Videoconferencing Out on a Lim

Lit Review: This is a post in a series focusing on the research studies on videoconferencing.

Morrison, J., & Macquart, D. (2006). World’s youth connect through Global Nomads Group: An interview with GNG’s David Macquart. Innovate, 2(4).

Author: Morrison, J and Macquart, D
Title of article: World’s youth connect through Global Nomads Group: An interview with GNG’s David Macquart
Publication year: 2006
Database source: Innovate
Name of journal: Innovate
My Codes: VCContentProviders

Main Point: This article is an interview between Innovate’s editor and one of Global Nomads Group (GNG)’s founders. The article shares the history of GNG, it’s impact, features some of the programs, and shares the challenges.

Theoretical Framework/References: Not applicable, not a research study. The one reference is used to show that Americans lack in cultural understanding.

Methods, Sample, Variables/Case:  Not applicable, not a research study.

Findings: Not applicable, not a research study.

Author/Audience: The audience is the Innovate readership.

Questions/Thoughts/Implications:
The article shows how the vision of a few to meet the needs of students can expand to a respected non-profit organization.

GNG has offered some incredible international programs, but they are often only offered that one year. This makes it hard to “institutionalize” the learning. GNG wishes to offer more programs more consistently, but is hampered by funding issues. Nevertheless, many of our students have benefited from the incredible learning experiences offered by GNG.

“Most of the issues addressed in our programs continue to challenge governments and international institutions….” GNG certainly doesn’t skirt around tough issues. They have the facilitation expertise to deal with tough issues too. I’ve experienced their facilitation skills both in training and with students. 

This article provides anecdotal evidence of the power of videoconferencing to bring experiences and interactions to students that would be impossible otherwise.

Lit Review: This is a post in a series focusing on the research studies on videoconferencing.

WMHO. (2002). Videoconferencing exposes students to new worlds. T.H.E. (Technological Horizons in Education) Journal, 29(8).

Author: Ward Melville Heritage Organization (or THE Journal staff? it isn’t clear)
Title of article: Videoconferencing exposes students to new worlds.
Publication year: 2002
Database source: T.H.E. Journal
Name of journal: T.H.E. Journal
My Codes: VCContentProviders

Main Point: Videoconferencing allows a non-profit science organization to protect the salt marsh wetlands and still educate students about it. It allows WHMO to reach more students than would be possible with onsite visits.

Limitations:
This isn’t a research article and does not include a theoretical framework or any research data or references to other work. Well, page 3 says,”research has shown” the benefits of VC, but no references are provided. A few sentences describe teachers’ feedback from the sessions.

Notes:
The article describes how WMHO transformed an on-site field trip to a 45-60 minute engaging interactive curriculum-based program for videoconferencing. The program includes a learning kit with lesson plans, worksheets, activities, and a CD-ROM with additional resources. The article describes the visuals shown, including some innovative cameras that allow for visuals right from the water’s edge.

The article describes the reach of the programs - locally in the tri-state area and to several other states as well and mentions 12,000 students served.

Relevance:
While not a research article, this article does describe one aspect of curriculum videoconferencing - the content provider experience.

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?

Here’s a great article from Techlearning that I stumbled across recently: Three Steps to Eliminating Teacher Tech Phobia. While the article is focused generally on technology and mostly on Internet resources, the principles and concepts can be applied to videoconferencing as well.

First, the article makes some great points about the busyness of teachers and their need to see a direct curriculum application to any technology we’re encouraging them to use. We must always remember that curriculum drives teachers’ perception of resources. They won’t use VC just for the fun of it! And they shouldn’t either!

There are three tips given which we can apply to helping teachers use videoconferencing appropriately in their curriculum:

• Database. The database idea is an interesting one, and you should read the whole description in the article. Now for videoconferencing there are several tools for finding VCs that apply to your curriculum, but they still aren’t “next to the teacher” as described in the article. So we still need media specialists and building coordinators to see what’s available and suggest options to teachers. This filtering of resources and opportunities is a nice fit for a media specialist’s work. Some of my coordinators forward emails to specific teachers; others print descriptions of programs and put it in the teacher’s inbox.
• Survey. This is an interesting idea too. Ask the teachers what media they need. Or in VC’s case, ask them what curriculum topics they are focusing on. This information helps you make connections between the teachers’ curriculum topics and the opportunities available.
• Weekly Email. Well, weekly might be a bit too often for VC. But emails of opportunities are a great way for teachers to find out about the options. There are still many teachers in my county who only know about the VC opportunities that I email out. They don’t have time or the energy to check out my website and do their own searches.

What other tips can you think of after reading the article?