Polycom, Inc. Polycom, Inc.

Education Guide for:Education Guide for:

Guide for:

• Planning, design and implementation of any Planning, design and implementation of any effective distance education environment should be effective distance education environment should be driven by clearly defined instructional needs and driven by clearly defined instructional needs and objectives, rather than by technology.objectives, rather than by technology.

• Build into facilities planning the potential for Build into facilities planning the potential for network growth, cost-effective expansion of network growth, cost-effective expansion of services and technology upgrades. This is best services and technology upgrades. This is best achieved by sticking to technology solutions that achieved by sticking to technology solutions that are standards compliant that can easily be upgraded are standards compliant that can easily be upgraded via software.via software.

““Don R. Foshee”Don R. Foshee”

Environmental Considerations

Issues that must be addressed to Issues that must be addressed to

ensure successful room configuration:ensure successful room configuration:

• Acoustical requirementsAcoustical requirements

• Lighting requirementsLighting requirements

• Walls (paint) and Floors (carpet) Walls (paint) and Floors (carpet)

Teaching from a Distance

Mastering the Medium Mastering the Medium • OverviewOverview• Teaching TechniquesTeaching Techniques• Overcoming ReluctanceOvercoming Reluctance• Training the Teacher Training the Teacher • Personnel ResponsibilitiesPersonnel Responsibilities• Factors for SuccessFactors for Success• Accurate data Accurate data • Instructional ToolsInstructional Tools

Distance Learning Overview

• History of electronic learningHistory of electronic learning• CODEC/Data Rate ?CODEC/Data Rate ?• Interaction and participative learningInteraction and participative learning• The class and course- number of The class and course- number of

locations/studentslocations/students• Time zonesTime zones• Group and individual projectsGroup and individual projects• Videotaping- do it with controlVideotaping- do it with control• The instructor - be yourselfThe instructor - be yourself

•2000s 2000s “Virtual Classroom” “Virtual Classroom” •1990s1990s Interactive VideoconferencingInteractive Videoconferencing

•1980s1980s 2-way video/2-way audio2-way video/2-way audio•1970s1970s 1-way video/2-way audio1-way video/2-way audio

Business TV (BTV)Business TV (BTV)•1960s1960s 1-way video/videotape 1-way video/videotape •1950s1950s Audio onlyAudio only

Distance Learning History

Teaching Techniques

• Classroom configurationClassroom configuration• Know the names Know the names

• Generate interactionGenerate interaction• Movement of teacherMovement of teacher

• Eye contactEye contact• Dress for TV classDress for TV class

• Class BreaksClass Breaks• Instructional PeriodsInstructional Periods• Multi-point locationsMulti-point locations

• Audio add-inAudio add-in

Small Classroom Model Example

Teacher

What’s Important

Not the technology, BUT…what it supports Not the technology, BUT…what it supports

• interactivity interactivity

• how it empowers teachers & studentshow it empowers teachers & students

• how it increases enrollmentshow it increases enrollments

• how it is achieving equity and access how it is achieving equity and access

• how it saves time and resourceshow it saves time and resources

Your Your ApplicationsApplications

Global Customer Trends

• TTC, Transparent TechnologyTTC, Transparent Technology

• Synchronous & Asynchronous with Synchronous & Asynchronous with multimedia for instructional designmultimedia for instructional design

• Effective, high quality, lower costs Effective, high quality, lower costs

• Interactive Interactive

• Teacher & Student CentricTeacher & Student Centric

A new model in Education

IT Instructional Tools

TCTelecommunications H.323/H.320

VC Audio/Video

Conferencing

Teacher &StudentCentric

Teacher &StudentCentric

Access and Equity

• Dual EnrollmentsDual Enrollments• Diverse Learning Diverse Learning

GroupsGroups• Cross-cultural Cross-cultural

exchanges exchanges • SpecialistsSpecialists• Staff DevelopmentStaff Development

• Rural/Urban LinksRural/Urban Links• Intrastate and Intrastate and

International LocationsInternational Locations• Intra-district- works great Intra-district- works great

for electronic field tripsfor electronic field trips• Reaching your Reaching your

Community Community

Teacher/Instructor Training

Extremely Important to your success! Extremely Important to your success! Use Use a Teacher Checklista Teacher Checklist

• Two Levels to achieve C2: Two Levels to achieve C2:

• Equipment- basic operation skillsEquipment- basic operation skills

• Application Specific Training- Application Specific Training-

teaching techniques and course teaching techniques and course transitions )transitions )

Content ProvidersAssociations and Communities

• National Education National Education Association (NEA)Association (NEA)

• CAPECAPE• CDLRCDLR• LibrariesLibraries• MuseumsMuseums• Cultural CentersCultural Centers• GovernmentGovernment• MilitaryMilitary• Research LabsResearch Labs

• USDLAUSDLA• FDLAFDLA• ADECADEC• IILAIILA• TXDLATXDLA• MINDSMINDS• TeleMentorsTeleMentorsIntrepid

MuseumIntrepid Museum

Overcoming Reluctance

To create a user/student response pattern, To create a user/student response pattern, interactions must begin immediately. You may:interactions must begin immediately. You may:

• Conduct a “roll-call” Conduct a “roll-call” • Use participatory exercisesUse participatory exercises• Eliminate the passive observers, use directed Eliminate the passive observers, use directed

questioning techniquesquestioning techniques

• Schedule time for students to share experiencesSchedule time for students to share experiences

User Training

• Extremely Important to your success! Extremely Important to your success! Use a Use a Training ChecklistTraining Checklist..

• Two Levels of Training: goal C2Two Levels of Training: goal C2• Equipment-Equipment-

what happens when I push the buttons or iconswhat happens when I push the buttons or icons• Application Specific Training- Application Specific Training-

presentation techniques presentation techniques

Facilitator Responsibilities

• Equipment support to teacherEquipment support to teacher• Liaison to the teaching locationLiaison to the teaching location• Receive, secure and distribute course Receive, secure and distribute course

materialmaterial• Prompt student interactionPrompt student interaction• Administer exams or evaluationsAdminister exams or evaluations• Comply with network operationsComply with network operations• Ensure students can use equipment Ensure students can use equipment • Not responsible for course content Not responsible for course content

Factors for Success

• Equipment set-up and testing Equipment set-up and testing • Stand-by plan in case of...Stand-by plan in case of...• Telephone- coordination purposesTelephone- coordination purposes• Fax Machine or File TransferFax Machine or File Transfer• E-mail and Surface mailE-mail and Surface mail• Recruiting Recruiting • Office hoursOffice hours• Material proceduresMaterial procedures

Recommendations

Keep accurate records ofKeep accurate records of::• Students and teachers trainedStudents and teachers trained• Courses completedCourses completed• Cost Avoided or Revenue generated Cost Avoided or Revenue generated • Measure time savedMeasure time saved• Measure student successMeasure student success

Instructional Tools 3P’s

PlanPlanPreparePreparePracticePractice

Teaching from a Distance

Course TransitionsCourse Transitions

• Steps to success Steps to success • Graphic ConsiderationsGraphic Considerations• Instructional DesignInstructional Design

Steps for effective Course Transitions

• Step #1Step #1- discuss special requirements, view - discuss special requirements, view class class

• Step #2Step #2- review graphics and curriculum- review graphics and curriculum• Step #3Step #3- review display graphics (color, size - review display graphics (color, size

and format)and format)• Step #4Step #4- conduct teacher training, the time - conduct teacher training, the time

required varies, let the teacher practice, use required varies, let the teacher practice, use Faculty Training Checklist (we can supply this Faculty Training Checklist (we can supply this checklist upon request)checklist upon request)

Steps continued

• Step #5Step #5- ensure all locations have - ensure all locations have classroom materials, text books, classroom materials, text books, information and instructions information and instructions

• Step #6Step #6- ensure remote site facilitators - ensure remote site facilitators know what you desireknow what you desire

• For some classes conduct a practice For some classes conduct a practice teaching sessionteaching session

Graphic Considerations

• Print in landscape formatPrint in landscape format• LARGE font size for text (center of page)LARGE font size for text (center of page)• Use paper hardcopy, not plastic transparencies Use paper hardcopy, not plastic transparencies

(flat blue color works well)(flat blue color works well)• No more than 30 characters per lineNo more than 30 characters per line• No more than 10 lines per pageNo more than 10 lines per page• Check your graphics before classCheck your graphics before class• High Contrast of textHigh Contrast of text

Instructional Design

• ““Courses and training must be of value to Courses and training must be of value to the student and provide information to the student and provide information to solve problems. The best teaching solve problems. The best teaching strategies are to be employed, if not, you strategies are to be employed, if not, you will achieve bad teaching to more will achieve bad teaching to more individuals quicker” Dr. Eddyth N. Worley, individuals quicker” Dr. Eddyth N. Worley, Washington, DCWashington, DC

• Design a course with the e learning Design a course with the e learning classroom in mind from design stageclassroom in mind from design stage

• Consider the testing processConsider the testing process• Less time to deliverLess time to deliver

Lessons Learned

• Formalize teacher trainingFormalize teacher training• Slight modifications (may be Slight modifications (may be

required)required)• Standard Operating Procedures- Standard Operating Procedures-

ensures successensures success• BatteriesBatteries• You should have: Teaching You should have: Teaching

Contingency planContingency plan

Real Measurable Benefits of your Solution

• Saves Resources and timeSaves Resources and time• Access and Equity of EducationAccess and Equity of Education• Generates Revenue (Higher Education)Generates Revenue (Higher Education)• Increased course content value/Enrichment of Increased course content value/Enrichment of

LearningLearning• Allows the World to become your classroomAllows the World to become your classroom• Collaboration increases research and Collaboration increases research and

developmentdevelopment• Teachers and students empowered by access Teachers and students empowered by access

to real time informationto real time information

People

Procedures

Programs

Process

Education Key Building Blocks

TechnologySuccessSuccess