Definition A teleconference using video technology
(or)
A live connection between people in separate locations for the purpose of communication. 
Key Characteristics
Videoconference is a synchronous tool. It allows people at two or more locations to see and hear each other at the same time. A videoconference is a live connection between people in separate locations for the purpose of communication, usually involving audio and often text as well as video. It also supports the use of visually diverse media such as PowerPoint slides, handwritten notes or documents, drawings, physical objects, etc. Originally design as a meeting tool, this technology is being used by colleges, businesses, libraries, and even individuals for learning activities as it encourages the following : Depth of participation. A videoconference establishes a visual connection between you and your participants as well as between your participants. And since you can see and hear remote participants in real time as they hear and see you, you can use conversation and body language to enhance communication. This, in turn, can increase understanding and allows for a greater depth in participation. Connection with external resources. Remote experts and outstanding people can help validate understanding, provide feedback, and introduce practical examples. In a videoconference session, this type of real-world connection can greatly improve motivation, especially if students participate and the expert interacts at an appropriate level (partakes in real discussion). Such interaction can help to break down barriers and provide real cross-cultural experiences, thereby assisting in sustaining relationships and encouraging the sharing of knowledge. Use of diverse media. Photos and color graphics look great on video and can help convey a difficult concept or simplify instructions. PowerPoint slides can be used to emphasize points or shift participant focus from the video screen to a learning activity. The document camera can be used to show objects as well as photos and graphics. And tools like Netmeeting can be used to have participants follow through an application or website. » Back to top
Our Experience Task teams have found videoconference useful for allowing participants, resource persons and instructors to interact virtually, in real-time, face-to-face. Videoconference technology provides perhaps the closest match to face-to-face. We have found that it works best with a maximum of 4-5 sites linked. For the more sites linked, the more difficult it is to have effective interactivity among all participants. We have found that the quality of the learning through videoconference is significantly enhanced if there is a trained, local facilitator at each site. During a videoconference session, each local facilitator has responsibility for their site, to include: coordinating questions, facilitating group activities, informing the host site of any technical problems, and putting into place agreed to back up plans. As attending a videoconference session can be like watching TV, it is recommended that you limit your session to two hours. If there is need for longer sessions, appropriate breaks must be integrated. While videoconference holds great promise for expanding the classroom experience, it also amplifies poor teaching styles and strategies. With this in mind, it is important to understand and work with the advantages and constraints of this technology to ensure a quality learning experience. In particular, we have found that course teams who devote greater than normal effort toward preparation and development of instructional strategies -- that actively engage their learners -- create more effective videoconference sessions. This planning process and learning curve may seem excessive at first, but the shift from "knowledge disseminator" to "learning facilitator" significantly enhances learning – both for your participants as well as for you. Use it if… - You want to “meet” with your participants and you want them to “meet” with each other.
- You want to give your participants real access to experts or outstanding people in your topic area.
- You would like to break down the barriers among the participants and provide cross-cultural experiences.
- You want to see non-verbal cues in communication (particularly useful during team formation or when dealing with sensitive or divisive issues).
Forget it if… - You do not have the time or budget to professionally plan and host a videoconference
- You want to only give a lecture.
- Your participants do not have access to a videoconference facility.
» Back to top
Examples » Back to top
Resources - “10 Tips for Videoconference Site Facilitators” - This document lists the 10 critical guidelines for videoconference site facilitators.
- “Managing Videoconference-based Learning” - This document looks at how to manage videoconference-based learning. It begins by looking at the start-up procedures, standard protocols, and presentation techniques. In addition, it outlines a few strategies to cope with unexpected difficulties, particularly those of a technical nature.
- “An Introduction To Using Videoconferencing Technology for Teaching” - This guide, by Jodi Reed and Merry Woodruff of San Diego State University, is designed to help you use videoconferencing technology effectively.
- “Videoconferencing for Learning” - If you're new to videoconferencing, this site will provide the background you need to get started. Experienced videoconferencers will find ideas, strategies, resources, and checklists to help improve the quality of their videoconferencing.
- “Running a Videoconference” – This article, on the 3M Meeting Network website, provides tips and hints for running a successful videoconference.
- “Planning a Videoconference” – This article, on the 3M Meeting Network website, provides tips for planning a successful videoconference.
» Back to top
Design suggestions A videoconference, used for learning, is more than just a meeting. Therefore, you and your participants will get more value out of videoconference time if you design your session carefully. 1. Set Expectations – Encourage your participants to keep background noise and motion to a minimum and explain ways to deal with the audio delay. Prepare for an active experience by assigning a pre-session activity or begin the session with a discussion. 2. Engage Participants with variety and interaction – Incorporate variety into the 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 participants have an opportunity to focus attention away from the screen. Actively involve your participants early and often. Use small group or hands-on activity, reading, writing, discussion, and questions to get them out of the passive "viewing" mode. Design one or more breaks into the session to give participants a chance to stretch and talk. Don’t lecture for more than 15 minutes at one time. Instead, alternate lectures with activities or discussions. 3. Reduce Distractions – Reduce the potential distraction of the screen by posting a still image or slide during a break or group activity. Don't be afraid to use silence - music or chatter can distract students from learning 4. Encourage Dialog - Asking a question can be daunting for videoconference participants. You can help them by noting the body language of remote participants and taking the time to query if you’re not sure if participants have understood or if they appear disinterested. Eye contact and use of names both help make participants feel more comfortable. These people skills are obvious and natural in a "live" classroom, but may seem awkward in a videoconference situation. "Eye contact" means looking at camera rather than at the remote site screen. To help out introverted participants, consider alternative modes for questions and comments, e.g. fax, email, phone. 5. Plan you session and create a running order (and share it with your facilitators and technicians) - Consider using a session plan that includes: - Learner outcomes
- Methods and activities
- Materials (audio/visual aids, handouts, etc.)
- Time of each activity (including breaks)
- Equipment cues (e.g. document camera, audio/video clip, etc.)
- What to do in case of technology problems
After completing your session plan/running order, review it with the following questions: - How much total time is spent in lecture? (Keep it less than 30%)
How much time is spent lecturing at any given time? (Keep it less than 20 minutes) - Are breaks included?
- Can a remote facilitator or guest facilitate some of the session?
- Is rapport already established with the remote participants and do they know what to expect?
- Can any of the session material be viewed in another way (e.g. print, email, WWW, or with the remote facilitators) – prior to the video connection?
- What support (technical, facilitative, etc.) is needed to make the session a success?
- Is evaluation time included?
» Back to top |
RSS