Presentation at IAMCR 2010 Conference (Braga)

Diapositivo 1

The Videoconference Technologies in the Portuguese High Education:

Trends and Best Practises

Samuel Martins

Session 3 - Media Education Research: impact of e-learning on media literacy and learning processes

Media Education Research Section

IAMCR Conference 2010 Communication and Citizenship

21 July 2010

The Videoconference Technologies in the Portuguese High Education: Trends and Best Practises

Work importance:

Proliferation of the videoconference systems at the High Education institutions;

Integration on e-learning tools and distance learning policies;

Increasing internationalization of High Education

Creation of innovator courses based on videoconference;

Effectiveness of the application of videoconference in the pedagogical activities;

Aid in the human resources management;

Integration in the usual activities of the High Education institutions;

Framing and optimization of the videoconference courses;

Dinamization of the internationalization strategies;

Strategies of costs reductions in the institutions.

What are the trends verified on the usage of videoconference technologies in the

Portuguese public High Education?

Identify the usage patterns of the videoconference technologies at the High Education institutions;

Analyse trends on the usage of the videoconference technologies at the High Education institutions;

Define a set of recommendations that promote good practises on the usage of the videoconference

technologies in High Education;

Carry out a data collection of the intensity of use and the purposes given to the videoconference

infra-structures at the High Education institutions;

Understand the usage of the videoconference technologies in High Education;

Define a set of trends on the usage of the videoconference technologies;

Introduction | Theoretical framing | Research Methodology | Data Analysis | Conclusion

Research question:

Objectives:

Work framework:

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Samuel Martins [email protected] | Lidia Oliveira [email protected] |

2

Theoretical framing:

The videoconference technologies

Whats videoconference?

Types of videoconference systems

The economic impact of the videoconference technologies

The social and psychological influence of the videoconference technologies

The presence sensation in the videoconference

Co-presence

Telepresence and immersion

3D Presence

Positive synergies of the videoconference technologies


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Research groups in videoconference

FCCN

H.323 Forum

Internet2 Commons

Internet2 QoS Working Group

VoIP Special Interest Group (SIG)

ViDE

Research Channel Internet2 Working Group

Multicast Working Group

Presence and Integrated Communications Working Group


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The videoconference technologies in High Education

Videoconference stakeholders in High Education

The portuguese situation

The videoconference as an e-learning tool


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Research methodology:

Methodological procedure

Analysis model

Participants

Technicians

Teachers

Students

> ISEG-U.PORTO videoconference participants

> IST-CMU-U.PORTO videoconference participants

FCCN technicians

Data collection instruments and techniques

Data analysis


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Data Analysis:

Teachers interviews

The frequency of usage

Types of technology

Visualization

Technological complements

Videoconference exclusivity

Number of participants

Teaching management

Dispersion and grouping

Institutions internationalization

Student interview

Students preliminary inquiry

Students online inquiry

FCCN listings

Register table

IP Traffic


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Conclusion:

General considerations

High Education videoconference technologies usage trends

Good practises recomendations

Joined limitations

Analysis of the weaknesses and strengths of the research

Future work


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Research Methodology:

Analysis model
ConceitosDimensesIndicadores Videoconference technologies Usage Usage frequency Usage type Used technologies Strategical Usage methods Aid methods in effectiveness generation Usage objectives Portuguese public High Education Social Network Who interacts with who Interaction purposes Flows Institucional Universities Polytechniques Military and Policeman Institutes User Representation of users and uses impact on its cognitives and social rotines User profile (Teacher, Researcher, Manager, Technician) Developed activities (Teaching, Research, Management, External Cooperation)
What are the trends verified on the usage of videoconference technologies in the Portuguese public High Education?




Hypotheses

> There is a significant growth trend on the usage of videoconference technologies in the Portuguese public High Education.

> The videoconference infra-structures from the Portuguese public High Education institutions are not fully used by its users.

> The videoconference technologies potential isnt fully used by the Portuguese public High Education institutions.




Participants | Data collection instruments and techniques

Institutions technicians

Register Tables:

11 Jan. 11 Mai. 2010

Number and types of use

Intervening

Involved institutions

Complementary supports

Collected statistics from IP traffic analysis

Teachers

Interviews:

Usage frequence | Types of tecnology

Visualization | Technological complements

Videoconference exclusivity | Dispersion and grouping

Number of participants | Management of teaching | Internationalization

Students

Anonymous inquiry: online and present

FCCN Technicians

FCCN usage listings from FCCN Booking System


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Participants

Institutions technicians:

University of vora

University of Minho

University of Coimbra

University of Porto

University of Madeira

Beja Polytechnic Institute

Castelo Branco Polytechnic Institute

Teachers

Joo Paulo Costeira IST-UTL

Alfredo Soeiro FEUP-UP

Joo Xavier FCUL UL

Miguel Correia FCUL UL

Susana Brando IST UTL (PhD student)

Students

ISEG-U.PORTO videoconference participants

IST-CMU-U.PORTO videoconference participants

FCCN technician:

Rui Ribeiro

Only 22% of the Portuguese public

High Education institutions

had participated!

22 students had answered!



Conclusion:

Hypotheses verification:

There is a significant growth trend on the usage of videoconference technologies in the Portuguese public High Education:

Its verified that there is a certain irregulatity between the institutions with small trends of growth in some of these institutions and small decline situations in others.

The videoconference infra-structures from the Portuguese public High Education institutions are not fully used by its users:

The usage low rates in most of the analysed institutions confirm this hypothese and tell us that there is a little exploitation of these infra-structures.

The videoconference technologies potential isnt fully used by the Portuguese public High Education institutions:

In the analysed institutions, the obtained data tell us that this hypothese is confirmed .



Conclusion:

Trends on the usage of the videoconference technologies in High Education:

The videoconference equipments that usually the High Education institutions make available (mostly the

videoconference hardware and interactive boards) are essential to the videoconferences framed in the

pedagogical process

Availability of online pages with all the materials that are necessary to share during a videoconference.

The videoconference rooms are more used to teaching;

The PC-based and web-based videoconference systems are more adjusted to research meetings;

The students orientation made by videoconference tends to be made by web-based and PC-based

videoconference systems.



Conclusion:

Trends on the usage of the videoconference technologies in High Education:

The exclusiveness on the use of videoconference in the pedagogical process tend to be more suitable in activities of

continuous education and lifelong learning;

Continuous education allied to the usage of videoconference tends to be a good way to expand the inflence of

a High Education institution;

Videoconference can become a preferential option when compared with online exclusive e-learning because it is

more spontaneous, more interactive and it allows teaching like the regular class.



More 22 trends identified on the research!

Conclusion

Recomendations that promote good practises:

The videoconference rooms at the High Education institutions should be prepared to teaching with space

available and hardware availability;

Its recommended the presence of a teacher assistant in each videoconference session when its a teaching session

Because it represents a very important role in the consolidation of those videoconference teaching lessons;

During a videoconference its important to visualize the teachers image, to visualize the datas image that are being

Shared and even to visualize the colleagues image that are also watching the session;

From the interactive point of view its very important during a videoconference to make available the content sharing

In real time and make available a good interactive board;

Beyond the data visualization it should exist the possibility to complement that visualization with the writen interaction

from the teacher and then record and distribute that data with the writen comments;

In the videoconference teaching its very important to make available the videoconference systems and equipments

that are more sophisticated then the simple PC-based and web-based tools because the videoconference rooms are

the most suitable to that situation.

at the pedagogical process level!



Conclusion


During a videoconference the interactive component given by the electronic boards and digital penxs its

very important, specially when the remote students need to ask questions.

A videoconference that is made in the scope of the pedagogical process should make possible the visualization of

remote students specially when its being evaluated the performance and knowledge of people;

The videoconference systems used in the pedagogical process should also make possible the visualization

of the teacher body language and at the same time the visualization of the didactic material;

During a videoconference its very important that all the students see each other remotly so that it increases

the relational consistency of the group in a distributed class situation;

The videoconferences made in the scope of the pedagogical process present a strong complement component

and so the real time sharing tools are very important.

at the pedagogical process level!



Conclusion


The videoconference systems should make possible the recording of the sessions so that it should be possible

to make available in the future;

One of the most important techniques during a videoconference session its the possibility to all participants

to be working in one common document and change it in real time;

During a videoconference its important that the equipments allow to verify the way people react to what its

being said and to watch the body language so that it can be understood if its giveen the necessary attention

to the situation;

The audio quality its essential so that the videoconference presents a good quality;

The number of people involved in a videoconference should determine the videoconfence equipment or the

videoconference infra-structure to use;

in the general use!



Conclusion


Its very important that the videoconference equipments allow to see the people body language, mainly

the facial expressions;

It must be definied the time in the year that it is more frequent the use of the videoconference systems

so that it be made an optimization of the spaces;

It should be fomented the compatibility between the several videoconference systems to increase the usage;

Each institution should make available na online service to request the videoconference rooms and the

necessary usage so that it facilitates the scheduling of that usage and simultaneously to give visibility to the service;

in the general use!



Conclusion

Future work:

More insistent and supervised surveillance next to the High Education institutions.

Make a research on the usage of the videoconference technologies in High Education in a more differentiated perspective between technological institutions and less technological oriented institutions.

Comparative research at a european and global level.


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The Videoconference Technologies in the

Portuguese High Education:

Trends and Best Practises

Thank you!


Documents

Presentation at IAMCR 2010 Conference (Braga)