Video Conferences 101

Video Conferences Do you ever team teach? Do you and your students have courses on several campuses?

Do you ever host team meetings with faculty on several campuses? Do you have guest speakers visit from other campuses? Have you ever considered video conferences?

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Minnesota Shubert Centre Performing Arts

MN Shubert Distance Learning

Video conferencing is a type of televideo communication that uses a codec to connect dedicated point-to-point locations synchronously - at the same time. (A video codec is a device that codes or compresses and then decodes or decompresses streaming video). Video conferencing can support up to four point-to-point digital lines. Where no connection exists, we can use a third party bridge to connect sites. It is also possible to record and archive video conferences. Video conferencing differs from web conferencing in several ways; it has a telepresence rather than a web-based delivery.

Variations Web Conferencing. While web conferencing uses different technologies than video conferencing, it has a similar use. We can use web conferencing to host a virtual meeting reducing travel time and costs. Video conferencing may deliver higher quality video with less bandwidth issues. Web conferencing can connect endless numbers of points only online, generally with a hi-speed Internet connection. On the other hand, video conferencing can only connect four dedicated points.

Examples Use your imagination. What kinds of activities could your students do via video conferencing? What would be an appropriate video conference for your students? Only you know what would be authentic to your field of study, your curriculum, and your students. To get started, consider these ideas: Visual Arts •Glass blowing demonstration •Singing duet •Dance off •Improv contest Health & Community Studies •Staff meeting •Group work •Role play •Mock trial

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Science & Technology •Interdisciplinary team meeting •Live demonstration •Environmental summit •interdisciplinary project seminar Business Administration •Team teaching •Toast masters •Dragon’s Den game show •Case competition practice Humanities & Social Sciences •Student orientation •Debate •Mock United Nations meeting •Trivia game show

Merits Video conferencing has been successfully used in business and telehealth. It reduces travel costs and saves time. In education, it can have the same benefits. Video conferencing can be a sustainable means for connecting professors and students for interdisciplinary projects, meetings, and team teaching and learning. There are some potential benefits for student services and student orientation as well.

Synchronous. Even though adult distance education principles focus on any time, any place, any pace, there are times when synchronous learning is beneficial. With video conferencing, students can connect with each other and with their professor live. The bonus of a real-time video connection is that we can give immediate feedback live in the moment. Another bonus is the facial and voice cues. Live video conferencing lectures are on par with live lectures (Wang et al, 2010).

Sustainable. Many businesses use video conferencing between their regional or national offices. They may have a dedicated boardroom with video conferencing features or use video phone or their desktop computer. This saves on travel costs like expensive flights and hotels; it also reduces our carbon footprint. Further, it also saves travel time that could be better spent on job duties (Wang, Mattick, & Dunne, 2010). In academia, the benefits are the same. We can save on travel costs and time by hosting video conferences rather than

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travelling between campuses for meetings. In addition, for team teaching, we can connect to students without necessarily travelling between campuses.

Student Services. Think about having a ‘human library’ via video conference. Imagine that students could ‘check out’ a ‘human book’ - a particular expert or specialist stationed at one campus answering your students’ questions live at another campus (S. Shepley, personal communication, May 2014). For example, you could have a quick question and answer with a Career Counsellor at one campus and a Librarian at another campus hosted via a third campus. You could even have the school President send a welcome orientation message from one campus to all students in the gymnasium at another campus. Why not have several video conferences set up around one campus for students to find on a ‘human book’ scavenger hunt as they tour the grounds?

Challenges Depending on the technology, set up, and support, the quality of a video conference can vary. Video and audio connection can be grainy, slow, or choppy. It can be difficult to see on a smaller screen. Moderators can enhance the conference if they are comfortable with using the remote to zoom in and out to focus on particular persons speaking. Also, with some preparation, we can augment the session by setting up expectations with a seating chart, bios, and agenda.

Connection Issues. Some known pitfalls with video conferencing include connection, speed, sound, and image problems (Karal, Cebi, & Turgut, 2011). It is a good idea to test the video conference line and room prior to the conference. Book Information Technology (IT) support before and during the video conference. During the video conference, it is important to move the camera to zoom in and focus on the person speaking rather than only using fixed angles (Karal et al, 2011). Make sure that there are enough microphones close to each speaker for optimal audio transmission.

Set Up. It is important to prepare students for video conferencing. Well in advance of the video conference, provide students with the bios of the presenters or guest speakers.

Explain their role. Prior to the video conference, distribute a seating chart with names of the participants to help orient students. Before the video conference, distribute an agenda, guided questions, or pre-summary of the the seminar. Ideally, use a dedicated video conferencing room with an angled v-shape or u-shape table, or a similar seating arrangement, designed for telepresence.

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Instructional Design Use a backwards design approach. First, start with your learning outcomes. Second, create your assessments. Third, plan your instructional activities. Finally, choose a technology to enhance the lesson.

Design. Consider your curriculum; look carefully at your accreditation standards, graduate attributes, program learning outcomes, course learning outcomes, and lesson learning outcomes. Will video conferencing fulfill the learning outcomes? How will you prepare students to participate in a video conference? What technologies will you and your students need to learn in order to use video conferencing? Will a video conference enhance the learning experience?

Develop. Organize the event that you want to host via video conferencing. Consider what kind of room you need - a small meeting space, a particular lab or studio, or the gymnasium. Decide who you want to attend - your students, professors, college support staff, community guests. Plan the activities. Provide all participants with a seating chart, bios, and agenda.

Speak to Information Technology (IT) about setting up the video conference. If you need to connect someone not at one of the point-to-point locations, then you will need to arrange a bridge through a third party service. Visit the video conference space. Test the equipment play with the remote control to zoom in and pan the camera. Make sure you feel comfortable. Book IT support, to assist you with operating the codec during the video conference.

Deliver. Decide what students will do before, during, and after the video conference.

Before the video conference, students might read an article, listen to a podcast, or watch a video. During the video conference, students may answer seminar questions, collaborate on group work, demonstrate skills, role play, or compete on tasks. After the video conference, students might reflect through a journal or discussion forum or complete an assignment or project. The video conference should be authentic, active, and applied.

Technology Video conferencing requires minor renovations to install within an institution or corporation.

A vendor installs telecommunication wires within up to four locations. Through a codec, participants can communicate via a remote control tele camera. There is no need to wear a headset or to connect via the web. It allows the participants to move freely while talking,

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presenting, or demonstrating. Because the line is dedicated, the transmission is strong and clear in real time. Cisco and Polycom are the leading technology in video conferencing.

References Karal, H., Cebi, A., & Turgut, Y.E. (2011). Perceptions of students who take synchronous courses through video conferencing about distance education. The Turkish Online Journal of Educational Technology, 10(4), p.276-293.

Minnesota Shubert Center. (2007, April 17). MN Shubert Distance Learning [YouTube] [05:31]. Retrieved from https://youtu.be/5qSj_ngLpwg Wang, R., Mattick, K., & Dunne, E. (2010). Medical students’ perceptions of video-linked lectures and video-streaming. Association for Learning Technology Journal, Research in Learning Technology, 18(1), p.19-27.

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