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Aims of session
• Introduction to the types of technology on offer
• outline of some of the issues involved in conducting tutorials and lectures via videoconferencing
• details concerning planning and setting up a videoconference
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Teaching via videoconferencing
• 1. Introduction
• 2. The ANNIE project
• 3. Technologies at Warwick
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2. The ANNIE project
• Providing access to remote experts/ remote delivery to students
• using various technologies
• in various teaching situations
• supporting drama, dance and theatre studies
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The ANNIE project
First Year:• Students and staff at Warwick, Kent, De
Montfort and Exeter universities• Also involving lecturers from BBC, Kansas
University, TechBC
Second year: further dissemination
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3. Various technologies
Advantages and disadvantages• ISDN
• ISDN at Warwick
• IP ViewStation
• IP at Warwick
• IP + PC + projection
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ISDN videoconference
Advantages• standard technology• provides dedicated
high bandwidth
Disadvantage• facilities at Warwick, unsuitable, unreliable,
expensive (for teaching)
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IP-based videoconferencing
Advantages• plugs into any network port• plug-and-play
Disadvantage• requires high bandwidth
(at least 0.5 Mbps)
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Using IP + PC-based conferencing
For tutorials
• just need a PC, a headset, and a webcamera
For lectures
• also need a data projector, speakers, a digital video camera and a videobus
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IP + PCs + projection
Weaknesses low quality bandwidth problems may require some support at far end permissions through firewalls
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IP + PCs + projection
Strengths
• some preferred low quality of IP
• felt empowered by: familiar technology location of technology ease of use
• low or no cost
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4. Tutorials
Not problematic pedagogically
• communication modes one-to-one, -two -three
• interactive
• student-centred
• focused on shared documents
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Communication style
• Hand-over between speakers difficult due to time lag
• slower and clearer interactions
• if breakdown in communication - stop and clarify before moving on
• monitor outgoing image
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Other things that can help
• Shared props - handouts, documents
• media files
• “dress rehearsal”
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5. Lectures
Require more modification
• many-to-one communication
• students not as participatory
• more difficult for participants to be attentive for long periods
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Modifying lectures
Structure
• break into short sections
• have non-videoconference-based activities for students to do
• frequently and formally elicit feedback
• if possible have facilitator at other end
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6. Setting up a videoconference
• Numbers; IP, telephone, ISDN
• times
• who's contacting whom
• software versions
• distribute documents
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7. Contacts
• http://www.warwick.ac.uk/services/its/ services/audiovisual/bookvconf.html
• http://www.ukc.ac.uk/sdfva/ANNIE/ie/