Topics of Discussion Decided Upon

Choosing a Topic

It is not enough to chose a topic for the stakeholders of a video-conference. No matter if you arranging for a multilevel conference, or working on a one-to one conference, it is essential to give the contact as much information as you can.

Video-Conferencing TodayAll Templates courtesy of www.presentationmagazine.com

THE V-C WORLD’S FAVOURITE NEWSPAPERAll articles courtesy of Earl DeMottEarl.demott@vbschools.com

“Topic is only first step”

As successful conferences demand a lot of preparation, the first step is the topic choice, but coordinators and moderators need to ask the following questions if they wish to avoid the pitfalls of videoconferencing

-What is it you wish to accomplish?

-What are the themes or “threads” of your topic.

-What answers are trite and are to be avoided?

-What potential angles or tangents might derail the videoconferences.

In short, the questions fall into two categories, namely those that answer your main point, and those that distract from that point. Knowing the potential of both, and perhaps more importantly, sharing that with the participants can really head off any embarrassing issues

that inevitably will arise.

This strategy as part of the set up of conference should consider that the coordinator from the other site is not a “mind reader” and has his/her own reasons for agreeing to the conference.

As every stakeholder has an agenda of sorts, the prior knowledge of your goals will help align the agendas to ensure that no major conflict will result. Common reasons for agreeing to partake in videoconferencing include:

-educational purposes

-media coverage

-creating partnerships

-sharing planning and curriculum building

-making agreements

Even as benign as these goals are,

good intentions are not enough to spell success. “Education purposes”, for example, need to be aligned with the curricular goals of the educational institute doing the videoconferencing, let alone the lesson goals of the classroom instructor. A simple question that allows the ‘other’ half to participate in the set up can work as a nice compromise that can alleviate potential derailing. It is safe to assume that no matter if you have a pre-conference set up conversation, the goals of the other side will remain. The only thing not constant is if you will be surprised by these goals mid-conference or if you’ll be aware of them from the outset.

If you do not have the luxury of allowing the instructor to create questions with you, what you can do is send them at least a week ahead of time and allow for him/her to comment or ask for clarifications.

Continued page 2 TOPICS

Studies Find Background Reading Essential

Video-Conferencing Today

Editorial Page - Since 1802

TOPICS Continued from p. 1After all, those clarifications that come “day of” are too late and are destined to get you “less” than you bargained for in the conference. With so much planning and preparation, that is a gamble you cannot afford to take.

Everyone hates them. No one truly does them. So why do video-conference planners admit that background readings are essential in the success of a virtual “meeting of the minds”?The answer comes in the expression, “why reinvent the wheel?” The use of technology does not imply that everything being done needs to be new. The reading of articles is still

a steadfast way to ensure that you and your partners are staying focused. Readings, in fact, especially in the blogosphere-crazed 21st century, can be seen as source of the discussion points for conversation. It is the centerpiece on the coffee table, the ugly painting on the wall everyone simply must talk about, or the latest gossip from Entertainment Tonight. Unlike blogs, however, articles and carefully selected readings can pack a punch without being bogged down (dare I say “blogged down”) with unsub-stantiated opinions. By highlighting your topic

goals prior to the conference and combining them with a set of readings that are not too cumbersome, organizers can direct the conversation before it even gets started.In fact, to stretch the ugly painting metaphor more than I should, I do know a painter who could not sell her work of a pond and some trees until she painted what she considered to be an ugly kitsch-ridden duck in the middle. When she would go to fairs prior to this addition, the painting received no notice whatsoever. After the duck, however, she was amazed at the number of discussions that

arose. The painting, in fact, quickly sold. The point is simple. No one knows what is in the mind of the other. However, given an article, or at least a purposeful direction that goes beyond a bunch of bulleted points that outline what YOU want to accomplish, a sort of “security” occurs to the already stressed out moderator, and a sort of interpretive freedom occurs for the other half. Finding the readings can, no doubt, be challenging. Therefore, why not draw from research that you’ve done? Why not send a narrative that you have written and request a reaction of some sort?

Depending of course on your goals, this spilling of the beans offers the most direction without again dictating what the answers of the other half would be. Some shy away from such a strategy due to the intense personal feelings that writing research entails and the fear of criticism that can come in its wake. A safer, hybrid version may “save the day”. One suggestion is to not solely use your own work, but rather aim at a

combination of readings that allow for the critical impact to be less damaging. Snippets of your work, combined with what other “experts” have to say in the field can safeguard hurt feelings. This combo allows for direction in that you are the ultimate selector of the material and the writer of the stuff that remains missing. Still some professional video conferencing outfits, such as Global Cont. p. 3 STUDIES

StudiesSTUDIES Continued from p. 2 Nomads Group out of New York, go beyond the simple reading & cater to the practitioner. As a way to immediately get an educational response to their conferences, whole lesson plans are set up and emailed in advance to educators who have signed up for the conference. This enables the prep-savvy teacher to bring to the table a number of pre-conceived questions rather than waste valuable time orientating him/herself. Examples of these plans can be found in the pre-conference link on their web page:www.gng.org/teachers/category/pre-conference.

Although these plans are certainly ambitious, coordinators must not assume that teachers, however well intentioned , will implement them to the full extent, if at all. School districts have differing requirements and classroom lessons must bend to the standards of the state. Therefore the time allotted just to participate in the

.

Video-Conferencing Today

Editorial Page - Since 1802

video-conference, may very well be the complete amount of time the teacher can spend on that topic. Outside of an expectation that students will read “outside readings” if assigned, or take advantage of “extra-credit” if teachers offer extra point for students to do the readings, a coordinator can easily become frustrated at the fact that it seemed that the other side was not prepared. This may be for the simple reason that indeed the other side Was Not prepared.

Are readings, therefore, a waste of time? Perhaps the easy answer is “yes, most probably”. This, however, suggests surrender. One must consider not the question of what are the great possibilities if the participants DO read the selected pieces, but rather what are the horrid possibilities if they DO NOT read them. This allows the coordinator to plan accordingly, and hopefully, be pleasantly surprised when the other half quotes from the reading or asks questions obviously from the sent items.

.

The goal therefore, for the one selecting the readings is that they should comprise of a few elements. The most obvious one is the “small doses, exciting topics” element. As important and eloquent as every word of Shakespeare is, it doesn’t behoove the one responsible for selecting the material to be a purist and treat the text with such sacred reverence that would tax the reader. This is why so many scholars swarm to Sparknotes.com. The point is made in digestible chunks, rather than in the plethora of words that require analysis, debate, and on-line dictionaries.

Secondly, readings should be balanced. The idea is to incite revolutionary thought, rather than indoctrination of ideas. A variety of opinions in the readings allows for reactions from the reader.

Thirdly, there is a place for fact based background type reading. This is why wikipedia.com will never truly disappear from the classrooms. It is, in short, convenient, albeit at

times inaccurate. However, this element is also a balancing act. This time, however, it is a balancing act of depth. Combine an encyclopedic entrance from CIA World Fact book with an article from Mother Jones magazine. It is not important if you personally agree with the content. It is important if you can generate discussion.

The conflict avoiders will have the hardest time with this concept because they may have a tendency to stay apolitical in the selection of material. This is a mistake, unless, of course, the politicization of the participants is the agenda piece that the selector has in mind.

If this is the case the videoconference finished before it even began.

“Assessment is Just as Important” says one V-C Participant

Video-Conferencing Today

Editorial Page - Since 1802

Call it what you may, we are graded and judged in every aspiration we have. The righteous will blame us for not being pure enough or not following protocol; the creative will blame us for not being able to blend and mix enough or not following our hearts; scientist will scoff at the religious; the religious will question the scientific.

Judgment is a fact of life, so why is it that some of us would like to curl up and die in the face of judgment. The answer lies more in the fact that the control of what people say and think is not within our realm. For all of us we hold on to a sense of control the way Linus clings to his blanket. We may influence; we may coerce or cajole, but rarely do we truly control.

Pity. Control comforts us. Control allows us to survive the unknown. Control conquers fear and allows us to succeed to levels that satisfy us.

This limitation of not controlling others produces a society that does the opposite, or to be fair, feels like it does

.

the opposite: creates discomfort, fosters a lack of survival, and draws up fear and failure.

Let us instead focus upon that which we can do, at least legally: influence the thoughts and judgment of others.

To do this successfully, we need to start with ourselves. We need to control our irrational behaviour that leads us to fall prey to the negative thoughts that are inside our own heads. If I present in front of strangers, it will result in failure. or So and so is making me do this. How rude of them to control me like that. We must, in short, stop doomsdaying! We must, in our own little way, take control in the only way humanly possible- by assuming the responsibility for our own actions.

What does this mean in practical terms. First it denotes a certain attitude towards that which scares us. It demands a Churchillian flair of I shall overcome. It also demands a command of the mantra that “failing to prepare is the same as preaparing to

.

fail.”

After the attitude make-over, the next step is to know what we know and know what we don’t know. A conversation that says “I know I can write well, but I know that my research skills are subpar” allows for you to make judgment on your own ability before someone else does. This recognition does three things essentially. It protects you from a barrage of criticism and it allows for personal growth. On top of this your list of strengths and weaknesses, once shared with a mentor allows for the “expert” to assist you. In brief, you have given direction to the person responsible for giving you direction. In doing so, you’ve shown reasonable level of responsibility and maturity, as well as started to work the magic of “influence”.

The rest of the process of self-assessment practically writes itself. It is a matter of where to go for assistance, be in mentor driven, a “

CONTINUED p. 6 Assessment

.

-Rubrics-Surveys-Q and A-Follow up Email-Clusters-Debriefing

Debriefing exists essentially as a tool to show where you went wrong. The more you can control how that debriefing is set up, the more you are able to influence the answers of others. The goal, of course, is to get accurate feedback and not make your comfort level the central focal point. Debriefing assumes that there will be a second time, or at least that the lessons learned will be applicable elsewhere in life. Debriefing, therefore, cannot be a tool to show where you went right. In this case it ceases to be a tool and only functions as a reason to celebrate. Rarely do we learn much from victories. Only that we were right and we won because we were superior. Lessons instead are reserved for runner-ups, for defeated generals, for genocide survivors. Wislawa Szymborska brilliantly writes about this in her poem In Praise of Feeling Bad About Yourself

These lessons are learned so well, in fact that it is the catalyst for “raising the bar” and leaving the former “victor” into the latter “defeated”. Asking for suggestions from an outsider who knows more about a certain aspect of your work will allow for growth. This being done after the fact is helpful in that there are elements of your work to draw from. These elements are the examples to prove (or disprove) your level of competency. If you are always topping the charts, maybe its time for your to raise your own bar. What element do you not understand? Where can you grow (see the “assessment” article pp. 4 and 6).

It is also essential to determine what lessons you wish to learn in a debriefing. Do not assume that it needs to be with the coordinator. A random sampling of audience members may provide an equal level of quality feedback. This depends, again on what you want feedback on. If you have a weakness with three items, let’s say, rephrasing questions, eliciting response, and avoiding tangents, why not request three separate

Video-Conferencing Today

Editorial Page - Since 1802

Debriefing: Where Goals Meet Reality evaluators to observe those traits through the course of the videoconference and either arrange for an after conference discussion or simply have them jot down comments to email you afterwards. The three evaluators on the three areas of weakness technique allows for no one evaluator to be too heavily used, especially since their agenda may be to simply learn about the topic, and not have a second function of evaluating your program. It also provides for three separate personalities to judge you. As averages and variations go, there will always be one who is too harsh and one who is too relaxed in comparison to each other.

A word of caution, however, in employing this technique, you must be aware of the expertise level you are obtaining. If an expert is not needed, and a measurement of gut instinct reaction is your goal, random sampling is a perfectly legitimate method to use.

In my own career as a drama educator, I think the most interesting job I obtained was with the International Women’s Club of Cracow who hired me to “teach drama to their children”. I discovered early on, however, that “teach” was a misnomer as I found that the majority of children were diapered six month olds. I knew my lesson plans of theatre games and colouring went out the window when my clients ate the paper. Instead, in a rather bizarre impromptu, I found myself repeatedly playing the refrain to “The Wheels on the Bus Go Round and Round” and being a conductor screaming out “All Aboard”, where children, and frankly, the mothers of the children, would follow me in childish hand movements, jump up and down to the beat of the music, and offer a slightly overzealous clapping of the hands when the song finished. Inevitably, someone would scream “encore, encore” and inevitable I would come to realize it was the French speaking Belgian parent who was not colloquially applauding me, but really wanted “more, more”. I knew then, as I know now, that no debriefing could save me and my goals of serious drama study had nothing to do with the reality of the situation.

Rubrics Galore

Video-Conferencing Today

Editorial Page - Since 1802

“Assessment”Assessment Continued from p. 4

Videoconferencing for Dummies” book, or a quick search on sites such as http://www.northwood.org.uk/videoconferencing%20primary%20school%20beginners%20guide.htm

It is imperative to conduct research and know where to research areas of your weakness. One must not make the error of over-generalizing and make statements such as “I am good at giving presentations.” A more appropriate statement may be “I am good at eye contact because I employ the figure 8 pattern whenever I speak.” This second example does two things. Firstly, it shows that you are able to break down the general category of presentation giving into a very specific subsection. Secondly, it shows why you rate yourself a certain way. This second part ostensibly is overkill. However, consider the fact that though the concept of eye contact is important in speech giving, it does not apply itself to every situation. When one changes the context of the presentation to say, video-conferencing, the means to achieve the statement “I have good eye contact” has changed as well. The Figure 8 pattern would do little good when the process of achieving good eye contact, is in fact, looking directly into the camera and not moving your head around the room.

These self assessment techniques prior to the event will be an excellent source for comparison when the post evaluation from an outside evaluator kicks in. When a score strays too far off the mark you set for yourself in your self assessment stage, then you can ask if you are truly being realistic, or if the evaluator was being fair in his / her judgment.

Heidi Goodrich, a rubrics expert, defines a rubric as "a scoring tool that lists the criteria for a piece of work or 'what counts.' “ (http://www.middleweb.com/CSLB2rubric.html). This concept of “counting” is a perfect way of putting it because, we must admit, there is a lot of arbitrary counting going. Rubrics, however, put all the participants “in the know” and allow for clearer communication among colleagues. Where to go for the perfect rubric, then, is simply to yourself. Rubrics are tough to design, so a little computer wizardry can come in handy for both the novice and the seasoned. Many websites tout the greatest products. For the writing process, for example, www.thetraits.org offers an inventive way to look at writing, complete with sample grading. Much needs to be done with videoconference rubrics, however. West Georgia, does provide some rubric criteria and goes into explaining some of the rationale behind these points. http://www.westga.edu/~distance/roblyer32.htmlOne great source may be all you need however, and perhaps there isn’t any better than the “one-stop-rubric-shop” through the U-W Stout: (http://www.uwstout.edu/soe/profdev/rubrics.shtml)Be it for cooperative learning, podcasting or gaming this website seems to have it all.

What are Clusters?

Clusters as the name suggest is a way to group things together. For organizers of videoconferences, discussions, or presentations, clusters can be used before and after an event. When gathering anticipated questions, an organizer needs to get into the heads of the participants. He/she can do this by imagining the question types that may be asked, rather than the questions themselves. A presenter on global warming, for example, knows that there will be a series of questions on the science of global warming, another set on the politicization in recent years, and a third grouping on the doomsday movies and prophecies that are so prevalent nowadays. To “guess” a potential question, an organizer may want to take the clusters and go through the 5 W questions to organize potential answers and not be blindsided. After the event, a similar system can be used to cluster the assessment responses and/or follow up questions from the participants. These tactics should help clarify the strengths and weaknesses of the event, either in content area or in deliver and should be used to make the event as efficient as possible.

Eureka! Socrates Had It Correct!How To Ask A Question

Eureka!Follow Up Questions continued from p 4

.

We Want Answers! The scoop.Point

Eliciting Answers

V-C GOSSIP Around the Circuit Global EXCLUSIVES

Video Conferencing Today

We Want Answers! The scoop.Counterpoint

Rephrasing Statements

V-C GOSSIP Around the Circuit Global EXCLUSIVES

Video Conferencing Today

V-C Today: Advice

Dear Igor Controlling conflict

Need Anger Management in the Hamptons

Dear Need Anger Management

Date today 02/15/10

 

Cultural Norms

The Shy Guy from Dubai

____________________

Dear Shy Guy

V-C Today: Advice

Dear Igor Avoiding Repetition

Pete Repeat

Dear Pete Repeat

.

Date today 02/15/10

Scripted in Seattle

By the Script

_______________Dear By the Script

Dear Igor,I saw your ad in the newspaper; please contact me soonest.Lonely and Lovely

EXTRATIPS FOR VIDEOCONFERENCING NOW OUT!

GNG.org and Emory.edu Pass on Video Conferencing Tips for NovicesTips for Videoconferencing from Special reporter from www.gng.org-Speak slowly and clearly into the microphone. Express your personality but avoid using slang and be concise whenever possible. -Look into the camera when speaking. Use slow, smooth, minimal gestures. -Try to avoid wearing very bright colors during the videoconference as this can have a negative impact on the quality of the image. -When beginning to speak or pose a question, state your name and school. -Ask thoughtful questions and respond to all answers with respect. Express your opinions in a positive manner. Avoid asking off-topic or inappropriate questions. Stick to the subject. -Understand that the discussion may, at times, get intense. Be prepared for this and know how to react. -The best way to participate in a discussion with passionate opposing viewpoints is to remain calm and state your opinion in an open and non-threatening way. Remember to respect the opinions of your peers and keep your comments to the issue at hand. -Due to the technological constraints of video conferencing please understand only one person can speak at a time. Be sure to wait for the delay in audio so that you avoid interrupting others. Do not speak over others, you will be called to present or respond to a question. -Please say “Thank you” when you conclude your statements or questions. -Pay close attention to the speakers and the topic at hand. Use your facial expressions and nod or smile to express interest, attentiveness and participation. Look into the far-end or upper-corner of the monitor when others are speaking. -Have paper and pencil available to jot down notes or ideas so that you may comment on them when it is your turn.

Videoconference Tips for a Better Experience from special reporter from www.emory.edu

•Make sure that all the participating sites can see and hear you. Speak up and don't hesitate to ask other participants to speak up if necessary.

•Allow participants a brief "practice session" to familiarize themselves with the equipment and set-up.

•Restrict movement as much as possible. Excessive movements are disruptive to viewers at the far site.

•Be polite and turn off beepers, watch alarms and cell phones.

•Wear conservative colored clothing such as blue or black and avoid wearing white, red or patterns such as plaids or stripes.

•Participants should remain quiet unless called upon. The microphones pick up every noise. This includes side conversations, rustling papers, moving chairs, etc. Your noise may cut out the audio. Remember you are always on camera!

•Talk slowly and clearly in order to be understood. Wait for the other site to finish talking before replying.

•Direct your voice toward the microphones. The audio is received better at the far end.

•On rare occasion there may be problems with the connection or equipment. Alternate plans are advisable. In other words, have a back up plan for your meeting or class!

•In a multi-site call, mute the local microphone when other sites are presenting or speaking for a period of time. This will prevent excessive background noise being sent to the other site.

•When creating presentation materials such as agendas, charts, Power Point presentations, etc. use large fonts to compensate for best results.  Fonts that are smaller than 14pt. Courier can be difficult to see.

•If you already have presentation material prepared which might not be legible on the far end you can always fax a copy to the far end rooms before the meeting. Sending the presentation materials ahead is in itself a good idea anyway.

•Appoint a meeting facilitator. Just like a "live" meeting, a videoconference meeting can go out of control unless somebody takes the job of traffic cop. The facilitator can also take responsibility for muting and un-muting the microphone and adjusting the camera. For collaborative computing (data conferencing), it is especially important that everyone knows who has control of the presentation.

•Set clear objectives regarding what will be accomplished in the session and communicate them to participants.

AdvertisementsFree Templates I want free templates I want ease of use I want a powerful presentationCHECK OUT OUR website at:www.presentationmagazine.com

Don’t Forget to Cite your sources: www.iisd.ca/ymb/whales/pew2/30jan.html www.pinkpt.com/forum/viewtopic.php?f=18&t=380... www.morganmclintic.com/.../lessons_on_corp.html tweenparenting.about.com/.../DisciplineHub.htm techresearch.intel.com/.../Top-Links/1741.htm www.abc.net.au/news/photos/2008/02/21/2168467.htm www.last.fm/forum/5/_/589174/_/11336514 customerservicevoodoo.wordpress.com/2009/05/

Videoconferencing At Its BestGlobal Nomads Group creates education programs and media about global issues for youth. Using interactive technologies in the classroom, such as live video-conferencing and multi-media videos, young people from around the world learn about and discuss the global issues that affect their lives.www.gng.org

Good Looking GuyLooking for companionship. Call me

a.s.a.p. Or Write to me care of “Dear Igor” section in

The Video-Conferencing Today newspaper.

Video-Conferencing Solutions athttp://www.tandberg.com

Emory University has an IT department. Come visit us at

http://it.emory.edu/

http://www.usdla.org

http://www.iste.org

http://www.servicelearning.orgHAVE QUESTIONS IN VIDEOCONFERENCING? WE HAVE THE ANSWERS http://www.ivci.com/international_videoconferencing_news_whitepapers.html

http://en.wikipedia.org/wiki/Mother_Jones_(magazine)https://www.cia.gov/library/publications/the-world-factbook/