During an Interactive Videoconference

During an Interactive Videoconference

Orientation

Plan to set up a special interactive videoconference orientation session or incorporate an orientation into the first session. Allow at least one hour for the orientation.

Be prepared and rehearsed.
Start the session and all the following sessions on time.
Welcome participants, setting the program tone and pace.
Review the agenda and time allotted. Most videoconferences cannot extend past the allotted time.

Introduce yourself and site coordinators.
Explain protocol and distribute copies.
Discuss the expectations and roles of participants.
Initiate site-by-site introductions.
Encourage participation by direct questioning to individuals.
Demonstrate equipment and give participants ample practice time.
Introduce the program guide or syllabus.
Change camera position frequently, especially in a large group.
Take care of all administrative matters.

Developing Formats and Strategies

Interactive videoconference participants will spend a majority of the session watching and listening. Presentation skills are magnified through the lens of the camera and within the frame of the video monitor. Energy level is more noticeable, too. This applies to both vocal and visual energy. For this reason it is important to be enthusiastic while you’re instructing. The following are some suggestions:

Let your enthusiasm and confidence come through
Look directly into the camera lens when addressing the remote site(s).
Talk in a natural tone of voice.
Vary your inflection, expression and pacing.
Pause to draw attention.
Enunciate clearly.
Vary your voice pitch to add interest.
Stress critical points.
Smile to convey warmth.
Lean into the camera to invite participation.
Vary your message style every 10 – 15 minutes to keep participants involved.
If your alone at the origination site, focus your attention on the remote site(s)
If there are participants at your site and the remote site(s), divide your attention between the origination site and the remote site(s).
Model good presentation skills as you teach.
Incorporate humor.

Attention and Listening Skills:

Watch and listen carefully to pick up the style and idea cue of participants.
Note participant responses that you can reference; when appropriate it is important to paraphrase questions to ensure that others have heard and understood.

Personalization Skills:

Integrate personalizing techniques to gain information on individual backgrounds, interests, and group commonalties.
Incorporate stimulating techniques into the main body of your program to keep attention levels high and assist in maintaining attention.

Participation Skills:

Plan ways to engage participants to actively involve them in the sessions.
Plan for both individual and group participation.
Encourage participation between and within sites.

Setting the Stage

The first few minutes of your orientation or first session are very critical ones. They create the environment and set the tone for the following sessions. It is absolutely essential to plan and to be prepared.

Room and Equipment:

Make certain the room is set up appropriately for the class, with all necessary equipment in place.
Remove any clutter.
Set lighting for soft spot, back and fill light settings.
Avoid fluorescent lighting.
Avoid bright or dark background; blue or peach tones work well for a background color.
Keep objects, like plants, picture frames, window ledges, from appearing as though they are growing out of participants’ heads.
Check audio at each site; compose and set camera presets.
Before the orientation or first session, work with remote sites to ensure their awareness of these items.

Dress:

Avoid wearing white, red plaids, herringbone or busy patterns.
Avoid wearing the same color as the room background.
Wear soft and subdued colors.
Avoid wearing shiny jewelry or dangling earrings.
If you need glasses, use non-reflective lenses.

Program Sessions:

Start the program session on time.
Keep a roster of students, listed by site.
Be rehearsed and prepared.
Allow ample time for participant responses.
Encourage everyone to participate
Take a sufficient number of breaks
Follow-up on all questions and give necessary feedback.

Participant Responsibilities

Participating via interactive videoconferences is an experience quite different from passively watching television. It is participating in an interactive learning experience and that require awareness, respect for others, discipline, and responsibility. Participants need to:

Learn about the interactive videoconference environment.
Be open to the interactive videoconference experience and remember it is not like watching television.
Concentrate on the session.
Follow the interactive videoconference protocol.

Respect other participants within the site and at remote sites.
Respect the instructor and the site coordinator.
Ask for clarification of rule and questions.

Actively participate in the sessions and share experiences when appropriate.
Try not to monopolize discussion
Encourage less active participants to participate.
Help out when need.
Take advantage of outside workshops for study skills and test anxiety.
Take responsibility for self-support.

Learn about various reference resources and how to access them.

Element	What	Why
Opening	Welcome participant Program name and length Site locations	Provides framework and gives participants a sense of context.
Introductions	Introduce self Camera close-up Short bio With the participant roster: Ask each participant for a short site-by site introduction	It is important for the participants to know you as a person Personalizing is very important
Expectations	Discuss expectations	Helps clarify misperceptions and serves as an advanced organizer.
Equipment	Explain equipment and demonstrate; let the participants practice.	Explaining puts the participants at ease
Administrative items	Explain help-line Breaks Site rules	Helps calm anxiety

Creating Interaction Activities

The interactive videoconference environment leads to an emphasis on interaction. Interactivity can involve participants at remote sites, during sessions and off-site for individual, group projects and communication. Interaction activities should be short, intense, well-planned, match with objectives, be meaningful, enjoyable, involving, and shareable. Interactivity spans the spectrum from simple to complex and includes strategies to:

Present
Personalize
Show
Participate
Question

Students are more apprehensive of new learning situations. The distance instructor must quickly establish a rapport with students to enhance the effectiveness or the presentation. Involve the students through interactive techniques. Getting the students involved helps to eliminate apprehension. Videoconferencing is a unique method of instructional delivery because it allows groups from many different areas to share their knowledge, experiences, and backgrounds. This creates the opportunity for a more interesting diverse class. However, each site could form its own independent group is students do not become comfortable speaking over the system. They feel more comfortable with the individuals at their local site and do not make an effort to develop relationships with those at remote sites. This leads to side conversations and can ultimately divide the class. Using multiple interactive techniques adds variety, stimulates student interest, and leads to greater participation and active learning.

Below are twenty-five activities categorized according to these strategies:

Present	Personalize	Show	Participate	Question
Mini-lecture	Name use	Objects	Readings	Question & answer
Guests	postcards	Pictures	Fax/e-mail	Black box
Interviews	Biographies	Trigger video	Groupwork	debates
Case study	Bio booklet	Participant Video	Field trips	quizzes
Storytelling	Dialogue	Simulation	Lab sessions	Fish bowl

Facilitating Questions

As the facilitator or instructor, you will want to encourage participation and interaction from all sites by specifically calling on individuals at various sites by their first names. This not only allows you to remain in control of the classroom, but also makes those at the remote site feel included. Participants should be informed of what policies the instructor regarding interruptions and questions.

It is important to break the class up into 10 – 15 minute sections. With this type of environment, it is hard for students to pay attention. This allows questions, review of material, or allow for feedback. This not only breaks the pace of the class but also allows the students to inform you the instructor if a problem exists with the technology or if they are having problems hearing.

Contingency Plans

No matter how much you preplan, because there are so many variables, there are things that will go wrong. Do not panic - be creative.

Program Component	Situation	Contingency Plan
Materials	Materials arrive late at the sites even though you thought you had sent then in with ample time.	Use the document camera to share the materials with participants.
Equipment	The equipment has been checked, you begin the session and unexpectedly the video is lost from on of the sites. While the site cannot see you, it can hear you.	Continue the session with audio for that site, but remember to describe what the site participants can not see. Redial the system.
Participants	Several participants monopolize the question-and-answer segments, keeping others from contributing	Be more directive. Direct questions to specific sites and specific participants.
Activities	You have planned a group interaction at each site. Because of extenuating circumstances, one of the sites has only one person.	Have that person become part of another site group. If the group is doing their planning during break time, have the person participate by phone.
Sessions	There is an extreme storm, or the instructor has become ill. The result is a session cannot be held.	Plan for a contingency session in, an additional calendar date, in the event of bad weather of illness of the instructor.