TABLE OF CONTENTS

Introduction

Planning

Production

Presentation

APPENDICES

Sample Assignment for "An Arctic Year" Web Site

Videoconferencing Resources

Presentation

Whereas Production applies to organizing the tools for delivery, Presentation refers to planning and delivering the lesson.

Classroom Design

The participating sites will typically be autonomous classrooms, and the physical arrangement of each should allow for positive interactions between teachers and students, and among the students themselves. Prior to the first videoconference, the lead teacher should work with receiving sites to decide the best arrangement of classrooms given typical lessons, space, and resources. Though arrangement of tables and desks may change depending on a lesson's activities, there are two essential considerations in designing a videoconference classroom.

All sites should have the hardware and software necessary to carry out a videoconference and the supplies to deliver particular lessons
All or the majority of students should be on camera and able to see the presenting teacher

Some classrooms use long tables stretching away from the camera while others arrange desks or tables in an arc in front of the camera, but the key to classroom design remains arranging students and furniture so that the lead teacher teaches to all students.

Other elements of classroom design enhance both the individuality and interdependence of sites. Lead and teaching partners can work together to create engaging environments, or students themselves can take on such projects. Bulletin boards displaying student work or other materials can help create a comfortable learning environment that expresses each site's personality.

Delivery Pattern

How often you use videoconferencing (on air/off air delivery) varies with content, type of student activity, and teaching style. For example, the Alaska format was 3 days on videoconferencing and 2 days off:

Day 1 -- on-air planning and preparation for student projects

Day 2 -- off-air for students to work on their projects

Day 3 -- on-air for students to get feedback from lead teacher

Day 4 -- off-air for continued working and revising based on feedback

Day 5 -- on-air for students to share their final projects with lead teacher and all sites.

Lesson Planning and Delivery

Teachers who lead videoconference classes must consider the particular challenges of the technology when planning a day's lesson. Involving off-site students, coordinating with teaching partners, and anticipating problems with equipment--these are all part of preparing for a successful videoconference.

Lesson Planning. These tips for planning a lesson for a videoconference class are for lead teachers.

Develop a script for each class, detailing material that will be covered, activities used, and hardware and software necessary.
Outline how the lesson will proceed, and post the schedule on the document viewer for students and teaching partners.

Print this outline so that a hardcopy is available if there are problems with the document viewer.

Use graphic displays, such as transparencies, to help students follow the lesson and identify key points or information.

Print out graphic displays in case the viewer fails.

Post graphic displays to class Web site, or send them to teaching partners and/or students via e-mail.

Keep an electronic and/or hardcopy file of script, displays, and other materials used for each lesson.
Consider the most effective ways for student interaction and participation based on time and the lesson's objectives; this can occur:

Among all sites over the videoconference.
At each site while keeping the videoconferencing connection open.
At each site with the connection closed and later shared briefly with all sites over the air.

Include activities that address all learning styles.

Delivering a Smooth Lesson. Class procedures set a tone for interactions between sites and let students know what to expect from instructors and what is expected of them. For one-time videoconferences, procedures provide guidelines to help participants make the most of their time together. For recurring videoconferences, such as weekly classes, procedures establish routines and expectations for students and teachers for every meeting.

One year we had a major problem with our microwave link and were unable to connect with our distant sites for close to a month. Through the use of e-mail and our Web site we were able to get our classes going. We had regular contact with the teaching partners at each of the six sites and, other than a few expediting issues and some telephone explanations about lesson plans, we felt the situation was as good as could be expected.

Provide lesson plans, assignment sheets, rubrics, and checklists to teaching partners in a timely manner. Consider posting them on a Web site to eliminate confusion and keep communication open.
Establish procedures to distribute and collect assignments, supplies, etc. One student may be assigned to pass out supplies, another to collect assignments and supplies. Rotate these duties until every student has had a chance to contribute to the orderly operation of the videoconference classroom.
Establish a method of communication between the lead teacher and students. E-mail is useful and adds a personal element to distance education.
Have equipment and supplies readily available but not in open view. If materials are out, students may be distracted by the objects and not listen to instructions.
Arrange seating so that students are on camera. Rotate students who appear on camera so that all students will have an opportunity to be seen.
Establish and follow routines for beginning and ending class times, and for particular activities. For example, students should be seated and ready for class when the bell rings, and should always begin each class with a writing assignment.
Start class with an activity. A sketchbook, puzzle, journal assignment, or other writing assignment gives students time to settle down and time for sites to connect.
Take roll of sites every class session. Rotate the order in which sites are called, and ask each site a specific question as a way of checking in.
Allow each site to design an identifying sign or poster to serve as a backdrop for their classroom. Display this sign or poster on camera as soon as a connection to the presenting site is made. This enables the lead teacher to easily identify which sites are connected.
Review videoconference rules and etiquette with students. Students should be respectful of their classmates, teacher, and partnering teachers.
Assign a student responsibility for using videoconferencing equipment (e.g., document camera, connecting, etc.). Rotate this responsibility.
Encourage participation from all students rather than focusing solely on students in either the presenting classroom or far-site classrooms.
Help students develop patience when using new equipment or software, or when they are working a new classroom setting.

Coordinating with Teaching Partners. One of the most enjoyable experiences of planning and producing a videoconference is working with teaching partners. Partners can bring unique perspectives to lessons, enhance the lead teacher's delivery, and enrich students' experiences. Teaching partners are the key to instruction at receiving sites and thus to the success of a videoconference. To ensure a smooth lesson at all sites, lead teachers should:

Share lesson scripts and graphic displays with teaching partners at all sites so that they can keep pace and give students specific and timely instructions
Provide ready-to-use images or detailed instructions for displaying images if teaching partners have no experience with equipment or supplies
Know ahead of time if some sites will be unable to participate in the videoconference due to equipment problems or scheduling conflicts
Remind students of class procedures and clearly state any changes in these procedures
Train teaching partners and students on new hardware and software before they are used for a videoconference
Work with guest presenters so that they are familiar and comfortable with videoconferencing equipment
Ensure that each site knows what to do during the remainder of class if the videoconference connection is lost

Communicating with Teaching Partners. These tools help lead teachers and teaching partners keep in contact before, during, and after a videoconference.

E-mail is personal and saves time. Communication can be sent to individuals or the entire class by creating mail group or distribution list.
A Web site can be used to post lesson plans, assignments and resources for teaching partners as well as students.
A fax can be used as backup tool. Though expensive and time consuming, faxing materials may be necessary for last-minute changes to the lesson.
Regular mail is the last resort for videoconferencing communication. Mailing materials takes a great deal of time, but may be the only way to get supplies to teaching partners. Plan ahead for this delay.
Video camcorders and digital cameras record in- and out-of-class activities to share with other sites during the videoconference.
Telephone and voice-mail are useful in clarifying instructions or e-mail communication.
Face-to-face site visits are necessary for the lead teacher. They are an excellent way to establish relationships with students and teaching partners.
Internet chat rooms or bulletin boards provide students with immediate feedback from the lead teacher. Real-time chats require coordinating times with far-site teachers and students.
Contact information for off-site technical support should be available at all participating sites and accessible to lead teachers, teaching partners, technical assistants, and student-assistants.

In 1991, I taught an art class for the North Slope Borough School District using videoconference technology. We had no idea of the capabilities of the medium and no idea how to use the medium to deliver instruction. Needless, to say we did lots of things that could have been done in more expedient ways had we known.

We wished many times we had someone to speak with about the best or better ways to deliver instruction. In many ways, it was like teaching blind. We did things and then waited for the reaction. We were almost clueless. But, we were dedicated and determined to make things work for our students.

I was determined to comment on every piece of art produced in 7 villages by 75 + students. Teaching partners packaged artwork and sent it to me through the mail. It took weeks for the art to arrive and I spent weekends commenting, matting and sending it back to sites. This process took a month to complete. Feedback in this instance was certainly not timely. I also spent hours every Friday sitting by the fax machine faxing assignments and lesson plans to sites. Of course, back then we didn't have a school district Web site and we were just beginning to learn the capabilities of e-mail.

It was a lonely teaching experience. My only colleague was the videoconference math teacher who was located in Barrow, 310 air miles away. I felt deep depression regarding the effectiveness of the class two months into instruction. I shared this with my colleague and he indicated the same feelings overwhelmed him at about the same time. Over the years we have found this phenomenon to be consistent for teachers who have delivered classes via videoconference. I must emphasize that videoconference instructors and teaching partners need to receive lots of support.

Looking back on this experience I will have to say that I tried to do too much and in the end depleted my energy. I could have made things a lot easier for my students, my teaching partners and myself. I think that everything probably took twice as long as it would take us now.

Eight years later, I was fortunate to have an opportunity to teach another videoconference art class. Students shared that students who participated in the class eight years ago still have their artwork proudly on displayed on their walls at home. I feel that the students I taught would not have had the opportunity to take an art class without videoconference technology. Student experiences illustrate the value of videoconference education.

Assessing the Videoconference

Know how students will be assessed in videoconference classes, and share this information with both teaching partners and students
Provide opportunities for teaching partners and students to give feedback on the videoconference experience and procedures
Revisit procedures occasionally and make adjustments for smoother, more effective videoconference presentations based on feedback

Videoconference Session Plan

The session plan below divides preparation for a videoconference into four sections: Presentation, Production, Management, and Assessment. The italicized text highlights considerations for each stage and step.

Videoconference Session Plan

Goals of Course	Articulate goals of course and the role of videoconferencing in achieving them Share goals with teaching partners and students
Objectives	Consider and plan for day-to-day activities and lessons that lead to accomplishments of overall goals
Team Members	Identify every role that must be filled to carry out videoconference lessons and who will fill those roles
Responsibilities	Define and agree on responsibilities of each team member

Presentation: What presentation methods will best meet lesson objectives and effectively engage students?
Demonstrations	Script any demonstrations Have necessary supplies easily accessible; if demonstrations will be performed at receiving sites, ensure those sites have necessary supplies Arrange cameras and other equipment to clearly show demonstration Complete preparations for demonstration before the videoconference connection is open Consider what students should be doing during the demonstration; having them work during a demonstration can help with time constraints but may distract them from the lesson at hand Practice demonstration beforehand to know how long steps will take; allow for extra time if far-site partners or students will participate in demonstration
Graphic or Digital Images	Use graphic or digital images to clarify important points, stimulate discussion, or expound on a subject Use images relevant to students; use a digital camera or scanner to capture them Use captions and labels to clarify the meaning of images Keep images simple so that they display clearly and cleanly Create continuity and connections for students by using the same images on class Web site and e-mail as in presentation Provide images to teaching partners and students for their own use
Overheads	Use a document viewer to display information traditionally displayed on an overhead projector Create overheads in the landscape layout (11" x 8 ^1/2")—most monitors display in landscape rather than portrait Use large font sizes and dark colors for lettering overheads and off-white or light colored paper for background so that documents display clearly on monitors Limit text on overheads to six or seven lines Send documents or post on class Web site
Work Samples	Prepare work samples or examples before the videoconference Use a scanner, camera, or digital camera to create images of samples that can be displayed on the document viewer Create a series of images to show the stages in creating the finished example Provide receiving sites with opportunities to share work samples and other material Post work samples to the class Web site, or send via e-mail to share with teaching partners and students

Production: What hardware, software, or other equipment are required to produce the videoconference?
Equipment	If possible, use a separate computer for displaying overheads and scanned images than the one for viewing the videoconference sites (Using the same computer for displays as the videoconference CODEC can cause difficulties—if the computer crashes then the videoconference connection will be lost) Connect VCR, or laser disk or DVD players to videoconferencing equipment to directly display images and audio to receiving sites
Supplies	Carefully consider all of the supplies presentation requires of presenting and receiving sites; have supplies close during the presentation
Software	Know what software programs a presentation will require
Interactions/ Participation	Plan ways that help students at all sites engage the material and each other Detail expectations and procedures for student participation; remind students of these procedures periodically Communicate any special instructions for participation during particular lessons or activities before the videoconference begins or at the start of the class
Activities	Allow students to participate in at least one activity during a videoconference (videoconferencing as an effective educational tool diminishes when students only watch a television monitor and listen to a lecture) Plan activities that engage students’ multiple intelligences
Projects	Plan steps for projects and develop a rubric so that students and teaching partners know what is expected of them Work with teaching partners to identify any concerns or problems early on, and to ensure projects keep on pace Allow off-air organization and work time for students Plan for on-air updates from receiving sites Consider holding individual or group videoconference meetings with students if necessary
Questions	Allow for all sites to participate in question-and-answer sessions and discussions

Management: What can be done to prevent confusion or rushing during class time?
Preparation and Delivery Time	Allow for more time in preparing and delivering a class via a videoconference Have overheads, images, and other materials organized and easily accessible during class Be aware of hardware and software problems that can occur (e.g., lost connection to receiving sites), and have contact information for troubleshooters on hand Make a schedule for each class and share it with teaching partners Follow the schedule but be flexible to allow for a vital, responsive learning environment
Communication in Class	Display a countdown clock showing the time until class begins Have each site display a unique identifying image, through digital or document display, at the start of class so that the presenting site can take a roll call Have each site designate a spokesperson for all interactions; rotate this responsibility so that all students have an opportunity to represent the site Plan for ways to communicate with students and teaching partners while off the air—e-mail, chat room, telephone, and fax are all ways to keep in contact during class but when the videoconference connection is off Know which methods of communication will be most efficient and effective for each activity, and communicate with teaching partners about when these transmissions should occur
Communication Outside of Class	Allow for off-site students and teaching partners to communicate with others (presenting site and other off sites) via e-mail, chat room, or Web-based bulletin board Provide opportunities for students to communicate with the lead teacher outside of class Plan regular communication with teaching partners to discuss upcoming videoconferences, students’ progress on projects, presentation methods, and procedures

Assessment: What are the best ways to assess student performance, and how will assessment responsibilities be shared across sites?

Methods

Consider a combination of these options for assessing student work:

Demonstrations Participation

Displays Portfolios

Essays Projects

Journals Tests, written or oral

Oral presentations

Allow for evaluation of the videoconference course, procedures, and lead and presenting teachers at mid- and end-of-course

Responsibilities

Work with teaching partners to develop appropriate assessment tools and rubrics

Decide who will be responsible for administering assessments and grading student work based on a shared rubric

Designate how lead teacher teaching partners, peers, and others will be involved in assessments

Consider delegating assessment responsibilities to each site’s teaching partners (sharing assessment responsibilities among teaching partners eases the lead teacher’s load and allows students to be graded by those most familiar with their classroom work)

To participate in the review of this Guide, click on Evaluation Form for a paper version of the form and on Online Evaluation for an electronic version.

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