Compressed video (CV) transmits compressed live audio and video at the same time over special ISDN phone lines (Integrated Services Digital Network). Multimedia can be accommodated over compressed video so a close-up image over a document camera can be integrated into the session as well as videotapes and computer images. CV is also known as videoconferencing and interactive video. It is simply a videophone call that can be like a conference phone call with many different sites connected together through the use of a video bridge (i.e., a multi-point call).
Some hints to help you have a better CV session when using it for distance learning:
- Be sure you are familiar with the control pad and have pre-sets (if available on your equipment) for different picture angles and zooms.
- Perhaps you can talk with other instructors who have been successful with this type of equipment at your institution. If none are available, look online for “best practices.”
- It may be helpful to have someone else operate the controls so you can focus on the students and the lesson.
- Check that each site has students seated so they can see and be seen when the camera is aimed at them.
- You should check your sound equipment (microphones and speakers) because most of the learning will come from the sounds rather than the visual.
- Prepare your students for the experience; explain the differences between regular TV and compressed video. Mention the audio delay so they understand why the distance audiences laugh at a joke a few seconds after the punch line.
- Tell the students about the importance of muting their mikes when their site is not presenting because the background noise (even just papers shuffling or chairs scraping) can cause the camera to switch to them in the middle of another site’s presentation or comments and the noises from their site will be amplified and disrupt the sound quality for all of the participants.
- Due to the sound delay (about one second), try to finish your thought in a single sentence including an obvious conclusion to the thought so others know when they can speak without interrupting. Expect to hear some interruptions if you pause in a thought and both of you saying to “go ahead.” Suggest the other persons shake their heads to agree or disagree during your comments instead of speaking verbally because the time delays may make it confusing.
- Try to explain the difference between broadcast TV (entertainment) and compressed video in distance learning so they don’t tune you out when it isn’t fascinating.
- The instructor or presenter may want to call on sites to respond during the formal part of the class to avoid confusion. However, be sure to allow some time during the session for free interchanges even though there may be some cross-talk and interruptions.
- You may want to schedule a training session for them so they can experience the way CV works before using it for your first class session. A written guide for them might also be helpful.
- It’s always a good idea to provide students with an advance organizer so they know what to expect. Include an advance activity or assignment so they are prepared and ready to participate actively in the session.
- During the session, be sure you plan interactive activities to keep the students involved early and often to keep them from being passive viewers. Role playing works very well over CV.
- Plan the use of small groups, hands-on activities, questions, reports, debates, experiments, critiques, reviews, etc. to get discussions going.
- Guest speakers can be valuable if they also involve the students and avoid the talking head syndrome.
- Motivation and student interest are keys to success in a CV session. Use a variety of activities to help insure this result. No more than 15 minutes on one activity or lecture.
- Use both graphics and visuals to help clarify comments and use the document camera to show real objects or pictures where appropriate.
- Remember that the TV screen is a 3 x 4 ratio when you prepare visuals to use.
- Be sure any text is in a large font so it can be easily read on the remote TV screens.
- Due to the video compression, images may appear fuzzy. You can help avoid some of this by reducing the distracting material. Avoid black and white visuals because other color combinations have better contrast: try yellow on blue or black on pastel paper. It might be better to wear a solid blue shirt or blouse than white or a pattern that can be distracting on CV. Also, avoid making rapid motions because only new information has to be transmitted. Things that remain motionless do not get re-transmitted (unless the camera shifts) so the rest of the picture can be sharper and smoother.
- Plan activities that can be done away from the camera for short periods—perhaps right before a break.
- During group activities or breaks, have a still visual showing on the screen so students aren’t distracted by what’s happening at other sites. Meanwhile, you can be available for individual help when requested over the CV screen.
- An advantage for the instructor when using CV is that you can observe the body language of students and call on them when they look confused or anxious to contribute. They may be hesitant to ask a TV screen a question—at least, while it is still novel to them.
- If you have local and remote students, remember to look at the camera rather than your local students so everyone feels they have eye contact with you.
- Have class lists so you can call on students by name. You may want them to put name tents in front of them so you can see who they are when the camera zooms in on them.
- In a point-to-point session (just two sites), you may be able to control the remote camera. However, in a multi-point session, you will not have this control ability.
- You may want to let students submit written questions over email or a fax machine during the session if you fear they may be hesitant to ask on-screen.
- When you have multiple sites participating in your class, it’s helpful to move to different sites to originate your session so each site gets to have your “live” presence at least once during the term.
- If you have a facilitator at the remote site, can they do some things that will help build class rapport?
- If you plan to use a videotape, keep it short because it can look jerky. You can send longer videotapes to the site to view directly there—perhaps before the session or during one of the breaks.
- If you use copyrighted materials over CV for distance learning, you will need permission. Because the copyright interpretations are constantly changing, get permission or either avoid using such materials or check with your school attorney to be sure you have a legal right to share the copyrighted material online.
- Consider scheduling some time online for office hours when students can talk with you, the instructor, in a non-threatening setting.
- Remember to provide an evaluation process to give you formative evaluation information to help improve your compressed video distance learning class.
The following sites provide greater detail and further helpful hints on ways to plan and improve your compressed video distance learning classes:
http://www.psu.edu/dept/cac/ets/presentations/videoconferencing/tips.html
http://www-cchs.ccsd.k12.wy.us/cchs_web/cv/whatis.html
http://www.tipsnews.org/newsletter/98-05/using_video2.html
http://www.globaldistancelearning.com/Technology/interaction/videoconf01.html
http://www.waltoncollege.uark.edu/disted/instructional_use_of_compressed_.htm
http://www.kn.pacbell.com/wired/vidconf/Using.html
http://www.nwacc.net/disted/nwdewhcv.htm
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