Published in the Fall 95 issue of The
Distance Educator newsletter
In the past, distance learning with two-way video was out of reach for many institutions. Recent innovations in telecommunications technologies such as ISDN and compressed videoconferencing systems have lowered equipment and transmission cost, making two-way video feasible for small colleges, businesses, classrooms, libraries, and even homes. Unfortunately, access to the latest videoconferencing technology does not guarantee a valuable learning exchange.
While compressed video holds great promise for expanding the classroom experience, it also amplifies poor teaching styles and strategies. With this in mind, instructors considering use of compressed video will need to understand and work with the advantages and constraints of the medium to ensure a quality telelearning experience. In particular, instructors should plan to devote greater than normal effort toward preparation and development of instructional strategies that actively engage learners. The planning process and learning curve may seem excessive at first, but the shift from "knowledge disseminator" to "learning facilitator" is likely to enhance learning for both local and remote students. This article provides a path for instructors to develop and implement effective telelessons that employ the potential of two-way compressed video.
Establishes a visual connection among participants. Since a teacher can see and hear remote learners in real time, he can use conversation and body language to enhance communication. Frequent interaction increases understanding and encourages more personalized instruction. Interactive teaching strategies such as questioning and discussion can also help engage and motivate learners by making them active participants.
Enables connection with external resources. Remote experts can help validate understanding, provide feedback, and introduce practical examples. This real-world connection can greatly improve motivation, especially if students participate and the expert interacts at an appropriate level.
Supports use of diverse media. Photos and color graphics look great on video and can help convey a difficult concept or simplify instructions. Room-based systems usually include an attachable document camera that allows transmission of a high-quality still image. This feature can be used to show objects as well as photos and graphics, and many instructors also project "slates" -- simple text displays with a few sentences (usually instructions). Slates are an easy way to shift learner focus from the video screen to a learning activity.
Document sharing facilitates collaboration and feedback. Some systems allow application sharing, allowing users at each site to see and edit a document. This kind of sharing encourages collaboration and real-time feedback.
Compressed video behaves differently than the video most of us are accustomed to. Understanding and working with these differences can help improve a videoconference. In general, compressed video must transmit information via a smaller "pipe" than a televised broadcast. The camera and microphone take in more information than the "pipe" can handle, so the video and audio information must be processed by a piece of equipment called the codec (coder-decoder) before it can be transmitted. Incoming signals are decoded by the codec before they are sent to the monitor and speakers. All this processing takes its toll on the resulting picture and sound, and usually results in the following features:
Video "ghosting" or "image softness" is the codec's way of compensating for rapid information flow. One way the codec compacts information is by reducing frame rate (number of video images per second), which can make rapid motions appear jerky. The codec also drops resolution to compress information, which can make an image fuzzy or chunky. To reduce these effects, reduce the amount of visual information flux. Avoid rapid motion, wear plain clothing, and hang a pastel curtain behind participants to reduce extraneous visual information.
Audio delays can occur because it takes about a second for information to compress, travel, and decompress. Videoconferencing novices usually experience a few awkward crossed "go ahead" conversations due to this time delay. Since there's no way to prevent the delay, learn 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").
Audio "clipping" or echo might take place if your audio system isn't properly configured. If you are experiencing audio problems, reset the echo canceler (if you have one) and reduce background noise. You should also check your equipment documentation for volume and microphone placement guidelines. Depending on equipment, use of headsets and external speakers can also improve audio quality.
Another part of understanding two-way compressed video is understanding how it is perceived by its users and how these perceptions influence interaction within this medium. Try to keep the following human factors in mind as you explore telelearning via two-way video.
Videoconferencing etiquette must be established by the users. Most people have not experienced videoconferencing and do not communicate as they would in a face-to-face situation. In a recent videoconference, for example, a designer presented his work to a remote pair. In the middle of his carefully prepared demonstration, a remote viewer broke into conversation, interrupting and ignoring the designer. Would she have interrupted a local demonstration this way? If she had, it would have been considered rude. Unfortunately, we're just not accustomed to conversing with a television image, and two-way video etiquette has yet to be refined.
Two-way videoconferencing is unlike one-way television, but many people have a difficult time changing ingrained habits and preconceptions produced by years of experience with television. Not only do we tend to "tune out" what's on a television screen; we also expect to be entertained by it. We expect broadcast quality video, slick graphics, and a quick pace to keep us engaged. And if we're not fascinated, we quickly change channels to something more interesting. The behaviors we associate with television -- channel surfing, "spacing out," "vegging" -- are not optimal learner behaviors. Teachers who use two-way video must challenge basic learner preconceptions and set new expectations to maximize learning. Fortunately, good two-way video instructional strategies are also good classroom instructional strategies.
A simple way to challenge the television preconception issue is to communicate expectations to the learner prior to instruction. A simple letter or a few comments at the beginning of a lesson can go a long way toward helping learners understand differences between broadcast television and two-way compressed video. Consider explaining the difference in audio/visual quality along with a few suggestions to optimize that quality. One might, for example, encourage learners to keep background noise and motion to a minimum and explain ways to deal with the audio delay. A teacher should also prepare learners for an active experience. Assign a pre-session activity or begin the lesson with a discussion. Actively involve learners early and often, using small group or hands-on activity, reading, writing, discussion, and questions to get them out of the passive "viewing" mode.
Incorporate variety into instruction to keep interest and motivation high. Use relevant visuals or sounds to illustrate points, and if possible, bring in a guest speaker to share a different perspective, answer questions, or provide real-world feedback on student projects. Even with thrilling visuals and instructors, nobody wants to watch a talking head for hours, so make sure learners have an opportunity to focus attention away from the screen. Assign small group activities with a task that can be discussed later. Tag a break onto an activity to give students a chance to stretch and talk. Highly motivated learners in a tightly focused lesson can tolerate lengthy lectures, but as a rule of thumb, don't lecture for more than 15 minutes at one time. Instead, alternate lectures with activities or discussions.
Since variety is so engaging, reduce the potential distraction of the screen by posting a still image or slate during a class activity. Don't be afraid to use silence. Though we expect a "busy" screen, music or chatter can distract students from learning.
Asking a question can be daunting for students, especially if it means they must get the attention of a remote teacher and talk to a TV screen. Teachers can help by noting the body language of remote students and taking the time to query when students seem puzzled or disinterested. Eye contact and use of names both help make students feel more comfortable. These people skills are obvious and natural in a "live" classroom, but may seem awkward in a distance learning situation. "Eye contact" means looking at the camera and the monitor rather than local students, and teachers might have to make a special effort to attend to remote learners. To help out introverted students, consider alternative modes for questions and comments. Make a fax machine available or solicit e-mail for questions and comments. Consider holding videoconference office hours or paying a visit to the remote site. Use resources creatively to establish rapport and help all learners participate.
When creating a lesson for two-way video, it's important to plan with the above strategies in mind. Consider using a lesson plan matrix that includes:
| Learner Outcomes | Methods and Activities | Materials | Time | Equipment Cues | Notes |
| What do you expect your learners to accomplish? | How will you convey the topic (lecture, discussion, hands-on activity)? | What audio/visual aids, handouts, etc. will you use to support your instruction? | About how much time will it take? | Do you need to show an instructional "slate" with the document camera or play an audio clip? | Do you need to prepare a visual or get handouts to remote learners? |
After you've completed your lesson plan, review it with the following questions in mind:
In addition to lesson planning, teachers need to attend to details such as equipment use, room set-up, and appearance. Use the following checklist to keep on track.
Telelearning Checklist
Date of Conference: _______________________ Time: ____________________
Purpose: ____________________________________________________________________
Far End: _________________________
ISDN numbers: ________________________________________
Telephone number: ________________________________________
Near End: _________________________
ISDN numbers: ________________________________________
Telephone number: ________________________________________
Technical contact: _______________________________
Well in advance:
_____ practice using equipment
_____ prepare lesson plan and materials and obtain copyright clearance if necessary
_____ schedule a date and time for the telelesson
_____ arrange for remote facilitators, guest speakers, technical support, etc.
_____ reserve equipment/room
_____ consider how you will set up the room (background, cameras, clock, etc.)
_____ for more than two sites (multipoint), schedule a bridge
_____ develop a back-up plan in case of technical problems
_____ schedule a practice session
One week prior to conference:
_____ share your expectations with participants
_____ make sure the remote site has necessary materials
_____ share ISDN and telephone numbers and determine who will place the call
_____ find out who to contact if there are problems
_____ practice with remote facilitators
_____ decide what to wear (avoid loud patterns, red, & white)
Day of Conference:
_____ arrange the room
_____ connect with remote site 15-30 minutes prior to the meeting time
_____ check audio, video, lighting, auxiliary equipment (document camera, VCR, etc.)
_____ preview local camera angle and preset angles if possible
_____ keep ISDN and telephone numbers handy during the conference
_____ view yourself occasionally (make sure the other end can see whomever is speaking)
When the lesson is over, review it to help make future telelearning more effective. Consider videotaping the session and viewing it later, or jot down some notes when the session is completed. Here are some questions to ask yourself, learners, and support staff:
There's no doubt that two-way compressed video can provide exciting and valuable experiences for learners. By allowing access to and interaction with resources that might have otherwise been too inconvenient or expensive, two-way compressed video opens a world of new opportunities. Instructors may need to plan and prepare more than usual to take advantage of this medium, but strategies that work best with this medium are likely to improve motivation and learning, and the payoff should be more than enough to compensate for the extra effort necessary for an effective telelearning experience.
Acker, S.R. & McCain, T.A. (1993) Two-way videoconferencing for K-12 populations: A research synthesis and action agenda. International Teleconferencing Association Yearbook. pp. 47-54.
Strom, J.L. (1994) Bringing People Together: Distance Learning Now. School and College. December. pp. 11-14.
Ostendorf, V.A. (1989) Teaching Through Interactive Television: a practical introduction to business television and distance education. Virginia A. Ostendorf, Inc. Littleton, CO.
Ostendorf, V.A. (1994) The Two-Way Video Classroom. Virginia A. Ostendorf, Inc. Littleton, CO.
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Launched
June, 1995, by
Jodi Reed |