Distance Education
The Distance Education Classroom
Equipment
Lesson Plans
Syllabus
Flow of Information
Visuals
Videoconferencing Etiquette
Assessment
Troubleshooting
Contact List
The physical layout and arrangement of the video classroom is one of the most important elements in the success or failure of the use of distance learning equipment. The classroom must be set up and equipped to ensure that learners at both the local and remote sites are able to see and hear the instructor clearly at all times. The classroom should be set up in advance to ensure adequate sight lines and audio transmission. This is accomplished by careful placement of television monitors, cameras, microphones, and desks.
While the goal of teaching in a video classroom is to make the experience as equal as possible for learners at both sites, there are accommodations that the instructor must make to ensure consistency in the quality of instruction. Extra consideration must be given to the development of lesson plans will be as successful in a video classroom as a traditional one. The development of a detailed course syllabus takes on more importance in a video classroom, especially for those learners at the remote site.
Another important consideration in the development of a distance learning course is the flow of information between instructor and learners. Besides accounting for the timely flow of information, the instructor should follow specific rules for the preparation and use of visuals in the video classroom.
Perhaps the most important accommodation that must be made in a video classroom is the establishment of rules of videoconferencing etiquette. Understanding the issues that can arise in communication using videoconferencing equipment can provide a better appreciation for the need to emphasize the establishment of a pronounced routine for communication between the near and remote classroom sites.
From time to time, equipment may fail in the videoconferencing rooms. The procedures outlined in this document under the heading troubleshooting will assist to provide a guideline for restoring connectivity as soon as possible. The document also outline procedures when the equipment must be replaced on a temporary basis. A contact list is provided at the bottom of this page if support is needed.
Equipment
A classroom intended to be used for distance learning using videoconferencing and web-based instruction should have the following equipment in the room at all times:
- Main video camera connecting near and remote sites
- Additional cameras mounted throughout the classroom to ensure video contact among students and instructor at both sites
- 2 large video monitors at each site showing both the near and remote sites
- LCD projector permanently suspended from ceiling that will display images from a computer screen, DVD/VCR, or document reader
- Microphone(preferably wireless lapel type) for instructor to ensure clear audio communication with students at remote site
- Additional microphones throughout both classrooms to ensure clear audio communication for all students at both sites
- Access to computers in or near both classrooms for web-based work and transmission of information back and forth between sites
Lesson Plans
The following suggestions are particularly important for instruction in a video classroom:
- Content should be organized in short chunks of instructional time—20 minutes
- Instruction should include teacher-student discussion and student-centered exercises
- Allow more time for instructional delivery in video classroom
- Focus on the use of visual presentation of content whenever possible
Syllabus
- Syllabus is particularly important in video classroom because it forms a contract between teacher and students and helps fill the void caused by physical separation between teacher and students
- Rules for attendance as well as entering and leaving classroom
- Rules for making eye contact and using microphones
- Process for paper flow of materials between teacher and students in remote classroom
- Deadlines for submitting assignments online
- Schedule of conflicting dates for class schedules between sites
- Procedures for issuing and collecting textbooks and other materials
- Procedures for students to follow in preparing and making classroom presentations
Flow of Information
- Create a UBlearns site that students can use to transfer course materials
- Provide access to fax machine, mail, and telephone to assist in paper/information flow from site to site
Visuals
- Visual information is generated by a camera, document reader, or DVD and converted to a television or computer signal
- Certain guidelines should be followed to ensure that visuals can be seen easily at all sites these include:
- Always use Landscape format and set a minimum 3” margin
- Limit visual slide to 8 lines and 36 characters per line
- Use 36-point font for headings and 24-point for subheadings in Power Point
- Avoid jumping/moving text in Power Point slides
Videoconferencing Etiquette for Students
- Speak clearly when recognized
- Look into camera when speaking
- Familiarity With each other
- Students should sit at same seats each class to facilitate recognition
- Consider using name tags or tent cards with student names in large print
- Devise ice-breaking activities to help introduce students from different schools to each other
Assessment
The following areas should receive emphasis when assessing the effectiveness of any classroom use of videoconferencing in order to continuously improve the quality of instruction in the video classroom:
- Technology
- Teaching Strategies
- Quality/Quantity of student interaction between sites
- Technology support services
- Student performance, attitude, participation
Equipment Operation and Failure
Learning to teach via interactive video presents an exciting and challenging opportunity for instructors. It is also just as new and challenging for students to participate in this method of instruction. Please arrange an appointment with
John B. Blyth to acquaint yourself with the technical aspects of distance learning teaching in Kimball Tower and the room in which the instruction will take place. John may be reached at 829-3882. You may also contact John through email at jbblyth@buffalo.edu. If you are teaching in Abbott Hall (HSL Library) you should contact DEVO for an orientation.
The interactive video method of instruction relies on high tech equipment at each location and at some point this equipment may fail to perform for a variety of reasons. An equipment failure could occur at one location only or affect multiple locations concurrently. When this happens at any location, the first step is to try to isolate the problem. There will be times when a power outage will affect an entire area or community, and not be a problem with the interactive system. At other times, a piece of equipment will develop operational difficulties that may be corrected by adjustments made on-site. If this occurs, please follow the procedures outlined:
Troubleshooting
1. Audio Problems
a. Other sites do not hear you.
Find out if it is all the other sites.
1. If it is all sites,check that the MUTE button is disengaged then check to see if they can hear you.
2. If that doesn't work call for support. See the Contact Information section.
2. Video Problems
Call for support. See the Contact Information section.
.
Contact Information
Kimball Tower:
John B. Blyth, MBA, MIS
Education Specialist & Web Developer
Kimball Tower Rm. 811
jbblyth@buffalo.edu
Tel: (716) 829-3882
Fax: (716) 829-2067
Abbott Hall:
Dave Shurtleff
Network & Video
Support Specialist
Distance Education & Videoconference Operations
Baldy Hall Room 200-E
University at Buffalo
Buffalo, NY 14260-1000
Telephone: 716-645-5525
Fax: 716-645-7983
dls29@buffalo.edu
Campus Support:
DEVO - Distance Education and Video Operations
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