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Why Aren't You Videoconferencing?
Do you know where your video conference systems are today? Do you know who is using them, or if they are being used at all? Three years ago, every community college (and district office) in the state received a Venue2000 PictureTel video conferencing system funded through the Technology and Telecommunications Infrastructure Program (TTIP). As a part of Technology Plan I, all of the colleges would be brought onto a T-1 backbone with the CSU system for high-speed video and data transfer in a new joint venture known as 4CNet. The goal was to enable all new Tidal Wave II students to be able to access education any time, any place. It could not have been foreseen, however, that a technology revolution would come in the form of the Internet, and that the hype of synchronous teaching using video links would turn out to be just that, hype The process of supplying the colleges with video conferencing capability involves not only an initial output of over three million dollars from the Chancellor's Office, but also a continuing cost of at least three million dollars a year in subscription fees and other expenses. In each of the succeeding years of the TTIP, colleges have been asked to submit Certification Plans. What does your Video Plan project? Does it include administrative uses, staff time, and training? At some point, the State Legislature and Governor, who have also been willing to increase the dollar amount allocated to Technology each year, will be expecting some accountability. Yet, something is still amiss. Today, the colleges have not only a need for training to make use of video conferencing for instructional and administrative purposes, but more importantly, a need for a coordinated plan. As with any strategic, or coordinated, plan, there needs to be a person who has a primary responsibility to identify the need, assess the situation, establish a mission and develop goals and objectives to reach the desired outcome(s). Each college and district must look at their total instructional program and ask a few important questions:
Once your college ascertains that there are students who might access these classes, what are the next steps? Can your instructional program handle it? Do you have vibrant and eager instructors who would like to teach in the tele-video modality? Are they trained? Do you have a facilitator at the remote site? How are students enrolled, oriented, given normal student services; how do they get their books? Who handles tests and grading? When Tech Plan I was launched some years ago, it was assumed that the colleges and districts would sort out some of these questions and quickly integrate video conferencing into instruction and administrative arenas. It hasn't quite worked out that way. A few of the colleges have sorted it out and have been experimenting with international programs, or coordinated with middle schools and high schools, or brought in programming from museums, aquariums and other special programs, etc. By and large, it has been one or two individuals on those campuses with a special connection that makes it happen. As we approach Technology Plan II, it is clear that dominant distant learning modalities will include the Internet and television. Take the opportunity to map a direction for your campus and make use of your video conferencing equipment and serve your students and your college in new and innovative ways. CONTACT: Bonnie Easley recently retired as Distance Education Coordinator for Los Angeles Harbor College. She served as a Member of the California Community College Chancellor's Office Technical Advisory Committee on Video conferencing. |
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