Video conferencing:
Best practice guide
Contents
Acknowledgements ... ii
Introduction ... 1
1. Familiarisation with the video conferencing equipment ... 1
2. Setting up your video conference call ... 1
3. Checking the technology and the venue... 1
3.1. Preparation ... 1
3.1.1. Equipment ... 1
3.1.2. Room preparation ... 2
3.1.3. Shots ... 2
4. Planning your sessions ... 2
4.1. Stage 1: Learning outcomes ... 2
4.2. Stage 2: Teaching and learning activities ... 2
4.3. Stage 3: Timings ... 3
4.4. Stage 4: Support materials ... 3
4.4.1. PowerPoint Tips ... 3
4.4.2. Handouts etc ... 4
4.4.3. Copyright materials ... 4
4.5. Stage 5: Contingency planning ... 4
4.6. Stage 6: Evaluation ... 4
5. The video conferencing session ... 5
5.1. Workshop for new users ... 5
5.2. Preparing your students... 5
5.3. Session practicalities ... 5
5.4. Your first session ... 6
5.5. At the start of each session ... 6
5.6. During the session ... 6
5.6.1. Tips ... 6
5.6.2. Your students ... 6
5.6.3. Teacher/student interaction ... 7
6.1. Technical ... 7
6.2. Learning outcomes ... 7
6.3. Student expectations ... 7
6.4. Activities ... 7
6.5. Improvements ... 7
7. Catering for special needs and speakers of other languages ... 7
8. Recording your session ... 8
9. Who do I contact if I have problems? ... 8
10. Useful sites ... 8
Acknowledgements
This guide incorporates information from:
• The Video conferencing Toolki
• Video Conferencing Issues in Teaching and Learning (unpublished document by Pam Wilson, Perth College)
• Using Video conferencing to Teach: A Report to the Learning and Teaching Committee from the VC Stakeholders Group (unpublished document)
Introduction
Video conferencing (VC) is used throughout UHI for learning, teaching and administration. Currently, there are approximately 150 VC units throughout the Academic Partners and Learning Centres. This document provides best practice guidelines on practical aspects of using video conferencing equipment in a teaching situation.
1.
Familiarisation with the video conferencing equipment
Before you begin teaching, you should be able to:• Use the zoom and the mute buttons
• Adjust the camera so that it includes everyone in the picture
• Switch to different displays (for example, PC, document camera) and back again.
Note: Find out how to get help quickly if something goes wrong while you are teaching.
2.
Setting up your video conference call
• Book a VC room at your college.• Contact the VC Service (e-m
o Conference title Note: all locations taking part should use the same title o Date, start time and finish time
o Venue (for example, Perth Studio 1 NOT the room number)
3.
Checking the technology and the venue
• Familiarise yourself with the technology before your session.• Have practice sessions with your counterpart tutor prior to the actual sessions. • If in doubt, ask your local VC support for assistance (if available).
3.1.
Preparation
3.1.1.
Equipment
What equipment do you want to use?
• The main camera (transmits those present in the room to other locations) • The document camera (transmits small objects and paper-based materials) • DVD player (transmits DVDs)
• PC/laptop (transmits screen contents: PowerPoint presentations, documents, interactive whiteboard etc.)
Check that all equipment is functioning correctly prior to the session. If you have any queries about equipment, contact local VC support staff (if available).
The document camera
• Use the document camera to transmit high-quality still images of printed documentation and of 3D objects. Note: there is a ‘movements’ neck on the document camera for zooming in on a particular portion of your document or object.
• The text to be transmitted via the PC or the document camera must be legible for everyone. Use a font size of 30-36 points or above. The font size should never be less than 20.
Videos and audio materials
If possible, arrange a test session to check the quality of images on videos/DVDs and that your audio quality is clear.
The PC/Laptop
There will be a laptop or computer for the transmission of slide shows and documents.
Note: you may have to arrange for this to be put in the VC room. DVD player
Check DVDs. High definition requires high bandwidth and may not transmit. If in doubt, consult the VC service 01595 7 71255/6/7, e-mail:
3.1.2.
Room preparation
• Draw the curtains. If the curtains are not drawn, the image may “white out.” • Ensure participants are not backlit or you will transmit a silhouette.
• Avoid a ‘busy’ background so that the subject is clearly transmitted.
3.1.3.
Shots
It may be possible to set up preset camera positions at the start of the class so that views can quickly be changed from, for example, the teacher to the class/individuals.
4.
Planning your sessions
The main consideration must be the learning objectives and how best to achieve them. Among the key strengths of video conferencing are:
• The synchronous nature of communication • The ability for interaction
• The ability to create a sense of community amongst disparate groups of learners.
4.1.
Stage 1: Learning outcomes
Determine learning outcomes and relevant content, skills, knowledge etc, in advance. What do
you expect your learners to achieve?
4.2.
Stage 2: Teaching and learning activities
Plan the teaching and learning activities carefully. Ensure you provide variety and the
opportunity for interaction. Consider additional means of communication and support, such as e-mail and VLE-based activities.
• Ensure you have a well-structured lesson prior to the video conferencing session. • What delivery methods will you use and what activities do you intend to incorporate?
Lecture, discussion, small group work, quizzes, presentations?
• Use the video conference for activities that require synchronous interaction. Use the VLE for access to materials, self study activities, assignment submission, tests, asynchronous
interaction and synchronous text chat.
• Try not to restrict your sessions to a lecture style only. Plan a range of activities to vary the pace and add interest. Build-in question and answer sessions. Variety keeps interest and motivation high.
• Determine how you are going to moderate/supervise activities onsite/via VC link. • Assign small group activities with a task that can be prepared earlier/discussed later. • Make sure students have a plan of interaction for the session so that they know what is
happening and who they will be working with.
• Provide handouts, guidelines etc to your students in advance.
4.3.
Stage 3: Timings
Establish timings, allowing for technical considerations, call setup and shut down time,
introductions, and questions. Plan for interaction, breaks, and online/off line activities. Determine how long you expect to spend on each activity.
4.4.
Stage 4: Support materials
Plan the use of support material, both within and outwith the VC session. Books, journals,
handouts, video, Web-based materials etc. may be used before/after the session as required. • What materials will you use – PowerPoint, handouts etc?
4.4.1.
PowerPoint Tips
• Use a font size of 30-36 points or above. The font size should never be less than 20. This allows for visual clarity and forces you to be concise:
o Presentation title: 48 o Presentation subtitle: 36 o Slide Headings: 36-44 o Slide text: 30-36
• Make sure you have good contrast, for example, yellow on blue produces a clear, readable image. Avoid using red on green which will strobe or black on white which produces glare and causes eye strain.
• Content:
o use bulleted information as appropriate and do not overload screens with text o use single words or phrases not sentences or paragraphs
o make sure that images are clear. Do they add to your presentation? o make sure headings are specific and meaningful
• Layout:
o ensure your layout is consistent throughout o avoid overloading with text/images etc
• Delivering your PowerPoint presentation:
o Remember to pause at times so your audience can process what you are saying o Do not talk for long periods with the same slide on the screen. Give your
students time to read the slide and then turn the camera back to yourself. To maintain contact with your students, it's important that you are visible as often as possible.
4.4.2.
Handouts etc
• Put handouts and other materials into the VLE prior to the session as some documents may not display clearly on the VC. This way, students can concentrate more easily on the materials or use them for note-taking.
o Ensure the purpose of each handout is clear. o Make sure the instructions and layout are clear. o Include clear titles, headings, subheadings etc. o Text should be legible and not cramped. o Layout should be attractive.
4.4.3.
Copyright materials
Use of copyright material in an e-learning situation requires permission so please obtain clearance before transmitting any copyright materials.
If the session is being recorded, ensure you have permission from the copyright holders to record their materials.
4.5.
Stage 5: Contingency planning
Ensure that you have contact numbers for technicians and any other relevant support staff.
4.6.
Stage 6: Evaluation
Evaluate your session (this need not be formal) you might also like to include this as part of your reflective activities in your own personal blog.
• How successful was the session? What were the reasons for it being (less) successful? • How could you improve future sessions?
Ask for feedback from your students and regularly monitor the progress of learning. You may need to adjust your delivery format and choice of activities.
Remember, you can use the survey tool in the VLE to create an evaluation survey. The e-Learning template contains an example of a survey that you are welcome to use and adapt to
your purposes. Contact the e-Learning Team
5.
The video conferencing session
5.1.
Workshop for new users
Staff and students need to learn the basics of a video conference. Ensure everyone is aware of/has information on:
• technical aspects, such as using the mute button, etc
• video conferencing etiquette (see the Video conferencing: Etiquette document) • your protocols for teaching and learning by video conference.
5.2.
Preparing your students
• Communicate the purpose and outcomes of each session to students in advance. • Make available any preparatory materials and establish ground rules ahead of time.
Activities could be provided via the UHI VLE, or UHI Communities.
• If students are to take part in activities, contact them ahead of time with:
o Any relevant information, photographs, video footage
o PowerPoint presentations about a particular theme in advance so that video
conferencing time can be spent in discussing the topic under review.
o Information concerning expected student participation. Ensure your students know
how you wish them to make contributions.
o Instructions/printouts/questions o Prior reading/viewing/listening etc.
5.3.
Session practicalities
• Check that everyone can hear and see you and that you can hear and see everyone at connected locations. Note: There is approximately a three second audio delay.
• Check the image being transmitted—is it well-framed? For example, frame the face and upper body for a single person. Tutors should transmit a head and shoulders view. • Ensure that all students are in shot and that they sit together where possible. • Look directly into the camera to give the impression you are speaking directly to the
audience at the other end.
• Ensure that you mute the microphone when you are not speaking. Not muting the microphone can cause feedback and echo problems.
• Ensure that any discussions include attendees both in remote and local locations—face both the local and remote audiences.
• For extended contributions from one student, focus the camera on them with the student directly addressing the camera.
5.4.
Your first session
• It is likely that students will not know each other prior to your first video conference. Put a student list in the VLE stating where each is based prior to the video conference.
• Place a copy of the Video conferencing: Etiquette document in the VLE prior to the session. • Use name cards to identify locations and students and to enable tutors and students to
address each other by name.
• During the first session ask students to introduce themselves briefly or, if you have provided this as a pre-session activity, their partner in the remote location.
• Use an ice-breaker activity to encourage bonding across locations. See the Video
conferencing: Teaching guide for examples.
5.5.
At the start of each session
• Remind your students of the purpose and outcomes of the session at the beginning of each session.
• Explain/remind everyone of discussion rules and any special methods you may have for students to gain your attention.
5.6.
During the session
5.6.1.
Tips
• Use relevant visuals or audio to illustrate points. • Mute your microphone when you are not delivering.
• Build a break into sessions to give students a chance to stretch and talk. See the Video
conferencing: Teaching guide for examples.
5.6.2.
Your students
• Address students by name to personalise the session.
• Ask specific questions and direct them at individuals or groups to ensure as wide a participation as possible.
• Actively involve learners early and often, using small group or hands-on activity, reading, writing, discussion, and questions.
• Where there are relatively large numbers of students or students are not well-known to each other, ask students to state their name before making comments.
• Pause where relevant in a presentation so your students have an opportunity to respond/ask questions.
• Ensure learners have an opportunity to focus attention away from the screen so that activities are broken up.
5.6.3.
Teacher/student interaction
• Lack of feedback in a VC situation can make it difficult for a teacher to check
comprehension and that concepts have been understood. Provide adequate opportunity for students to ask questions and provide feedback during a presentation.
• If local students ask questions, check that these have been heard by students in the remote location. If necessary, repeat the questions.
• Do not leave images etc, up too long. If a teacher/student has stopped referring to an image, return to the view of the person speaking.
• Keep a note of student participation.
6.
Evaluation
It’s always possible to improve on sessions. You may want to provide evaluation forms for your peers and/or students to identify ways in which this can be done.
6.1.
Technical
• Were there any technical issues that need to be resolved before the next session? • Were you able to use the DVD recorder, PC etc? Were these the right choice?
6.2.
Learning outcomes
Were these achieved? If not, why not?
6.3.
Student expectations
Were expectations made clear to students prior to the session? Were these met?
6.4.
Activities
• Did you have the right mix of /appropriate activities? • Were students adequately prepared for these?
6.5.
Improvements
• How could the session have been improved? • What would you do differently another time?
• In what ways is VC different to f-2-f delivery? Are there any lessons to be learned?
7.
Catering for special needs and speakers of other languages
Students with special needs or who are speakers of English as a second language may be present. It might be difficult for such students to follow what is being said. Use:• Visual support materials • Session recordings
8.
Recording your session
Consider recording your sessions. Contact VC Services at
• You may wish to record a key session or a guest speaker. Recording a session means you can make the recording available in the VLE.
Note: You must inform your students that the session will be recorded.
• Recordings can be useful for support tutors who need to know what has been discussed, for foreign students and students with learning difficulties/special needs, or for students who have missed class.
9.
Who do I contact if I have problems?
If you need support for your session, it is best to contact one of the video conference technicians below:
• Bob Brandie: 01595 7 71255 • Roray Stewart : 01595 7 71256 • Leanne MacLeod: 01595 7 71257
10.
Useful sites
• UHI Millennium Institute: Video conference venues and contact details
• UHI Millennium Institute: Video Conferencing FAQs
• UHI Millennium Institute: Video conference contacts (local support)
