Skype in the classroom
“Skype in the classroom” is a free global community created in response to, and in consultation with, the growing number of teachers using Skype to help their students learn. The new online platform is a good way to find each other for collaborative projects and shared learning through.Teachers can use the tool to collaborate with other teachers, and find partner classes and guest speakers. Skype in the classroom is designed to help like-minded teachers find each other and relevant projects according to search criteria such as the age groups they teach, location and subjects of interest; and teaching resources can be easily shared and found.
The platform, which has been in beta since the end of December 2010, currently has a community of more than 14 000 teachers with nearly 700 hundred active projects and about 500 available resources.
Teaching with Interactive Video: A Faculty Orientation
This IP Videoconferencing Training Manual includes the format for OSU's past faculty training sessions on IP videoconferencing, going into the involvement of the class, and includes distance learning evaluation forms.
I. Introduction p. 1
- What is Distance Teaching Technology?
- Who Can Teach With This Technology?
- How Can Distance Teaching Help You As A Teacher?
- What Do Students Think of Video Conferencing?
- Where Does Distance Learning Take Place?
- How Do You Begin?
II. Instructional Strategies for p. 6
- Video Conferencing
- Setting Expectations
- Teaching Tips
- Keeping Everyone Tuned In
- Encouraging Dialogue
- Dealing With Technical Difficulties
III. Management Issues p. 10
- Scheduling The Class
- Building a Team
- Setting Up The Facilities
IV. Credits and Bibliography p. 12
V. Handouts and Forms p. 13
- TIP Sheet for Students Using
- Video Conference Technology
- Audiovisual Guidelines
- Usage Agreement
- Evaluation Forms
New Technologies for Learning: Contribution of ICT to Innovation in Education
“New Technologies for Learning: Contribution of ICT to Innovation in Education” tackles the key questions concerning the impact of technology on education. This publication is the result of a study commissioned by the European Round Table of Industrialists (ERT) to LINOV (Leuven Institute for Innovative Learning) at the K.U.Leuven, Belgium.
The authors adopt a dynamic and constructive stance: education should neither eagerly and blindly embrace the oncoming ICT wave, nor passively and reluctantly surrender to it, nor should we make sceptical or defensive attempts to keep it out. Instead, education should actively create new powerful learning applications from the potential of ICT. An open but critical analysis of the new learning opportunities should be conducted, as well as a careful assessment of the critical success factors. For the practical implementation of ICT-based innovation in education a systemic approach to the learning process as well as to the educational system is essential.
Part 1: Knowledge-base on ICT, learning and education
Part 2: What will it look like: ICT and the educational systems of the future
Part 3: Implementation scenarios
General reflections and recommendations
It's A Bit Like Star Trek': The Effectiveness of Video Conferencing
This paper presents an evaluation of the effectiveness of video conferencing as a teaching and learning medium within the area of early childhood studies. The methodology consists of questionnaires administered to the early years' tutors who taught on the course and to students in both Belfast and Armagh (remote site). Findings indicate that students at the remote site have developed learning strategies and skills for dealing with the video-conference lecture. Tutors have had to adopt a formal style of teaching and this has had an effect on how lectures are presented. Furthermore, it is recognized by tutors and students that a tutor needs to be present at the remote site in order to facilitate discussion and deal with questions and problems.
The Videoconferencing Guide- All you need to know about videoconferencing
"In the following pages you will learn more about the basics of videoconferencing, and about the different videoconferencing solutions offered by TANDBERG. We offer guidelines for selecting a system, designing a conferencing room, choosing a network, as well as tips for running a powerful meeting and creating effective presentations. For readers who are new to videoconferencing, this will provide a valuable introduction. For those who are already using videoconferencing, this booklet will be a useful reference tool."
Table of Contents
- What is Videoconferencing?
- Videoconferencing Brings Benefits to Your Business
- The Industry
- Standards and Compatibility
- Call Quality
- Selecting Your Network
- Who is Using Videoconferencing? Applications and Benefits
- TANDBERG Case Examples
- How to Select the Vendor and System to Meet Your Needs
- TANDBERG Videoconferencing Solutions
- Designing Your Videoconferencing Room
- How to Conduct a Powerful Meeting and Give an Effective Presentation
- A Final Word
- Appendix: TANDBERG Corporate Background
Blueprint for Interactive Classrooms: Handbook
"The Blueprint for Interactive Classrooms project is about designing and building interactive classrooms for teaching distant learners using various audio-visual technologies which allow teachers and learners to interact over a variety of telecommunications networks in a cost-effective and pedagogically sound manner.
This handbook provides step-by-step guidelines for designing, building and using interactive classrooms - tailored to specific needs - which promote telepresence with audio-visual technologies such as videoconferencing and television as the main means of communication."
You can download excerpts from some of its chapters.
2. Building an Interactive Classroom: The steps
Task 1: Designing the Teaching and Learning Activity
Task 2: Designing the Teaching and Learning Environment
Task 3: Sound: A Key Requirement
Task 4: Choosing and Buying the Technology
Task 5: Furniture and other items
Task 6: Installing the Classroom
3. Testing it Works
4. How to Use the Classrooms:
Guidelines for Teachers
Guidelines for Learners
Guidelines for Tutors and Facilitators
Guidelines for Managers
Guidelines for Production/Technical Staff
Guidelines for Cleaning and Room Maintenance Staff
6. Case Studies:
University College Dublin, (UCD)
Katholieke Universiteit Leuven, (K.U.Leuven)
Université Nancy 2 (UN2)
Politecnico di Milano, (POLIMI)
Helsinki University of Technology (HUT)
Glossary of Terms
World TV Standards
References and Further Reading
Video Conferencing White Papers
This web page lists publications (white papers) of Tandberg about videoconferencing.
A Teacher's Guide to Videoconferencing - How to Plan, Produce, Present, Manage, and Assess a Distance Learning Class
This Teacher's Guide from 2000 is a text-based web site which gives "information and advice regarding one particular model of distance learning, the delivery of full courses. It also assumes that the environment for course presentation includes . . .
* multiple receiving sites
* full classes of students at those sites
* room-size videoconferencing equipment and facilities at the sending and receiving sites
* certified teaching staff present at all sites with the student groups
Other important instructional uses of videoconferencing NOT directly addressed here include supplementing classroom instruction, connecting students to outside experts, promoting cultural interaction and comparisons, collaborative student projects at a distance, and providing remote support for students with special needs."
TABLE OF CONTENTS
- Classroom Management
- Sample Assignment for "An Arctic Year" Web Site
- Videoconferencing Resources
Virtual Seminars - Creating new opportunities for universities. Experience and Best Practice from the VENUS Seminars and Summer School
VENUS aims to internationalise prestigious courses, with international scope and importance, in each member university through virtual mobility, open to both students and citizens.
# The VENUS Handbook entitled 'Creating New Opportunities for Universities' has just been published. This handbook is based on the experience of the partners in the VENUS project who organised Virtual Seminars on a broad range of European subjects and a Summer School on the Use of Social Software in Business and Higher Education. http://www.venus-project.net/images/Venus_gids_v05.pdf
# The VENUS Platform, an online Platform which was created to support the main outcomes of the Venus project.http://www.venus-seminars.net
The Nature of Interaction in Educational Videoconferencing
This is a Master of Education thesis from 1999 by Carol Daunt. The study investigated the nature of interaction that can be achieved in educational videoconferencing and what adaptations (if any) to teaching and learning strategies are necessary. In particular it examines the following:
1. What impact does the technology have on the interactions?
2. Do lecturers have to make adaptations to teaching strategies?
3. Do students have to make adaptations to learning strategies?
4. Can a ‘dialogical’ approach be used effectively in videoconferencing?