Reports

Monday December 17 2007 | 000 Multidisciplinary

The Video Teleconference - A Valuable Academic Tool

Martine Chomienne Educational Advisor, Cégep@distance

The Issue
Practical Applications
Useful References
What's new?

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Practical Applications

The following section suggests answers to the question of how to integrate the video teleconference into your teaching. It begins with a description of the functions of the video teleconference, a necessity for those wishing to use it in their pedagogy. Of course, mere description cannot replace practical experience with the medium. Practice sessions and support from an experienced mentor as well as role plays are all necessary preparations for effective video teleconferencing.

After exploring functions, we will present some guidelines for an effective start to your teaching using video teleconferencing.

Focus on Function

To our knowledge, there is no system of classification for video teleconferencing features. Consequently, we have arbitrarily created one for the purposes of this report. All are invited to comment or suggest alternatives which could be taken into account in a revised version. Our classifications are a result of our own experience and are limited to those communication features that are of pedagogical interest. We left out information management applications such as block notes for participant and moderator use and the posting of moderator documents. We have, however, added a short explanation of these features:

As its name indicates, block notes permit participants to take notes during presentations which can be later transferred to a word processing application.
As for posting moderator documents, this feature allows all participants to download information from the moderator before, during or after the session.

Furthermore, although there are several similar video teleconferencing applications, we have drawn examples from only one of them. This is in no way a particular endorsement of this product and is done solely for the purpose of illustrating the characteristics of these products in general.

Having stated the information above, we can now examine our video teleconferencing classification system which evaluates visual, oral and written interactivity for pedagogical purposes through analysis of the following features:

synchronous transmission of sound and image,
written communication and
collaborative work.

The following text succinctly examines each of these categories with an emphasis on their pedagogical potential. Even though administrative functions such as session reservation and preparation are important, they are only mentioned at the end of this section. Evidently, they are a factor to be taken into account by those teachers who manage the use of the software.

Category 1: Synchronous Transmission of Image and Sound with Conversation Control Features

This section deals with the ability of video teleconferencing software to display live images of participants and to permit a real time conversation among them. Each participant must have a personal computer, webcam, microphone and Internet connection in order to see each other and converse as a group.

Images are displayed in different ways depending on the number of participants. The screen could resemble the image below¹⁰.

Normand Bérubé of Cégep de Sept-Îles leading a session with PERFORMA staff

Each participant is equipped with headphones containing an integral microphone, which facilitates the give and take of conversation. As in any large meeting, not everyone can speak at the same time. The interference in such situations is multiplied in the video teleconference, and vigorous control is necessary. There is generally a toolkit to regulate communication in large groups. It generally includes a permanent list of participants who can indicate their desires. A 'raised hand' indicates the desire to ask a question, a 'thumbs up' means a positive response, a clock signifies a temporary absence etc.

Clicking on your 'status' symbol allows you to indicate your wishes.

Some people, notably teachers who have always worked in a face-to-face environment, attach great importance to seeing the faces of participants and being seen. Research¹¹ shows, however, that this feature is largely of emotional value. It is of use during initial meetings to let participants get to know one another and to develop team spirit, but as it is an extremely heavy consumer of bandwidth, it is recommended after initial meetings to request participants to deactivate their cameras¹². Only the moderator should remain visible to the participants, who generally appreciate seeing the leader of the discussion throughout the session.

Category 2: Written Communication Features

Most systems contain a text messaging feature. This can be private for one on one communication, limited to several participants or public information within the group. Text messaging during a video teleconferencing session is of limited value. It can be compared to people not wishing to be intrusive and whispering quietly during an oral presentation. It can be used for quick comments between participants and between the moderator and a participant. Other than that, text messaging is of limited value when the features in Category 1 are functioning.

Illustration of the text messaging zone

Category 3: Collaborative Work

This last feature, which is a key difference between the videoconference and the video teleconference, is extremely useful for various pedagogical applications as well as the insertion of socioconstructive approaches¹³. Generally, there is a family of related features in this category:

a shared whiteboard;
the ability to post PowerPoint presentations, Excel spreadsheets, pages of text (in Word, for example);
linkage to a website;
the ability to share applications;
an instantaneous polling function.

Get the Flash Player to see this player.

The whiteboard permits all participants to write on an on-screen page simultaneously. Different marking tools or colours can be associated with each participant to facilitate identification in operations such as overwriting, underlining and circling of texts. It often falls to the moderator to establish the rules for participants to follow when using these tools. The page can be printed by each participant to conserve a record of the proceedings. In the first listing on the videoplayer at left, Suzanne Baril, a teacher in the Personal Insurance Agents and Brokers Program (Agents et courtiers en assurance des personnes) of Groupe Collegia explains how she uses the whiteboard during a course given using video teleconferencing (in French).

The posting features for PowerPoint presentations, Excel spreadsheet and certain other types of files by the moderator (or the current discussion leader) permit participants to see the material and follow the comments as the leader links the flow of audio and visual information. The moderator can send these files to participants for downloading in advance for use during the session.

Linkage to a website is similar to posting but does not offer the moderator the control of participants' screens, as is often the case with posting features. The moderator simply sends students the web address which they open in their own browsers. The leader can orient participants within the site, but must be vigilant to not lose them.

Application sharing features are different from posting features in the sense that participants can intervene within the designated software on the screen once granted access rights by the moderator. The leader or moderator has the application files on their computer. This is a very interesting feature for technical courses which allows a student to gain practical experience on a software while eliminating the need and expense of multiple copies or licenses. It is possible to use this feature for web browsing as well.

Illustration of Application Sharing of a Word File

Increasingly common on video teleconferencing software, the polling feature permits an instantaneous participant portrait based on responses to multiple choice questions, true-false statements or questions requiring short answers. Moderators can quickly determine if participants have understood, or are still interested in the presentation. The compilation of the responses is immediate and therefore so is the feedback to the moderator. Once again, you can listen to Suzanne Baril who discusses the academic use of the polling feature in the second clip on the videoplayer (in French).

An Illustration of the Instant Polling Tool

Finally to end this focus on features in video teleconferencing, we will discuss the session recording feature. This function is difficult to classify in the three above categories. Participants can view missed sessions either completely or in sections to review an explanation or other element.

N.B. The focus on features descriptions that we have presented do not touch upon the administrative aspect of the video teleconferencing platform. Obviously if you want to call a meeting, you must be certain that your school has an arrangement with an Internet provider. Afterwards, documents to be used during the session must be prepared and transmitted. The participants must be invited and given rights to communicate orally and visually. Don't forget that in certain academic situations it will be necessary for others to lead the discussion or to take a more active role, and this must be taken into account.

Principles and Recommendations

Even if academic research and literature on the impact on teaching of video teleconferencing is still rare and that what has been observed seems to indicate little use of the academic possibilities of the medium, it is still possible to create guidelines and recommendations for using this technology. These are being presented to close the report as well as an inspiration for action. With these principles in mind, you can undertake your exploration of video teleconferencing software. We invite you to share your experiences and comments with us. The more we know of the use of this medium within the college network, the more information can be disseminated to others.

Before going into specific guidelines, we would like to start with a general principle to remember:

Whatever its academic potential, video teleconferencing is only one technology among many and certainly not the best response to every situation. Even though it mimics the lecture format to a remarkable degree, it should not be used uniquely for this purpose and should be considered in collaborative situations. Used in tandem with asynchronous technology, participants can benefit from both individual and group learning. Furthermore, it is only with a combination of learning strategies and tools that learning-centered scenarios will emerge.

Here are several more specific guidelines to help you get off to a good start:

Insure adequate training for tutors and instructors.

For us, this principle is principal! As with other technologies, teachers must be trained. For video teleconferencing, an accent on appropriate scenario development which includes diverse learning strategies such as case studies, demonstrations, guided tours and role plays should be part of this curriculum.

Insure technical performance.

This guideline, although in a completely different category from the first, is equally as important. Logistics in a video teleconference are a necessity. This principle will be touched upon in the last section of recommendations for successful video teleconferencing.

Plan sessions rigorously.

A video teleconference cannot be improvised. The flow of the session requires advance planning to the minute and documents used during the session must be prepared and distributed well in advance.

Use features to their fullest to ensure optimum interaction.

We can't say it enough, the video teleconference is not the medium for long lectures. Encourage student participation, ask questions, motivate them and listen to them.

Use visual images.

The technology permits both fixed and action images. Illustrating concepts and explaining processes using animated schematics are among the many visual strategies to employ.

Build team spirit in your group.

The lack of physical presence can be compensated for in several ways. Before forming teams, ask participants to introduce themselves to the group. Encourage on-line but off-subject activities.

Keep your students in mind.

Visual indicators are hard to perceive on-line. Other ways must then be found to gauge the understanding or confusion of students before they drop out. Asking questions, polls and requesting certain students to summarize what they have just said are all techniques which expose disinterested students who could drop out.

Establish rules for communication, transmit them to participants and enforce them.

As in face to face instruction, students cannot all speak at the same time. In a video teleconferencing session, communication protocols must be clear, known and respected by all.

Finally, here are several recommendations for making a video teleconference a success.

These suggestions are in effect derived from the guidelines above and are organized into the following five categories:

Plan your activities and scenarios with your objectives in mind;
Check the technical requirements of your activity;
Plan the management of your activity;
Verify compatibility between your Internet connection and the software to be used; and
Supervise the flow of the session.

To learn more about each of these recommendations, you can read the attached document called The Videoconference: Tips and Techniques for Presenters and Group Leaders. There are suggestions within that you may find useful during sessions.

Conclusion

This report could have been named Before taking the plunge! or perhaps Video teleconferencing - a tool to add to your IT toolkit; we chose, however, The Video Teleconference - A Valuable Academic Tool. Whatever the title, we wanted to make the point that the video teleconference has joined a host of other technological tools that teachers now have at their disposal. The goal of this article is to pique your interest by documenting the potential of the video teleconference and to motivate you to integrate this tool into your teaching.

Given that technology has made such strides in teaching, now is the ideal time to explore the possibilities that are now available to you.

We hope that you will take the time to share your discoveries and questions with your colleagues by using our Comments feature!

_____________

Footnotes

^{10 The number of participants who can have their image on screen varies according to the software and more particularly to the bandwidth of the connection.}

^{11 Supported by results from several research studies including Potvin Claude, Dufour Louise & Gérald Lizée, Rapport du projet STEFI au Fonds de l'autoroute de l'information. Québec 2000.}

^{12 This advice was found in the document Réussir une session de visioconférence which is mentioned later.}

^{13 Simply described, these approaches are based on the interaction between participants in building knowledge. The gradual acquisition and analysis of information by participants is a part of the process of modifying their intellectual approach.}

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Comments by readersReact to this text

English
French

Sharing

Thanks to Norm for the great job he has done in translating this Report. I realize that few examples specifically refer to the Anglophone environment, but now that an English version is available to all, we expect that the whole Quebec community of Video Teleconferencing users will be able to share their experience and communicate it to us.

Martine Chomienne, Pedagogical advisor, Cégep@distance [2007-12-23]

c'est intéressant

c'est intéressant ces notions de vidéoconférence, je désire mieux maitriser ça. J'ai besoin d'une documentation sur la vidéoconférence, pourriez-vous me faire parvenir?

Jeff Kitenge, étudiant, Collège international Marie de France [2010-3-02]

Collaboration

Bonjour, Nous disposons de dispositif dans les salles de visioconférence entre les académies et le siège du MEN (Ministère de l'éducation nationale...). J'ai besoin de votre aide pour ma thèse au même titre que la vôtre. Merci! Cordialement

Hossain Kounaidi, ingenieur système, DSI/DEN [2007-12-08]

Réponse à Stéphane Cormier

Bonjour et merci de votre demande. Elle renforce l'idée que nous avons besoin d'exemples sur les pratiques des enseignants avec la visioconférence. Je crois que vous trouverez quelques éléments de réponse en consultant le récit et le clip vidéo qui l'accompagne, de Frédéric Aubrais à l'adresse: http://site.profweb.qc.ca/fr/recits/donner-un-cours-de-droit-a-partir-de-chez-soi-une-experience-hors-du-commun/recit/269/index.html . Et j'en profite pour lancer l'appel à la communauté "visioconférence - pédago - utilisatrice", si vous avez des pratiques illustrées qui peuvent répondre à des interrogations telles que celles de M. Cormier, merci de nous les faire connaître.

Martine Chomienne, Conseillère pédagogique Chargée de projets, Cégep@distance [2007-11-08]

Dévelopement visio

Nous tentons de développer la visioconférence au sein de la Cité des Métiers Haute Normandie (France). Merci pour ces témoignages et conseils pédagogiques délivrés ici. Nous avons réalisé 3 visioconférences en octobre 2007 sur le thème "Les sciences au féminin". L'occasion pour nous de faire témoigner des femmes scientifiques sur les conditions d'accès à leurs métiers. 3 lycées et collèges en direct avec nous, des questions pertinentes parfois... Premier bilan : nécessité de préparer plus en amont les classes à ce type d'exercice et surtout améliorer l'animation même (la scénarisation)... Je suis à la recherche d'extraits de visio et d'autres conseils sur la préparation et la construction de visioconf... Merci encore. Visitez notre site : http://www.citedesmetiershautenormandie.fr/accueil.php

Stéphane CORNIER, Conseiller à l'emploi, Cité des Métiers Haute Normandie (France) [2007-11-05]

Réponse à Nicole Perreault: concept de visioconférence

Je ne dirais peut-être pas, Nicole, que la visioconférence est un concept; la visioconférence, au même titre qu'un traitement de texte, est un logiciel qui présente certaines caractéristiques qui permettent certaines applications. Et parmi les caractéristiques importantes, j'ajouterais à celles que tu mentionnes, des outils de télécollaboration tels que le partage d'applications qui différencient pour le moment un logiciel comme VIA d'autres comme Skype ou MSN. Mais, ces deux derniers vont probablement offrir un jour ou l'autre eux aussi de tels outils de collaboration. Et merci de m'accueillir, comme tu le fais, alors que je fais une apparition dans le réseau collégial.

Martine Chomienne, Conseillère pédagogique et Chargée de projets, Cégep@distance et SOFAD [2007-10-18]

Visioconférence = audio et vidéo quelle que soit l'utilisation ?

Merci Martine pour ce dossier ! Si j'ai bien compris, le concept de visioconférence englobe tout mode de communication à distance qui permet l'utilisation du son et de la vidéo, que l'activité se déroule dans un contexte planifié (atelier au colloque virtuel de l'APOP ; formation à distance) ou plus spontané (une collègue de Victoriaville qui utilise Skype pour communiquer avec un collègue de Rivière-du-Loup ; une prof qui communique avec ses élèves en utilisant Skype ou tout autre logiciel pour suivre le déroulement de leur stage ; deux élèves qui utilisent MSN avec leur webcam pour parler de...). Corrige-moi si je me trompe. En tout cas, c'est un plaisir de revoir ta binette dans un site collégial et bravo encore !

Nicole Perreault, Conseillère en technologies éducatives, Réseau REPTIC [2007-10-17]

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