Videoconferencing Out on a Lim

Here are the some recent updates to our VC Program Database linked on TWICE and Polycom.

• Cook Children’s Medical Center
• COSI Columbus
• Frazier International Historical Museum
• HEC-TV
• New York State Historical Association
• Touch The Sky Ltd. (England)
• Texas State Aquarium Aquavision
• University of Texas Institute of Texan Cultures At San Antonio
• The National Library of Wales

Roxanne’s post on the Face Time article in THE Journal reminded me that I wanted to blog about it. The article covers collaborative videoconferences such as Read Around the Planet and Monster Match, as well as the new Collaborations Around the Planet site. Overall it’s a great article, and you should read it.

I, however, wanted to express my angst on how the article ended. It closed with this from an e-learning vendor (emphasis mine):

Real-time communication technologies like videoconferencing, Ericson points out, require synchronous interactions, which rob users of one of the most valuable qualities of web-based networking: the ability to time shift—to interact with others whether or not they’re online with you at the same time. E-mail, blogs, and wikis all allow for time-shifted interactions; online chat rooms and virtual communities such as Second Life require you be there at the same time as those with whom you are communicating.

“One of the big advantages of virtual education and learning,” Ericson says, “is that you can do things on demand, when you want to. We do believe that chatting and videoconferencing have a place. But in our model, it’s not as valuable as allowing students to participate in the community on their own terms, whenever and wherever they are. The idea of forcing a synchronous model, where everyone is on at the same time, well, that’s what a classroom is for.”

!!!!

First of all, you should know that not only am I crazy about VC, I also have taught nine different online classes several times each since 1999. I am taking two online classes right now, and will start teaching two next week. I love the reflection and thoughtfulness in online classes.

But, I don’t think it’s fair to compare synchronous vs. asynchronous distance learning and say one is “more valuable” than another. I also think it is definitely not fair to have a vendor with a vested interest in asynchronous distance learning critique the synchronous medium.

So, here’s the question for you. Is synchronous distance learning like videoconferencing worth the trouble? Is it worth staying up in the evening to connect to places half way around the world?

I can think of a few benefits to real-time - besides the learning that goes on - think of these:

• motivation
• enthusiasm
• engagement levels (think of the posture when kids watch a video vs. participate in an interactive VC)
• accents & dress differences (can’t see that in a discussion board)
• body language & face time
• the feeling of being together and connecting (they are the same as us!)

When I read Roxanne’s list of Read Around the Planet ideas I was encouraged. I’m deep in the challenges of dealing with the RAP leftovers. The ideas reminded me of the kids’ enthusiasm in these events. When you’re tired and stressed with too many videoconferences to suppport, think of the kids. When you get all your matches next week and have a ton of RAP test calls to do, think of the kids. When you’re frustrated with the pain of scheduling, think of the kids. Imagine the faces of the kids in the last VC you did.

What do YOU think? Please comment. Is synchronous distance learning worth the trouble? Why?

This evening I did an ASK workshop for my local teachers. I had two high school English teachers in attendance. They’ve come to other workshops on videoconferencing. One of them has done a couple ASK programs; the other wants to but hasn’t found the right fit yet.

After the workshop, we talked for quite a while about the situation in their school and their wishes for a videoconference for their curriculum. I realized again that we cannot just be frustrated with teachers who won’t use videoconferencing. We have to listen to their concerns and situations and see if there is an appropriate, helpful way to integrate videoconferencing in their curriculum. And if there isn’t, we should accept that!

Some of the concerns were:

• New schedule. The school switched this year from a block schedule to trimesters. This is a huge jump and is causing all kinds of frustrations.
• New curriculum. The updated state curriculum has ramifications for their curriculum. In addition, due to the trimesters they are teaching classes they didn’t teach before.
• Less prep time. With the new schedule and new curriculum, they are also dealing with less prep time! More preps of new classes crammed into a smaller amount of time.

With challenges like that, who would even consider using VC? However, these teachers see the value. They are struggling though to see how to fit it into already crammed schedules.

So I asked some questions. I think the most important question was, “what do you already do to teach that curriculum”? In this case, British literature. In the course of the conversation, I discovered the students act out scenes from Shakespeare’s play. Voila! Here’s a perfect way to insert a videoconference. The students will already act out scenes. Just add a videoconference to up the ante with an outside audience. We’re hoping for UK or Canada when we get around to scheduling this. The students will already be practicing the performance.

We also discussed how stressed and freaked out high school kids are when they do collaborative connections. It’s really hard for them. I remember an 8th grade class last week in an ASK program. I overhead a kid saying, This is really creepy, before they muted the microphone. Creepy! How do you get kids to overcome their fear and concern about the videoconference? It’s different with high school kids! There’s this whole “body image” thing going on that’s really tough for kids.

So in our discussion we came up with this idea for an agenda:

• Introductions
• Insults - both classes prepare 5 Shakespearean insults for the other class. The two classes share insults back and forth - one from each class at at time. This should break the ice and get them laughing and more at ease.
• Scenes. Then the classes share scenes from a Shakespeare play. We’ll have to see how long the scenes are and how many can be shared in one class period.
• Question & answer. It’s critical to include the “fun” questions. They want to know about each other: what they do for fun, what music they like, etc.

What do you think? How do you listen to the teachers you serve?

It’s time to sign up for MysteryQuest World Geography. I have less openings this year, so hurry!

If you want to see examples of past MysteryQuest presentations, browse through the MysteryQuest category on my blog.

Hope you can join us this year!

When I used to teach Word, Excel, email, etc. workshops, I had a PowerPoint of technology jokes that I’d run before the session started.

I’ve wished for a while that I had a set of videoconference jokes to do the same. But there aren’t that many online that are appropriate for educational use.

Here’s one that I found once (the original source is no longer online):

Video Conference Pranks
Arrange with everyone in the room to freeze and quit talking all at the same moment.
Look directly into the camera and move your lips as if speaking, but make no noise.
Have someone off-camera talk while someone of the opposite gender lip-syncs on-camera.

Wainhouse Research Forums include a forum for videoconference humor.

Do you know of any appropriate VC jokes? Comment & share.

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Do any of your schools struggle with managing bandwidth so that videoconferences can happen? Mine do. I was reading Doug Johnson’s blog, and realized that his post Problem or Dilemma may assist with this issue:

[Dilemmas are] conditions that can only be managed, not solved because they involve conflicts in values. Because of individual priorities and “problem frames,” it is impossible to deal with these issues so that everyone gets what she/he desires. So how are these situations best dealt with? Personally, I like using my advisory committee (or a task force) comprised of all stakeholders effected to fully air the issue, suggest actions, and make a recommendation. Does everyone always like the result? No. But everyone knows why it has been made and has had a chance to have had their concerns heard.

Read the full post. How is bandwidth a dilemma? I have schools where they make an announcement (or send an email) for everyone to stay off their computers from 9:00-10:00 or whenever because a videoconference is going on. That’s pretty extreme, and those of you lucky enough to have fiber would never dream of such a situation. But it happens. In another district, due to internal networking, three schools have to stay offline to do a videoconference! Do you think these schools see videoconferencing as something they want to do on a daily or weekly basis? Certainly not! Just enough to meet the requirements of the RUS grant, or just enough to satisfy those teachers interested in using it. Just imagine the feeling about videoconferencing in these buildings! Having a conversation as Doug described is certainly one great way to get everyone involved in the issue.

What other ideas do you have?

Here are the some recent updates to our VC Program Database linked on TWICE and Polycom.

• COSI Columbus
• The Service Center At Clearwater
• Pro Football Hall of Fame

This afternoon I called one of my schools that hadn’t signed up yet for RAP and I thought they should have. The media specialist had a teacher staff meeting focusing on tech planned for this evening. She hadn’t asked me to present yet and thought I couldn’t fit it in. Luckily I could.

So on the spur of the moment, I connected for 5 minutes and gave the run down on Read Around the Planet. How it’s fun to tell Texas about snow, and how easy the presentation can be. Of course, I never talk about RAP without my hat on. They wanted to know about the costume, etc.  Lots of giggles and laughs.

Then I asked who wanted to sign up and half the teachers did! Voila! A few more registrations to hurry and get in before the deadline tomorrow.

A visual is a powerful thing! Especially when you can set teachers at ease with a little humor and encouragement!

How did you get YOUR teachers to sign up for RAP this year?

Do you wish you had a better background for your students when they present for collaborative projects? Are you reading Roxanne’s blog? Check out her low-cost idea for a background. Thanks for sharing that great idea, Roxanne!