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TIPS on Video Conferencing
It has been said many times that the "secret of getting ahead is getting started". While most of us would probably agree with this statement, those of us who have made a career out of real-time, instructor-moderated distance learning, would also quickly add, "if you don’t plan to succeed, plan to fail". With the Information Age’s emphasis on technology in learning, the counsel in both these statements has never been more relevant. In the final analysis, the ultimate goal of any learning institution should be servicing the needs of its primary customer: the student. In that context, real-time, instructor moderated, distance learning can effective tool to increase the reach and relevancy of learning in the community college system, however, in that same context, it is important to understand that a videoconferencing system and a true distance learning system are not the same thing. Let Your Customer Be Your Rudder There is an easy way to get a good feel for incorporation of technology into the distance learning application; audit a distance learning class, both as a near-end student, (a student in the same room as the distance learning instructor), and as far-end student, (a student not co-located with the instructor). This can be accomplished at a number of locations throughout the state. As you put yourself into this environment from the student’s perspective, consider the following: - Are the instructional goals being met? Lessons Learned Ultimately, the measure of any learning program is its ability to meet the instructional needs and goals of the student. In distance learning programs, this has some special considerations, such as: 1) What does the institution want to accomplish with its distance learning program, 2) What classes will best support those goals, 3) Who is best suited to teach in such an environment (not necessarily the instructor with the most experience), 4) What is the optimum class size, and 5) What is the best approach to delivery of the content and curriculum, both in terms of teaching methodologies and in promoting student interaction. Establishment of an institutional goal early in the process distance learning helps to foster the much needed support that every embryonic program needs. This goal should be set by administration, faculty, and students, and recognize that, from an interactive distance learning perspective, the classes initially chosen should the ones where the student-base would either desire, or require, a high degree of real-time interaction with the instructor. Other considerations undertaken by this group, would be factors such as which rooms would be used, and/or what other facilities, such as compatible educational and business building could made available. With regard to instructor selection, it should come as no surprise that teaching in this medium will not make a bad, or even mediocre, instructor better, but for the instructor who really understand the potential for this environment, it can produce remarkable results. Class size is also critical factor. While obviously driven by institutional requirements, most mature distance learning programs have settled on maximum class sizes at each site of about 20 to 30 with a maximum of three to four site per class. This number seems to promote both a high degree of interactivity, which is essential in this environment, as well as provide for comfortable facilities. Naturally, one of the critical success factors to any learning program is its educational content. In the Information and Nintendo Age, the technology to deliver this content at a distance should provide the instructor with the opportunity to utilize the multitude of computer and Internet-related multimedia titles available. Part Two will appear next month, and will cover Audio Characteristics, Video Characteristics, Equipment, and Room Characteristics. |
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