Teacher's Guide to K-12 Videoconferencing

Presentation

What to do? How to do it?

Videoconference is the perfect medium for presentation. There are many tools and strategies available to you. It is important to decide what your goals are for your presentation to best select the strategy and tools that will accomplish your goals. This is true if your videoconference presentation is staff development, instruction to high school students, collaborative projects with other sites or departmental meetings. The most important part of planning for any presentation is to decide what your goals are and then plan how you will accomplish them. The information that follows will help you make your presentation decisions.

The Four "P's" of Presentation

Plan

Goals

• The most important part of any presentation is determining what it is you want to accomplish.
• Identify your presentation audience and their expectations. What information do they expect to receive?
• Videoconference is a visual medium. Include visual elements in your presentation.
• Vary elements of your presentation so that you do not become a "talking head".
• Plan so that the elements flow of your presentation flow and you avoid a "jerky" effect.
• Be natural in your presentation. Planning and practice will allow you to focus on the material you will be presenting and not the technology you will be using.
• Keep your presentation simple. Don't select complicated methods of delivery when you can present the material in a simple and clear way.
• Remember your audience will want information and communication not a demonstration of the technology.

Tools

• Document Camera or ELMO - This camera will allow the presenter to show printed material, photographs, and the pages in a book, slides and 3-D objects.
• Cameras- One camera is focused on the presenter and may be programmed to focus on others who may be speaking in the room where you are presenting.
• White Board - You may use the white board as you would a chalkboard in a traditional classroom. If you select this tool, you will have to leave your seat and stand at the board. The camera has the ability to follow you. This will give a more traditional feeling to your presentation but remember that you will have to allow additional time to move from one strategy to another when presenting using a variety of tools.
• Computer - You will be able to use presentation software such as Power Point. This is a valuable tool and eliminates having to remove and place printed material on the ELMO. The use of Power Point allows for a smoother presentation. The presenter is able to focus on the information and not the logistics of the presentation.
• Video - Be sure to have your videotape cued and ready to go. Delays in presentation time are magnified during a videoconference session.

Prepare

Presenter, Lead, or Originating Teacher

• Be yourself! If you are uncomfortable with the medium - remember your message. Focus on the goals of your presentation. If you are relaxed, your students will be more comfortable and willing to interact.
• Dress
  • Avoid checks, stripes and intricate patterns. These designs have a tendency to vibrate and are distracting to your presentation.
  • Avoid white. White glows and is distracting and difficult to view.
  • Eyeglasses may reflect and be distracting to your audience. If possible adjust the lighting in the room so that the reflection from glasses will be less distracting. It is important for your audience to feel you are making eye contact.
  • Jewelry may reflect and create unnecessary and distracting noise. Limit the use of jewelry.
  • Clothing can become a trademark for your personality. An example may be wearing Hawaiian Print shirts, a bow tie or a scarf. Clothing may be a way to express your personality and lend atmosphere to your presentation or class.
• Motion
  • Use slow and controlled motion when presenting via videoconference. Since your image is compressed all movement will appear to be jerky. Slow, controlled movement helps to compensate for the compression.
  • If you move from behind the desk to present, allow additional time for your presentation. Remember to practice this movement so that the transition from the desk to standing is perceived as a natural transition.
  • Moving from one area to another will give the audience a feeling of a more relaxed and informal presentation but it will complicate your presentation design.
• Pacing
  • Take your time. There is a tendency to rush through your presentation in order to cover the material you have prepared. Realize that presenting via videoconference will take more time than traditional presentation.
  • Allow more time for interaction than you allow in a traditional setting. Interaction of participants is valuable but you will have to allow additional time for them to respond. They will be using new technology to respond and there will be delay in their response.
  • Speak in a normal tone of voice. You will not have to speak louder. Adjustments in sound can be made using the videoconference volume control.
• Communication
  • Coordinate efforts with anyone helping with your presentation at your site. If you are not going to be operating and switching between cameras during your presentation, you will need to discuss your needs or supply a presentation script to your assistant.
  • Be sure that you notify and/or supplied "far sites" with materials, handouts or supplies that will be needed. Materials and information should arrive the week before a presentation.
• "Food for Thought"
  • Avoid the "talking head" model and allow for interaction.
  • Use a variety of tools and strategies to make your presentation more interesting to your audience.
  • Be knowledgeable and enthusiastic.
  • Be warm and interested in your audience.
  • Avoid speaking in a monotone; use a conversational tone when presenting.
  • Plan transitions as you move from one strategy or tool to another so that your presentation appears smooth.
  • Remember - a sense of humor is essential.

What happens when you bus an entire class of third graders for a videoconference with a group of third graders in California and it doesn't happen? Be flexible! A pizza party becomes a welcome alternative.

Visual Aids

Videoconference is a visual medium and the value of visual aids increases. Pictures, slides, diagrams, objects and models may be placed on the document camera and viewed on the television monitor by participants. Visuals are clearer and more easily seen by all participants than if you were in your classroom.

Why Use Visual Aids?

• To enhance and clarify instruction.
• To add interest.
• To illustrate a concept.
• To stimulate discussion.
• To provide examples.

Tips

• Prepare materials in a 3 x 4 ratio. If you use letter format - leave a margin around your text, you will have approximately 7 inches of display space. If you use landscape format - excluding margin, you will have approximately 9 inches of display space.
• Use a legible typeface such as Times Roman, Arial or Helvetica. Keep the use of different typefaces to a minimum. Never use more than two (one for titles and one for text) if you want your presentation to appear consistent.
• When possible use an original printed copy rather than a photocopy of material.
• "White" or negative space is important - do not crowd text or graphics just to get more information on a page.
• Color adds interest and variety.
• Graphics and photographs add interest and stimulate discussion.
• Handwritten materials should follow the same 3 x 4 ratio and size requirements as printed material.
• Use pastel, tan, cream colored paper for overheads - white has a tendency to vibrate.
• Use a black felt tip pen when writing on paper using the document camera.
• Create a signature slide or graphic to identify your class or presentation. Display your introduction when your session begins and before you call roll. A graphic can focus participants and let them know you are ready to begin.

Examples of font sizes 24 point - Times Roman 24 point - Times Roman Bold 36 point - Times Roman 36 point - Times Roman Bold

Editing

• Use a graphics editor such as Adobe PhotoShop or PaintShop Pro to refine your images and graphics.
• Crop extraneous details.
• Adjust contrast and brightness so that images display well.
• Remember to resize maintaining the aspect ratio of the image.
• Use screen captures of Internet sites or computer screens.
• Use a scanner or digital camera to capture images and present them using the presentation software, Power Point. Presentations appear more fluid when you do not have to stop to place materials on the document camera.

Practice

You can plan and prepare but if you don't practice your presentation you will not be able to identify problems with your presentation in time to correct them. Problems are magnified when presenting via videoconference.

Tips

• Script your presentation.
• Time your presentation as you practice but remember to allow time for interaction.
• Write down how much time you need for each section and use this to help pace your presentation
• Realize that interactions greatly impact the time needed to present your material.
• Preview your overheads, Power Point, etc. using videoconference tools. If you have trouble reading your materials, the effect will be magnified when it is compressed and sent to "far sites". Ask for feedback regarding the materials you present.
• List materials needed and collect them in a plastic tub or carrier to facilitate ease of movement to videoconference room.
• Prepare a checklist or a "To Do" sheet and use it to remember to make changes and gather any additional materials or supplies you need for your presentation.

Demonstrations

• Script your demonstration.
• Have supplies and equipment easily accessible.
• If there are steps that will be reached during the demonstration, prepare finished examples before time to save time and avoid unnecessary glitches.
• Practice.
• Keep your demonstration simple and directions clear.
• Prepare step by step directions as a handout for participants.
• Power Point is an excellent tool. You can prepare key steps focusing on details and present these at the appropriate time with a simple click of the mouse. The reward for using Power Point is that you will not have the problem of moving equipment and supplies during your presentation.
• A Power Point demonstration may be sent as an email attachment to "far sites" as a follow-up to instruction. It becomes a tool for the teaching partner.
• A digital camera and scanner are very helpful in capturing images and details of a demonstration.

The value of Practice...

I was presenting a demonstration of watercolor techniques. I had planned what I wanted to do and gathered my materials. I had prepared a Power Point with finished examples. I thought I had covered all the bases and had demonstrated techniques so often that I did not need to set up in the Videoconference room and practice. I sat down, placed materials for the demonstration and began. I had forgotten one thing - the water! It's pretty embarrassing to have to get up during a videoconference session on watercolor techniques to get water. Mistakes are magnified via videoconference. Plan, prepare and PRACTICE!

- Susan Mason, Barrow, AK

Example of Script Format

STEP#	ACTIVITY	MATERIALS NEEDED	TIME

Patience

"Patience is a virtue." This is never more important than when you are presenting or teaching using videoconference.

What to expect...

• Videoconference is a new technology and participants will have a learning curve in using the equipment.
• The excitement about this new technology will diminish over time. The information you are presenting should become the focus and excitement.
• Pacing of a presentation is always slower than you anticipate.
• Interaction of any kind slows the presentation down by half but it is extremely important that it be included and planned for.
• Attitudes of many participants are resistant to using videoconference and anything that does not work will reinforce their attitudes about the medium. Plan, prepare and practice!
• Many participants are reluctant to speak or be seen via videoconference. You will have to include icebreakers, questions, etc. to bring these people into the conference.
• Expect some technical difficulties and plan for an alternative means of presenting information.
• Plan for the possibility that sites will be late connecting or that they will not connect. You will need materials at sites to cover this possibility.
• Until everyone is comfortable in using the equipment - there will be problems.
• Expect to spend lots of time planning and communicating.

Presentation Checklist

• Schedule your presentation and notify everyone involved of your videoconference time.
• If you have to reschedule - be sure you notify those involved of any changes to your schedule.
• Send all materials to "far sites" a minimum of two weeks prior to videoconference session. Contact sites to make sure materials were received.
• Notify technical assistants of any equipment or special needs at least one week prior to your presentation.
• Script and practice your presentation.
• Make sure mikes and other equipment are working and that tables and backgrounds will not be distracting to your presentation.
• Bring all materials you will reference to your presentation so you can show them if there are any questions.
• Arrange materials, handouts, etc. in order of presentation before your videoconference session so your audience does not have to wait for you to arrange everything on camera while they wait.
• Use a site list to make sure you speak with each site during your presentation.
• Allow adequate time for interaction and communication.
• Involve your audience in an activity, project, and conversation. This will make your presentation interactive.
• Have a black felt tip pen and pastel paper ready in case you need to use them to clarify points of your presentation.
• Practice so that you are very familiar with the use of cameras, ELMO and other equipment.

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Production

Production begins once you have identified your goals and objectives. What tools are available to help you produce your class? How will you use these tools? How will you modify pacing and establish a rhythm for your presentation? How will you pull everything together so that your session can be delivered?

These are issues relate to the production of your course or session. Videoconference is a visual medium. Courses must be modified to take advantage of the technical capabilities of this visual medium. Your course delivery is produced similar to a television program. The following information relates to producing a videoconference session or class.

Determine your model of instruction

• "Talking head" - lecture model, your production needs will be less for this model. Continuous use of this model is deadly.
• Interactive - types of interaction (verbal, written, activity or project) will determine how much time is required for production.
• Combination - production needs will vary depending upon overheads, interactions, examples, demonstrations and project designs.

Videoconference delivers educational opportunities to distant students who would not receive these opportunities otherwise.

Teaching, Presentation Room & Production Considerations

General Needs

• Table or desk with lots of room for supplies, overheads and materials.
• Presentation computer for the lead teacher or presenter. It is easier to work with and manage as opposed to running software applications, and transferring files to the videoconference computer which has the CODEC.
• A storage cabinet for supplies.
• Plastic tubs to arrange supplies and materials for a particular lesson - these can be returned to the storage cabinet later.
• Water source and paper towels.
• Supply of paper, black felt tip pens, tape, and post it notes.
• Markers and an eraser for the white board.
• Large desk or working area. A desk or table with a panel covering the front is preferred.
• Mark areas for sitting and working. If using an overhead camera, mark the effective area on your desk with masking tape. Work within this area for best results.
• Practice using an overhead camera so that you will not place your hand and head in the viewing area.
• The document camera should be on the presentation desk and close at hand to facilitate ease of use.
• Connect a computer to the videoconference system. This eliminates having to switch floppy disks and other problems associated with running files from the videoconference system computer that runs the CODEC.
• Locate the videoconference remote control or tablet near you so that you can easily switch cameras when needed.
• If someone is assisting you with cameras and technology, they need to have access to equipment and be able to follow your direction with as little interruption to your class as possible. Your assistant should stay in the classroom with you for the entire class period.
• A storage unit near the desk is helpful. Keep supplies that will be needed in the cabinet so you do not have to bring materials to the presentation room each time you present. Keep a ready supply of paper, markers and felt pens.
• Kleenex, water, trash cans and paper towels, etc. should be close at hand and provide as little visual distraction as possible.
• The presentation camera should be at eye level with the viewing monitor. When you are viewing students at "far sites" it will appear that you are looking into the camera and at them. Having to remember to look somewhere other than at the students you are instructing is distracting when you are teaching.
• Design a backdrop for the presentation room. The backdrop should enhance and reinforce the feelings you would like students to have for your class. A rolling bulletin board is an inexpensive and effective backdrop. It is also a good place to share student work - especially art, photos and graphics. Posters and colored paper can be easily changed to reinforce the activities occurring in class.
• Good lighting is essential. If your room appears dark and you have shadowing on your face you will need to get more lights in the room. Inexpensive clip lights will work. You need to set these up prior to class and adjust where the light falls to achieve the best results.
• A rolling chair is beneficial if you will be switching cameras and using different equipment during presentation.
• A wall clock helps the presenter keep an eye on time without continually having to look at a wristwatch. Students will think you want to be somewhere else if you keep checking your watch
• Have step-by-step instructions for connecting conferences, equipment use, and a list of telephone numbers for "far sites" and technical help at the presentation desk.

You will not be able to get up and get things you forgot to bring without a major disruption to your class. Try to anticipate needs and have everything at hand and ready.

Production Tools and Tips

Presentation Camera

• Have camera presets ready if you plan to move during class so that you do not need to pan and focus the camera as you move to a different position.
• Preset cameras to show other speakers. Presets should be done prior to class time.
• Review camera settings and look for items that will be distracting to your audience.
• Be sure that plants, edges of doors, bulletin boards, etc. are not coming out of the top of your head when you are viewed on the screen.
• Zoom in your presentation camera - the closer you appear to your audience - the more intimate and warm an impression the viewer receives. If you zoom out and your audience has a hard time seeing your eyes, you will lose your audience and give the impression that you are "distant" in personality as well as distance.
• Set up at least 15 minutes prior to class and review what you plan to do. Make sure you have all needed supplies and materials. Check room lighting and equipment to make sure it is working properly. Check your appearance, clothing, hair, etc. and make adjustments prior to connecting.
• Avoid having people sit behind you. The audience will be watch what is occurring behind you. Attention should be on what you are doing.

Document Camera (ELMO)

• Stack overheads in order of presentation and place them on the table next to the document camera.
• Focus and arrange documents prior to your session. This will save time and provide transition between documents. On some systems you can select "smart view" and the document camera can show your overhead as a slide. If you are going to be switching back to the document camera to show an overhead when you have finished speaking, selecting "smart view" can become problematic.
• Place objects for demonstration near at hand and use the document camera to provide detailed "how to" instructions. The document camera used in this manner becomes an excellent teaching tool.
• The document camera may be used as a slide projector. You can capture and show slides. You can also place actual slides on bed of the document camera, switch the backlight on and display your slides on screen. Mark an area for slide placement and focus on this area so that you will not have to adjust the focus during your presentation.
• When showing pages in a book make sure that you have the book open and ready to place on the camera prior to class.
• If you do not have access to a white board and don't feel comfortable standing you may place paper on the document camera and write on the paper, as you would use a white board. Be sure that you write large enough and that you use a black felt tip pen and colored paper. If you are left handed, you may wish to prepare overheads in advance or make slides to present using presentation software.
• You can move the head and arm of the document camera. This allows you to have another camera in the classroom. This can be very useful when doing technology training, eg. if you are showing someone how to connect hardware to the back of a computer, you can focus on your hands and the back of the computer.

VCR

• Have the videotape cued and ready to play before class.
• To emphasize and discuss points - stop and start the video using a remote control.
• Assign some type of responsibility when students view videotapes. Questions to answer, definitions to share with the class and other activities help to focus attention.
• The use of laserdisc, CD and DVD allows more presentation control.

Specialized Software and Hardware

• Software applications require training. Assign projects to reinforce learning and give a purpose for learning.
• Hardware requires training.
• Make sure that computer software at sites is installed consistently and mirrors your set up.
• The hardware you demonstrate should be consistent with the hardware at sites.

Presentation Computer (sends the computer screen to the videoconference center).

• This tool is a necessary if you are presenting a technology class or technology in-service training.
• It is necessary to have the keyboard close at hand.
• Set computer display settings to: (Windows Standard Scheme Large or Xlarge) in order to display large size font settings.
• Power Point presentations take time but they are very useful in presenting concepts and information. They allow the lead teacher to focus on the lesson when they are presenting. The presentation works as an outline and important points are not forgotten. A simple click produces the next point, which is much easier than moving books, supplies, etc. into view and organizing these materials on the air while your class waits.
• Preview Power Point using the videoconference equipment before your presentation. Resize fonts and adjust backgrounds so that your information is easy to read. Be aware that your Power Point will not display on the videoconference the same as you see it on your computer screen due to compression of the data you are sending.
• Select a pleasing color for the computer background screen. Avoid patterns.
• Do not select a screen saver and especially do not set a screen saver with a password. It takes time and is distracting when you have to stop and remove them on the air.
• Computer screen captures display well using Power Point.
• Scanned images and digital photos display well and are valuable teaching tools when combined with presentation software.

"What did you say we were supposed to do?" A web site is a ready resource for students to use to answer this question for themselves.

Web Site

• Publish the materials you produce for your class to a web site.
  • Post lesson plans on the site. Teaching partners can access and print plans at their convenience. If they misplace the lesson plans, they will always be able to find them on the web site.
  • Post student assignments. Link to resources students can use to complete assignments or find more information about a topic you are studying.
  • Publish and share student work.
• Load web sites or web pages you plan to present during your videoconference session before class. You can minimize the screens and then bring up each page or site with a simple click of the mouse. Students will loose attention if they have to wait long periods of time for web sites to load.

Don't forget that your students can use these same tools to produce and present information that they can share with the videoconference class and the world. It takes time to train but the "pay off" is tremendous.

Be flexible and creative! Just in case things don't go as planned try to think of at least two ways to do the same thing or present the same material. Don't forget to get input from your students when you have problems with equipment. It becomes a great problem solving experience for them.

During an art class, one of my sites could not get their document camera (ELMO). They wanted me to see and critique their work. The students soon arrived at a creative solution to our problem. They taped their artwork to their chests and walked in front of the presentation camera. They kept adjusting their distance to the camera until their work was in focus and I could see it clearly. I commented on each piece and then asked the student to bend down so I could identify them and recognize them for their efforts. We had a great time sharing art and sharing laughs. Appreciate spontaneous interaction that reinforces learning and especially if it is initiated by your students. Be open to a "teaching moment" and brave enough to allow it to happen!

Value these moments and the students who create them.

Transition Tips

• Design an introduction slide for your class or presentation that is unique and becomes the signature for the class. You can begin and end your class with this slide. When you place this slide on screen students will know that you are getting ready to begin. It helps to focus everyone for the start of class.
• When you place something on the document camera or display the computer screen you are not on camera. This will give you some time to prepare for the next section of your presentation. You may speak and at the same time start moving things into place. When you appear on camera - you will be ready to move on and will not need to take valuable class time to set up the next section.
• Power Point is one of the most valuable tools for videoconference instruction. It enables the lead teacher to focus on "the message" and not "how to use the technology". What to do next become a secondary issue. You can have an outline, examples, and concepts available at the click of a mouse.
• Provide music (appropriate to the situation) when students are working. Everything is exaggerated and silence becomes heavy. Dead air time is "deadly". Class will seem more pleasant. Music will provide a more relaxed and comfortable atmosphere.
• Have everything ready to move into place. It helps to get used to speaking to the camera - maintaining eye contact - as you get things ready for the next activity. This provides the illusion of being ready. If you have to stop and put your head down and lose eye contact, you often lose your audience.
• Practice! Being prepared allows you to be flexible because you have planned alternatives.
• Place an image on the document camera or computer screen and ask a question about it or assign an activity. This is motivating for students and will give you flex time during your class to get ready for what you plan to do next. You can bring up a software application, set up equipment that you will use to demonstrate, etc. without your class focusing on your preparation.
• Use an activity at the beginning of class as part of your usual classroom procedure. An activity such as a sketchbook assignment, journal activity, solving a puzzle or answering a question help to focus students and provides time for sites to connect and time for you to identify which sites have not connected and resolve any problems.
• Use props or place unusual objects or artifacts on the ELMO to see if students are paying attention. Use them to stimulate questions and add interest to class. This is especially useful if you are lecturing.
• Assigning each class a group activity gives the lead teacher time to prepare while students are working on answering questions or preparing to present information to the videoconference class.

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