Skype in the classroom
“Skype in the classroom” is a free global community created in response to, and in consultation with, the growing number of teachers using Skype to help their students learn. The new online platform is a good way to find each other for collaborative projects and shared learning through.Teachers can use the tool to collaborate with other teachers, and find partner classes and guest speakers. Skype in the classroom is designed to help like-minded teachers find each other and relevant projects according to search criteria such as the age groups they teach, location and subjects of interest; and teaching resources can be easily shared and found.
The platform, which has been in beta since the end of December 2010, currently has a community of more than 14 000 teachers with nearly 700 hundred active projects and about 500 available resources.
Teaching with Interactive Video: A Faculty Orientation
This IP Videoconferencing Training Manual includes the format for OSU's past faculty training sessions on IP videoconferencing, going into the involvement of the class, and includes distance learning evaluation forms.
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
Blueprint for Interactive Classrooms: Handbook
"The Blueprint for Interactive Classrooms project is about designing and building interactive classrooms for teaching distant learners using various audio-visual technologies which allow teachers and learners to interact over a variety of telecommunications networks in a cost-effective and pedagogically sound manner.
This handbook provides step-by-step guidelines for designing, building and using interactive classrooms - tailored to specific needs - which promote telepresence with audio-visual technologies such as videoconferencing and television as the main means of communication."
You can download excerpts from some of its chapters.
2. Building an Interactive Classroom: The steps
Task 1: Designing the Teaching and Learning Activity
Task 2: Designing the Teaching and Learning Environment
Task 3: Sound: A Key Requirement
Task 4: Choosing and Buying the Technology
Task 5: Furniture and other items
Task 6: Installing the Classroom
3. Testing it Works
4. How to Use the Classrooms:
Guidelines for Teachers
Guidelines for Learners
Guidelines for Tutors and Facilitators
Guidelines for Managers
Guidelines for Production/Technical Staff
Guidelines for Cleaning and Room Maintenance Staff
6. Case Studies:
University College Dublin, (UCD)
Katholieke Universiteit Leuven, (K.U.Leuven)
Université Nancy 2 (UN2)
Politecnico di Milano, (POLIMI)
Helsinki University of Technology (HUT)
Glossary of Terms
World TV Standards
References and Further Reading
Video Conferencing White Papers
This web page lists publications (white papers) of Tandberg about videoconferencing.
A Teacher's Guide to Videoconferencing - How to Plan, Produce, Present, Manage, and Assess a Distance Learning Class
This Teacher's Guide from 2000 is a text-based web site which gives "information and advice regarding one particular model of distance learning, the delivery of full courses. It also assumes that the environment for course presentation includes . . .
* multiple receiving sites
* full classes of students at those sites
* room-size videoconferencing equipment and facilities at the sending and receiving sites
* certified teaching staff present at all sites with the student groups
Other important instructional uses of videoconferencing NOT directly addressed here include supplementing classroom instruction, connecting students to outside experts, promoting cultural interaction and comparisons, collaborative student projects at a distance, and providing remote support for students with special needs."
TABLE OF CONTENTS
- Classroom Management
- Sample Assignment for "An Arctic Year" Web Site
- Videoconferencing Resources
Virtual Seminars - Creating new opportunities for universities. Experience and Best Practice from the VENUS Seminars and Summer School
VENUS aims to internationalise prestigious courses, with international scope and importance, in each member university through virtual mobility, open to both students and citizens.
# The VENUS Handbook entitled 'Creating New Opportunities for Universities' has just been published. This handbook is based on the experience of the partners in the VENUS project who organised Virtual Seminars on a broad range of European subjects and a Summer School on the Use of Social Software in Business and Higher Education. http://www.venus-project.net/images/Venus_gids_v05.pdf
# The VENUS Platform, an online Platform which was created to support the main outcomes of the Venus project.http://www.venus-seminars.net
The Nature of Interaction in Educational Videoconferencing
This is a Master of Education thesis from 1999 by Carol Daunt. The study investigated the nature of interaction that can be achieved in educational videoconferencing and what adaptations (if any) to teaching and learning strategies are necessary. In particular it examines the following:
1. What impact does the technology have on the interactions?
2. Do lecturers have to make adaptations to teaching strategies?
3. Do students have to make adaptations to learning strategies?
4. Can a ‘dialogical’ approach be used effectively in videoconferencing?
This ViDe Video Conferencing Cookbook is a "how-to" manual about Internet videoconferencing of ViDe. "The Video Development Initiative (ViDe) promotes the deployment of digital video in research and higher education. Leveraging our collective resources and expertise, ViDe advances digital video deployment through promotion and development of interoperable, standardized, and cost-effective technologies."
ViDe projects also include ViDeNet, the global, virtual network providing video and voice-over-IP to advanced networking communities, with resources: http://www.vide.net/resources.
- How to Use this Cookbook
- What is Videoconferencing?
- Who are the Intended Readers?
- Why are Standards, Openness, and Interoperability Important?
- What are the Basic Ingredients?
This is a complete guidebook including technical and pedagogical tips for managing videconference sessions. A trouble shooting guide and glossary of terms are also included. This courseware is used during the videoconference training sessions offered by the university's IT Services.
Also see other videoconferencing resources: http://www.um.edu.mt/itservices/staff/facilities/videoconferencing/help
On-line video media for continuing professional development in dentistry
This project investigated the exploitation of on-line video media for the Continuing Professional Development (CPD) of dentists. More specifically it focused on the evolution of the video media from video-conferencing to simple and complex webcasting. The study aimed to establish models of best practice for the use of both videoconferencing and webcasting in the training of dentists.
The three phases in the investigation progressed from a single screen presentation to three frame webcasting.
• Phase 1 consisted of videoconferencing and one-frame webcasting across the local area network (LAN).
• Phase 2 was a two-frame webcast across the LAN.
• Phase 3 a three-frame webcast across the Internet.
In each phase three different teaching scenarios were compared the lecture, seminar and one-to-one delivery. The same presenter and teaching material (Medical Emergencies) were used in each setting. The majority of participants were about to qualify as dental surgeons. A qualitative analysis was employed using questionnaires with a 5-point Likert scale, interviews and observational techniques. In the questionnaire, presentational, technical and educational issues were investigated. What clearly emerged was the very positive reaction towards the video media which were considered a most acceptable mode of delivering CPD (rated very good and good more than 80% of the time). Similarly, the presenter and teaching material scored highly in all phases and scenarios (good to very good, 4-5 on the Likert scale). Video-conferencing was deemed more suitable to special occasions such as major lectures, and webcasting was preferred in a one-to-one setting. Technically, webcasting did not make extra demands on the presenter, audio was more reliable and set up times were minimal compared to videoconferencing. However, sufficient webcasting bandwidth was necessary to prevent web-congestion. 'Interactivity' was essential to both recipient and presenter. It was appreciated most in Phase 3 webcasting where the chat box gave time to reflect before responding. A 'learning line' was proposed with videoconferencing and webcasting as part of the spectrum between face-to-face and on-line learning, respectively.