may not be the best use of distance education time. If a lengthy videotape is required, send a copy of the tape to all distant sites. 4. Continuing to send a live image of the transmitting site may be distracting to the distant learners over a long period. For example, when reading or doing a test it s better to transmit a still image with details of the task that s being done. 5. Lapel microphones and zone microphones: Your microphone will probably be a lapel mike, which can be pinned to your jacket, blouse, etc. Place it about 8 inches below your chin. Speak into it and ask how you sound to the distant sites. If they can t hear you, move the mike closer, or speak louder. Don t brush or hit the mike. Most of the classrooms at the distant sites will have tabletop zone microphones. They will push a button to be heard, and should automatically mute the mike when the button is released. Echo and feedback are caused by open mikes, so review how to mute the microphones with students. 15

19 OSU LEARNING CENTER USAGE AGREEMENT Learning Center person initiating agreement: Program Contact information: Name: Address: Phone: Fax: Name of Program: Target Audience: Date: Time: Locations/Site Contacts Scheduling: On Site Facilitators: Tech Person: MCU Unit: Test Run: Marketing: Registration: Cost for use of the Off-Campus sites: Teaching: Handouts: Refreshments/Food at sites: Additional Information: 16

20 Student Distance Learning Evaluation OSU CARES/OSU Learning Centers/ OSU Extension PROGRAM TITLE: DATE of PROGRAM: Learning Centers How many times have you taken a course using interactive video? This was the first time 2-3 times 4-5 times More than 5 times What was most important to you when you selected this course? (Check all that apply) Course content Convenience (Saved drive time, close to home, easy parking, etc.) Tuition waiver Required for degree/employment program Cost savings Other Was the application/registration process clear to you? Yes No. If no, what was not clear? Where did you hear about this course? At work Learning Center Website OSU All-Extension OSU Course Catalog Other What did you like best about the course? (Check all that apply) Instructor Location Distant Learning Technology Convenience Other What did you like least about the course? Please explain: Regarding the technology of video conferencing, please rate the following, using a scale of 1 to 5, 5 being the best (please circle one): low high How would you rate the quality of the video? How would your rate the quality of the sound? How would you rate this technology as a means of transmitting information to you? Would you take a Distance Learning course again? Yes No. If no, why not? What other courses would you like to see offered via Distance Learning? Other comments? Please return this form to: OSU CARES/OSU Learning Centers/OSU Extension 224F Mount Hall, 1050 Carmack Road Columbus, OH FAX : Thank you for responding; we appreciate your opinion. Please use reverse side if necessary. Please call with any questions. 17

21 Faculty Distance Learning Evaluation OSU CARES/OSU Learning Centers/ OSU Extension Learning Centers PROGRAM TITLE: DATE of PROGRAM: How many times have you taught a course using interactive video web technology? This was the first time 2-3 times 4-5 times More than 5 times How were you introduced to interactive video teaching? Learned about it by guest lecturing Another instructor/professor My department Extension Other What are the advantages of interactive video teaching for your classes? Number of students/sites served Scheduling Technology (interactive, effective) Other What are the disadvantages of interactive video teaching for your classes? Number of students/sites Scheduling Technology (not interactive, ineffective) Other Regarding the technology of interactive video, please rate the following, using a scale of 1 to 5, 5 being the best (please circle one): Low High How would you rate the quality of the video? How would you rate the quality of the sound? How would you rate this technology as a teaching tool? Regarding the technical assistance you received, please rate the following, using a scale of 1 to 5, 5 being the best (please circle one): Low High How would you rate the quality of assistance you received at the distant sites? Comment: Low High How would you rate the quality of assistance you received at the local site? Comment: Did you feel prepared for the unique challenges of teaching via video to distant sites? Yes No If no, how can we help you? Would you teach a class via interactive video again? Yes No If no, why not? What other course(s) would you like to teach via interactive video? Other comments: Please return this form to: OSU CARES/OSU Learning Centers/OSU Extension 224F Mount Hall, 1050 Carmack Road Columbus, OH FAX : Thank you for responding; we appreciate your opinion. Please use reverse side if necessary. Please call with any questions. 18