Video Conferencing in BUSCIT
- 1. Video Conferencing in BUSCIT Author: Sharon Muncie Date: 09/08/09 Introduction/overview: (A short description of the project, the purpose or problem to be solved, details of learner cohort, typical needs and level of ability.) In an effort to raise achievement and retention across the whole school we intend to pilot a blended distance Learning programme for HNC students and National Diploma learners. Two units will be piloted with this approach Systems Analysis and Database design with the HNC and IT Project for National Diploma where learners are required to collaborate on and develop an application together. We will focus on the technologies used for synchronous and asynchronous communication. Synchronous communication is simply communication that happens at the same time, immediately, a give-and-take e.g. live web conference. Asynchronous communication, on the other hand, is communication that can wait e.g. email. Intended outcomes: (What did you hope to achieve by using mobile devices in this way?) Our focus is in maintaining and improving the quality of 16 -19+ provision and raising success rates of which there are number of challenges. We are currently addressing the difficulties of employed learners, which has led to a reduction in the hours to deliver Level 4 course content. We are also focussing on further enhancing the learners skills at Level 3 and 4 in becoming autonomous learners through engaging in online learning. Addressing the challenge: (Practical ways in which the devices were used with the learners to address the issues described in your introduction/overview.) We introduced video conferencing sessions to the scheme of work, this meant that there would be four sessions over the academic year which would take place at a time and place to suite the learners. The conference included a live lecture with accompanying lecture slides and additional work for learners. We also hoped that the learners would also use the technology independently. Outcomes and Benefits: (Describe what was achieved through the use of mobile teaching/learning and any benefits that arose from this. Was the challenge overcome? Please include any unintended outcomes that were not planned for. Please describe outcomes and benefits in relation to learners, teachers, the organisation etc.) The project was rolled out with HNC students studying in the evening. It is very important to get the students involved from the start, other cohorts were not so happy to be offered this type of learning they preferred to see the tutor face to face, we therefore included video links wherever possible. The dates for each conference were listed in the Scheme of Work, this gave learners opportunities to plan for the video conference. We used a variety of video conference software available free over the internet, see annex 1 for our evaluation criteria. The software works fine outside of the college, however we had a number of issues using the software on the college network and decided it would be better to test externally to find the most suitable software and to follow this up by testing on the college network.
- 2. Learners were exposed to a variety of different video conference software, at its most basic learners require an internet connection (preferably broadband) and a PC with speakers. Web cams are not a necessity. All of our students had minimum requirements however, this may not always be the case and this must be discussed with the learner as soon as possible. Benefits to the tutor; the live conference could be recorded so that the lecture is available on VLE, however tutors must ensure that are confident with the technology before they broadcast. Learners will use interest very quickly if they have to trouble shoot technological problems before the lecture Learner’s reaction: (How did the learners react? Please include quotes from learners.) After trialling a variety of different free software; Skype was voted the best and easiest to use by the learners. However due to the nature of Skype we are unable to use this over the college network. However learners stated they would be more likely to use this package when discussing things with others outside of college. Learners were unsure why video conferencing should be better over face to face, some learners had difficulties in finding a quiet space in the home to take part in the conferences. Some investigated using “work PC’s” and internet cafes. As the project proceeded learners came to grips with the software quickly, they valued the tutors time in delivering a session in the evening. They stated a benefit was that they were able to watch the recording of the lecture afterwards Teacher’s reaction: (What was the reaction of the teaching staff involved? Please include quotes from the teacher/s) The teachers were enthusiastic however, were disappointed at the limitations provided by the institution. Further research has enabled us to recommend one company GoToMeeting and the issues over network access have been addressed by NT. The software has been deployed to staff taking part in the project and a few conferences have taken place to test how this works on the network. Further testing is required in computer labs. It is really clear that teachers need to make sure they are confident in using the software before they broadcast otherwise a one hour session can increase due to trouble shooting technical problems Managers’ reactions: (What was the reaction from members of the senior management team? Please include quotes from senior manager/s.) Managers in the school were keen to ensure that any technical difficulties were overcome. Discussions were also held on the need to provide a quiet room for tutors within the college to undergo further video conferences next academic year. Managers were also keen that the conferences undertaken were part of a tutors timetabled hours. Assessors’ reactions: (What was the reaction from assessors? Please include quotes from assessors.) We received excellent feedback from the assessor, stating best practice in using new technologies. The assessor recommended the course tutor to another institution in Basingstoke and meetings were held with these tutors to discuss new ways of delivering content online. This relationship is ongoing where both Sandra and myself are acting as critical friend to the course team at Basingstoke.
- 3. Key messages and lessons learned: (Problems encountered and how they were solved, what worked and what didn’t work with respect to intended outcomes, any tips and trips?) • Make sure that learners know from the start that they will take part in conferences and clearly set dates in Scheme Of Work • Check that learners have a quiet space to take part in the conference • Ensure that tutors have tried out the software before a “live broadcast” and be prepared to trouble shoot technical problems. If the technical issues are too difficult to solve re- schedule the conference • Develop rules of etiquette for online conferences and brief learners before the session • Ensure that all documents related to the conference are available on the VLE and record the session for later use. • Encourage the learners to complete other conferences outside of the timetabled sessions and record the sessions to upload to VLE • Use the conferences for one to one tutorials and whole group sessions Next steps: (How will the tutor/s and learner/s build on what has been achieved?) Provide one to one support to learners related to the qualification Provide one to one pastoral support via the ES Team and Learning Facilitator Collaborate with other institutions in the consortium to deliver key sessions Collaborate with employers and HE for specialist sessions Materials, resources and links: (Please include resources or weblinks that were used as part of the project) Blog which is currently under construction http://videoconference-smu.blogspot.com/ Course materials on VLE
- 4. Annex 1 Evaluation Criteria for video conference software tested - It is difficult to find one software which will cater for all of our needs, we are testing each software against the following criteria Software 1 to 1 1 to Many Headphon Share Share Can it run Can it run well es different deskto on college outside college micropho file p student network ne formats network Speakers webcam Dim Dim Yes Yes up to 20 Headphon yes Yes No, Yes no issues guests in the es or bandwidth with bandwidth or www.DimDim conference speakers is streaming video .com microphon squeezed e& which webcam means cant stream live video Speakers or headphone s only required by guests Acrobat Yes Yes but no Headphon yes Yes Yes, Yes no issues more than es or however with bandwidth or www.acrobat. three speakers bandwidth streaming video com microphon is e& squeezed webcam which means there are breaks in Speakers the video or headphone s only required by guests Skype Yes video & Yes but only Web cam Yes but it Yes but Yes, Yes only issues sound sound is an it is an however related to home www.skype.c Microphon additional addition bandwidth broadband om e plug in al plug is connection when headphone which must in which squeezed connecting to s or be must be for video multiple persons speakers purchased purchas calls ed?? Speakers But voice or only calls headphone have a s only very good
- 5. required by reception guests Web cam if video call taking place Google Talk Yes but only Yes but only Microphon No file No Maybe the Only issues sound sound e sharing same related to home www.google. headphone restriction broadband co.uk s or as connection when speakers applicable connecting to Skype Live@EduLiv Still to test e GotoMeeting Yes sound & Yes sound & Microphon Yes Yes Unable to Only issues video video e run on related to home however however only headphone college broadband only used used sound s or network connection when sound due due to speakers due to connecting to restrictions licence restrictions with the trial restrictions with the trial version Web cam This has Video has been version maybe now been tested and works needed if completed well with sound full version and used deployed to staff machines Notes • Your case study should be no more than 2 sides of A4 in total • Please supply electronically the following any supporting images or video with completed image release forms for any learners or staff included in the images