Distance Learning

Training Resources

This page is designed to be a resource for Faculty seeking information and training in Distance Learning applications and pedagogy.

• Spring 2008 Training Materials
• Training in Compressed Interactive Video
• Word to HTML handout (PDF)
• Word to HTML handout (FlashPaper)

Training in Compressed Interactive Video

by Robert Craig and Clint Brooks This outline is part of a Compressed Interactive Video Training Course developed in 1997 for the faculty of the University of Arkansas at Fayetteville and NorthWest Arkansas Community College in Bentonville.

The outline is designed to inform the user about the basic elements of Compressed Interactive Video Presenting and Teaching. The links go to the sites and pages on the WWW that served as the resource material for that section of the outline. There is a bibliography that is available, containing all the WWW resources used to develop the training program as well as additional resources on using compressed video and distance education. Some portions of the outline are not linked because the information was condensed from a variety of sources or from the experience and knowledge of the instructors. There are no links for equipment due to the fact that a wide variety of systems are in use. Consult your local Compressed Video Facilitator or Distance Learning Coordinator for training on your system.

In addition, see the What is CIV? page.

A. Definition

1. Garrison and Shale's Definition (1987)

a. Distance education implies that the majority of educational communication between teacher and student occurs non-contiguously.

b. Distance education involves two-way communication between teacher and student for the purpose of facilitating and supporting the educational process.

c. Distance education uses technology to mediate the necessary two-way communication.

B. Why Teach at a Distance?

1. Reach a Wider Student Audience

2. Meet the Needs of Students Who are Unable to Attend On-Campus Classes

3. Involve Outside Speakers Who Would Otherwise be Unavailable

4. Link Students from Different Social, Cultural, Economic, and Experiential backgrounds.

C. History

1. First Generation- Non Communicative

a. 1700-1900 Correspondence

2. Second Generation- Production and Distribution of Teaching Materials- Distance Learning (Studying)

a. 1920's Slides and Motion Pictures

b. 1930's Instructional Radio

c. Late 1940's -1950's Instructional Television

d. 1960's-70's Audio and Video Tapes

e. 1960's-70's Educational Television Stations

f. Late 1960's-1970's Microwave Transmissions

3. Third Generation- Interactive Communication- Distance Education (Teaching)

a. Audioconferencing (Teleconferencing)

b. Computer Based

(1) Audiographics

(2) Internet (E-Mail, WWW...)

c. Videoconferencing

(1) Compressed Video

(2) Full Motion

(3) Desktop Videoconferencing

4. Two Forms of Distance Education

a. Traditional Correspondence-Based

b. Telecommunications -Based

A. How it works

1. Compression (CODEC:COder-DECoder) A Large Amount of Information Sent Through a Small Pipeline.

2. Audiovisual Effects Caused by Compression.

a. Video Delay and Ghosting

b. Audio Delay and Clipping (Echoing)

3. Point to Point vs. Multipoint

B. Equipment

1. Demonstration

2. Practice

C. The Basics of Presentation

1. Dress

a. Solid Dark or Neutral Colors

b. Avoid Bold, Complex Patterns.

2. Consider How You Like to Present.

3. Maintain Appropriate On-Camera Position.

4. Move and Gesture Slowly and Smoothly.

5. Make Eye Contact with the Camera Lens and the Audience at Your Location.

6. Speak in a Strong, Clear Voice- Adjust to the Audio Delay.

a. Double Usual Wait After Questions and Comments.

b. Reiterate Remote Comments.

7. Maintain Enthusiasm for Technology and Subject Matter.

8. Know Your Audience.

a. Communicate with Remote Participants by Name or Location.

(1) Make a Roster and Seating Chart for All Sites.

(2) Use Participant Names.

(3) Open with an Informal Roll Call.

9. Acquaint Audience with the Technology.

a. Establish Audience Protocol and Etiquette.

(1) Speak in a Strong Steady Voice.

(2) Be Courteous of Your Fellow Participants.

(a) Take Turns Speaking.

(b) Keep Noise to a Minimum.

(3) Inform the Instructor of Technical Problems.

(4) Interact! CIV is not Television.

D. Audio-Visual Aids (Preview on Compressed Video before Using!)

1. Overheads and Computer Presentations

a. Essential Visual Principles

(1) Use Visuals When Appropriate.

(a) Communicate the Idea.

(b) Aesthetics

(2) Text

(a) Size

(b) Style

(3) Landscape Orientation

(4) Margins and Essential Area

(5) Color

(a) Hot and Warm Colors Vs. Cool Colors

(b) Backgrounds

(c) Text and Foreground Graphics

(d) Contrast

(6) Arrangement

2. Pictures, Slides and Photos

3. Video (Videotapes and Computer Generated)

a. Keep it Brief.

b. Preview the Video, Check Audio and Other Technical Elements.

4. Documents

5. Handwritten Notes

a. Contrasts

b. Readability

6. Real Objects / Demonstrations

7. Internet

8. Other (Audio cassettes & CDs,)

A. Adapting Teaching Strategies for Classroom Presentation with Interactive Video

1. Humanize the Course by Focusing on the Students not the Delivery System.

2. Pre-Class

a. Encourage Classroom Interaction.

(1) Give Students Experience with the Equipment.

(2) Encourage Interaction Between Sites.

(3) Warm-Up Activities

3. Beginning of Class

a. Informal Roll Call

b. Questions and Answers

4. The Lesson

a. Preview the Lesson Objectives.

b. Short Instructional Segments (15-20 minutes)

c. Plan with Interaction in Mind and Alternate Learning Activities.

(1) Brain Storming

(2) Buzz/Breakout Session

(3) Case Study

(4) Debate

(5) Demonstration

(6) Discussion

(7) Field Trips

(8) Group to Group Discussions

(9) Group Work Sessions

(10) Guest Speaker

(11) Individual Practice Exercises

(12) Interview

(13) Lecture

(14) Panel Discussion

(15) Reactor Panel

(16) Role Playing

(17) Questions and Answers

(18) Trigger Video

(19) Video Clips

d. Summarization of the Lesson and Student Feedback

5. End of Class

a. Evaluate the Day's Lesson and Technology- Revise as Necessary

(1) Student-Teacher Interaction

(2) Time Management

(3) Technical Aspects

(a) Are the Students Comfortable with the Atmosphere?

(b) Is There a Better Way to Utilize the Technology?

(c) Were the Materials Effective?

6. Other

a. Visit Remote Sites if Possible.

B. Support Issues

1. Administrative Support

a. Instructional Materials

(1) Work with Facilitators (Local and Remote) to Provide Materials (Tests, Handouts, etc...).

(2) Keep a List of Addresses for Mailing Materials.

b. Support Technologies

(1) Telephone and FAX

(a) Have a List of Telephone Numbers (Facilitators, Rooms, Students, FAX).

(2) E-Mail and Listserves

(3) WWW

(a) Institutional Homepages

(b) Class Homepage (Administrative Information, News, Scheduling, Registering for the Class, etc...)

2. Instructional Support

a. Be Available

(1) Set Office Hours When You May be Reached by Phone.

(2) Provide a Variety of Ways for Students to Communicate with You.

(3) Arrange Schedule to Come Early to Class and Communicate with Remote Students.

b. Make Student Support as Equitable as Possible.

(1) Be Aware of Available Support Facilities at Remote Sites (Libraries, Learning Labs, etc...).

c. Support Technologies

(1) Be Available for Communication.

(a) Telephone and FAX

(b) E-Mail and Listserves

(2) Supplemental Student Support

(a) Stand Alone Software Packages

(b) Audiotapes and Videotapes

(c) WWW

(i) Class Homepages (Instructional Information, Syllabus, Examples, etc...)

(ii) Subject Related Websites

3. Troubleshooting

A. Distance Education Exists to Help Meet the Instructional Needs of Remote Students.

1. Identify Your Audience (Who Needs this Course and Why Do It by Distance Education?).

2. Make Sure the Use of the Technology is Appropriate for:

a. The Audience (Remote AND Local)

b. The Course Objectives (Not technology for its own sake)

3. Interactivity

B. Teaching Strategies to Remember

1. The Teacher/Student Relationship is Still the Primary Learning Relationship.

2. Interact With and Involve Your Students With the Lesson (Don't Be a Talking Head!).

3. Use a Variety of Resources to Communicate With Your Student.

C. Become Familiar With Whatever Technology or System You Use.

1. You Don't Have to Be an Expert.

2. Be Aware of the Possibilities and Limitations.

3. Know Where to Get Help.

Bibliography

For questions/comments on this content, please contact the Distance Learning Department.

This page was last updated on:  December 21, 2009 @ 8:51 am