Interactive Video DL User Guide

Interactive Video DL User Guide
• SRS Clickers
• Mobile Learning Devices
• Video/Multimedia
• 1:1 Computing
• Collaboration Tools
• Interactive Whiteboards
• Interactive Video DL
• AT: Vision & Hearing
• AT: Universal Design
• Online Resources
Module 7: Interactive Video DL Module Synopsis Not every school has a visiting scientist or Chinese language expert available, but through interactive video distance learning (IVDL) in all its forms (ranging from individual webcams to high definition international, multi-­‐site conferences) all students CAN now participate in live, interactive experiences with content experts, take field trips to NASA, learn a foreign language, and much more. Interactive Video Distance Learning provides live, two-­‐way video collaboration and interaction with the world beyond the classroom walls. Explore how in this module! Technology Tools for Teaching & Learning – Interactive Video DL: Module Synopsis © 2011 NWOET. Permission is granted for non-­profit educational use. Module 7: Interactive Video DL Research Findings White Paper: Mapping the Latest Research into Video-­Based Distance Education Greenberg, A.D. (2009). Senior Analyst & Partner at Wainhouse Research. The 2009 Updated, Expanded Analysis Navigating the Sea of Research. www.polycom.com/.../navigating_research_on_videoconferencing_based_ distance_education.pdf • This is an invaluable resource of video-­‐based distance education research spanning 20 years regarding the evolution, uses and findings of distance learning technologies. • Areas covered include the effectiveness as a teaching strategy, the benefits of interactivity that is inherent and this relationship to constructivist education philosophy, and cost effectiveness. • Some of the specific technologies that are summarized includes; videoconferencing, on-­‐demand video, and lecture capture systems, synchronous and asynchronous examples technologies. • Types of research included; case studies, delphi studies, outcome analysis, surveys, and literature reviews. • Educators interested in adopting the technologies is the intended audience. • Since its publication new technologies have been and are being adopted. • An extensive bibliography is included. The Development of an Instrument for K12 Coordinators Implementing Curriculum Videoconferencing and a Model to Predict Utilization of Videoconferencing Lim, J. (2008). Instructional Technology Consultant. http://bcisdvcs.files.wordpress.com/2008/01/2009-­‐lim-­‐coordinatorsimplementingvc.pdf • The theoretical framework is based on Owston’s model that refers to the sustainability of a technology innovation in schools. For example: various levels of support, policies, professional development, funding, and the perceived value of the technology. Lim’s study looks at videoconferencing using these references, and in particular, the extent video conferencing was used and the relation to some of the qualities of the technology coordinators. • The dissertation may be downloaded from the Web site. This is a useful current reading with follow-­‐up questions and discussion points making the research a practical application tool. Web Conferencing for Teaching & Learning Skyring, C. (2009). Emerging Technologies Specialist, Broadreach Services. http://www.scribd.com/doc/15873373/Web-­‐Conferencing-­‐for-­‐Teaching-­‐Learning Technology Tools for Teaching & Learning – Interactive Video DL: Research Findings © 2011 NWOET. Permission is granted for non-­profit educational use. •
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Log into this site to download a copy of the article. Skyring outlines some of the benefits of web conferencing, especially the ability to communicate in real time to people in other locations. The author lists equipment needed, also types of activities that are conducive to this technology; polling participants, using a whiteboard, chatting, document sharing and saving sessions. Technology Tools for Teaching & Learning – Interactive Video DL: Research Findings © 2011 NWOET. Permission is granted for non-­profit educational use. Module 7: Interactive Video DL Web & Video Resources A Teacher’s Guide to Distance Learning Produced by the Florida Center for Instructional Technology, College of Education, University of South Florida ©1999, 2009. http://fcit.usf.edu/distance/chap2.htm • This is an online textbook with multiple chapters referencing distance learning. • Complete chapters exist online and contain pertinent and comprehensive information covering distance learning. • A primer on the technology and the benefits, connectivity, and implementation. Instructional Strategies That Work with Videoconferencing: Increasing Interactivity Janine Lim, PhD Instructional Technology Consultant (2010) http://k12onlineconference.org/?p=441 • This is a 15-­‐minute video presentation, embedded at this site, in which Lim illustrates through examples and explains this technology. • The author’s extensive background and experience takes videoconferencing form a ‘once-­‐in-­‐a-­‐while’ technology to dabble in, to a useful method of incorporating the benefits into the curriculum. • A worthwhile presentation for both newcomers and those already familiar with this technology. TWICE Website: Two Way Interactive Connections in Education Michigan's organization for videoconferencing in K-­‐12 education. http://www.twice.cc/ • Website containing many resources and valuable links for those interested is pursuing video conferencing or collaborating with this type of technology. • Some projects are limited to membership of the participating Michigan schools. • The field trips, shared classes and projects are great starting points for activities or examples of the power of this technology. DL and Curriclum Integration Cheryl Tice, Instructional Support Specialist for Technology for GST BOCES, New York State. http://thedistanceblog.blogspot.com/2008/09/dl-­‐and-­‐curriclum-­‐integration.html • Blog highlights posts about videoconferencing, and distance learning. There are references to other resources and a network of educators interested in the use of this technology in their teaching and learning. • A good place to keep updated on current uses of the technology. Technology Tools for Teaching & Learning – Interactive Video DL: Web & Video Resources © 2011 NWOET. Permission is granted for non-­profit educational use. Blog: HSD Videoconferencing http://einstein.hempfieldsd.org/videoconferencing/ • This blog highlights the efforts of Hempfield High School, PA, and its journey on the use of videoconferencing. Of interest is that they use a low-­‐cost approach, Skype and iChat, that many schools would be able to emulate. • A link is included on planning a videoconference with an easy to follow template of steps to get started. Video Conferencing for Teaching and Learning http://www.netc.org/digitalbridges/vc/ • Useful resource including a teacher guide with examples of the uses of the technology. • This site includes great planning and implementation sources. The drawback – the project was federally funded and ended in 2005. It gives very good background information as the links are still connected to the material. • Main topics are included: Uses & Examples, Planning Information, Resources and a Glossary. Distance Learning: It’s Elementary! Linda McDermon, Distance Learning Coordinator for Rural Hall Elementary School in Rural Hall, North Carolina. Copyright © 2005, ISTE. http://www.eric.ed.gov:80/PDFS/EJ728933.pdf • This article describes an elementary school’s use of videoconferencing. • The author describes the source of funding for the project, and examples of how the students and teachers made good use of the technology for curriculum integration. • A unique use was to allow students to present information at education conferences without leaving the school. This article would appeal to parents and teachers as a quick view of the benefits in an elementary setting. Website: Ohio Distance Learning http://www.ohiodl.org/ • This website contains current information about the Distance Learning in Ohio. It includes the history of video conferencing in Ohio, content providers, searchable database for video conferencing activities, and useful resource links. • The site is hosted by the North Central Educational Service Center (NCESC). • Free distance learning activities are linked from this site, as well as free content provider programs. Technology Tools for Teaching & Learning – Interactive Video DL: Activities © 2011 NWOET. Permission is granted for non-­profit educational use. Module 7: Interactive Video DL Activities Activity #1 Journey North: A Global study of Wildlife Migration and Seasonal Change Grade Level: K-­‐12 Subject Areas: science, technology, language arts, social studies. http://www.learner.org/jnorth/ ; http://www.learner.org/jnorth/orientation/ This Internet based project requires registration (free). • There is a comprehensive orientation link, explaining the project. • There is also a link to a professional development series based on teachers who have used the project. • The project allows you to match your curriculum goals to various migration patterns or studies. Monarch Migration is an example of one area of study. Students are involved in tracking monarch butterfly migration and sending and receiving emails regarding the sightings. Tools exist on the site to track the progress as well as background information. An ‘expert’ also posts information. • Although this project does not call for interactive live communication or collaboration, explain how this can be adapted to use interactive distance learning. • Investigate the uses of ‘Skype’ and or ‘Vokle” and list several ways the technology would enhance this project. • Describe how you could involve another class in the project to communicate findings live, using videoconferencing. This could be Skype once a month or the use of VOKLE http://www.vokle.com/ Activity #2 Chapters; a K-­12 Writing Project Subject Areas: language arts, may be adapted to specific content area writing http://fmu.ncoesc.esu.k12.oh.us/chapters/index.html This activity requires classes to register. The objective is to collaborate with another class on a writing project. Each class writes a successive chapter, with guidelines agreed upon by participating teachers. Sample stories may be found on the site. • Using science as the curricular area, list three outcomes that may be accomplished using this format and science concepts. Technology Tools for Teaching & Learning – Interactive Video DL: Activities © 2011 NWOET. Permission is granted for non-­profit educational use. •
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Explain how this activity may be extended to incorporate visual communication between the participating classes. Research and describe several Web 2.0 tools that could be used to facilitate the collaboration aspect of this project. Activity #3 The Great Race 2011 Island Paradise: Key West to Maui Grade Level: Grade 5, adaptable to other grade levels Subject Areas: language arts, math, science, social studies Each class is a team and must travel to the destination following a set of guidelines. The objectives include budgeting travel expenses, researching modes of transportation, investigating landmarks on the journey. The goal being; to arrive in the shortest time having spent the least amount of money and fulfilling all the requirements along the way. • Many real world skills are involved and communication and collaboration are built into this project. • This multidisciplinary project is geared towards fifth graders. • It begins in February and concludes in April. • Videoconferencing takes place at three points during the project. • This activity lends itself to adaptation by teachers and students to collaborate with a partner classes on a similar challenge. Design two activities that would involve video conferencing with another class based on this activity. • Explain how this project aligns with 21st Century skills. • List four roles you would assign students in your class to work on when involved in this project. Technology Tools for Teaching & Learning – Interactive Video DL: Activities © 2011 NWOET. Permission is granted for non-­profit educational use. Module 7: Interactive Video DL Terms Asynchronous technology – “The asynchronous mode of delivery is where participants access course materials on their own schedule and so is more flexible. Students are not required to be together at the same time. Mail correspondence, which is the oldest form of distance education, is an asynchronous delivery technology and others include message board forums, e-­‐mail, video and audio recordings, print materials, voicemail and fax.” (http://en.wikipedia.org/wiki/Distance_education) Distance Learning – “The U. S. Office of Technology Assessment defines distance learning as the "linking of a teacher and students in several geographic locations via technology that allows for interaction" (in Cartwright, 1994). According to the United States Distance Learning Association, "distance learning is the application of electronic means to education in all areas: K-­‐12, higher education, continuing education, corporate training, and military and government training, telemedicine and those devoted to the pursuit of lifelong learning" (USDLA, 1996). The VTEL Corporation defines interactive distance learning as using "today's video technologies to reach more students, in more locations, with fewer instructors" (VTEL, 1996). The Distance Learning Homepage of Western Carolina University defines distance learning as "the delivery of instruction to the right group of people at the right time in the right place. The educator and the learner may be separated by time, distance, or both. It may or may not include technology" (WCU, 1995). Clearly these definitions have some common ground and some differences.” (http://horizon.unc.edu/projects/issues/papers/Distance_Learning.asp) Interactive Video Distance Learning (IVDL) – Live interactive video conferencing done in a traditional classroom setting from one campus to another. (http://www.ulib.csuohio.edu/ims/ivdldefinitions.html) Skype – “Skype is a software application that allows users to make voice calls over the Internet. Calls to other users within the Skype service are free, while calls to both traditional landline telephones and mobile phones can be made for a nominal fee using a debit-­‐based user account system.” (http://en.wikipedia.org/wiki/Skype) Synchronous technology – “is a mode of delivery where all participants are "present" at the same time. It resembles traditional classroom teaching methods despite the participants being located remotely. It requires a timetable to be organized. Web conferencing and videoconferencing are examples of synchronous technology, as are direct-­‐broadcast satellite, internet radio, live streaming, telephone, and web-­‐based VoIP.” (http://en.wikipedia.org/wiki/Distance_education) Technology Tools for Teaching & Learning – Interactive Video DL: Terms © 2011 NWOET. Permission is granted for non-­profit educational use. Videoconferencing – “A videoconference is a live connection between people in separate locations for the purpose of communication, usually involving audio and often text as well as video. At its simplest, videoconferencing provides transmission of static images and text between two locations. At its most sophisticated, it provides transmission of full-­‐motion video images and high-­‐quality audio between multiple locations.” (http://searchmobilecomputing.techtarget.com/definition/videoconference) Vokle – “Vokle is a free service for hosting and recording live web conferences. Using Vokle you can host a live conference in which participants can chat with text while you broadcast yourself. You can also broadcast a conversation of yourself and another person who has their webcam enabled.” (http://www.freetech4teachers.com/2009/12/vokle-­‐host-­‐online-­‐
show-­‐or-­‐video.html) Web 2.0 tools – “Web 2.0 is term that was introduced in 2004 and refers to the second generation of the World Wide Web. The term "2.0" comes from the software industry, where new versions of software programs are labeled with an incremental version number. Like software, the new generation of the Web includes new features and functionality that was not available in the past. However, Web 2.0 does not refer to a specific version of the Web, but rather a series of technological improvements.” (http://www.techterms.com/definition/web20) Web Conferencing – “A videoconferencing session via the Internet. In order to interact with other participants, attendees use either a Web application or an application downloaded into their client machines. Web conferencing offers advantages over traditional room-­‐based videoconferencing because applications such as collaborative Web browsing, file transfer and application sharing are easily supported over the Internet. Web conferencing first appeared in the late 1990s with products such as PlaceWare, Microsoft's NetMeeting and IBM's Sametime.” (http://www.pcmag.com/encyclopedia_term/ 0,2542,t=Web+conferencing&i=54287,00.asp) Technology Tools for Teaching & Learning – Interactive Video DL: Terms © 2011 NWOET. Permission is granted for non-­profit educational use. Module 7: Interactive Video DL Reflections 1. Reflecting on information found in the research on interactive video conferencing/distance learning, what argument would you propose to your administration for the adoption of this technology for your students? Answers will vary. • The research mentions an alignment to a constructivist approach to teaching using this technology. • This is a way to engage learners, use 21st Century skills and solve real world problems. 2. Explain how educators would benefit from the opportunities presented by interactive video distance learning. Answers will vary. • Interactive video distance learning presents educators with limitless possibilities to collaborate with other teachers, sharing ideas, projects and information. • Engaged teachers, engage students. • Professional development opportunities as well as personal learning networks may be easily established with little cost and huge gains. 3. What teaching strategies would you employ in your classroom if you had access to this technology? Answers will vary. • Using ‘best practices’, such as hands-­on learning, making curricular connections, being able to tailor instruction to various levels and learning styles are all easily employed using these technologies. • Student will be engaged in project-­based activities. • Research indicates that students who have an authentic audience for their writing reach a higher standard. Technology Tools for Teaching & Learning – Interactive Video DL: Reflections © 2011 NWOET. Permission is granted for non-­profit educational use. Module Descriptions Module 1: “SRS Clickers” Knowing what students think, believe and understand is critical to classroom success. Researchers including Marzano (2009) state students who receive frequent feedback learn better. And, teachers who ask students a wide range of questions focusing not only on content but also on opinion and demographic information are more likely to focus on individual student differences – and achievement. Student response systems are commonly known as ‘clickers.’ Module 2: “Mobile Learning Devices” From early childhood through the adult workplace, access to information, communication and learning resources has become an anytime anywhere expectation. See how K-12
classrooms are evolving both in and beyond the classroom walls through a variety of mobile
learning devices (MLDs) that include MP3 players, portable ‘tablet’ devices, laptops and even
cell phones.
Module 3: “Video/Multimedia” Research suggests a majority of the population learns best when several, not just one, of the senses are involved in the learning process. Discover how both still and video cameras and are being used in the classroom to introduce, re-­‐enforce, remediate, motivate and classroom support learning. Module 4: “1:1 Computing” While one computer or Web-­‐enabled phone for every person is the norm in college, in the workplace and often in the homes of students, adapting this concept in K-­‐12 schools involves re-­‐thinking the structure of classroom instruction. Discover what research and classroom teachers are learning about 1:1, and how this trend also relates to the strategies of instruction through mobile computing. Module 5: “Collaboration Tools” In today’s work force collaboration is not an option, it’s an expectation. In this module explore how ‘cloud computing’ software designed for industry is being used in the classroom. Also discover why communication among students, teachers and parents is vital to fostering a true collaborative learning environment, and which tech tools are being used for these tasks. Module 6: “Interactive Whiteboards” Once found only in corporate boardrooms, interactive white boards are now commonplace in K-­‐12 classrooms. While some teachers only use these as dry erase chalkboards, this module explores how leading Ohio educators are taking full advantage of the tactile, review, self-­‐checking, and remediation functions offered by these tools. Technology Tools for Teaching & Learning – Module Descriptions © 2011 NWOET. Permission is granted for non-­profit educational use. Module 7: “Interactive Video DL” Not every school has a visiting scientist or Chinese language expert available, but through interactive video distance learning (IVDL) in all its forms (ranging from individual webcams to high definition international, multi-­‐site conferences) all students CAN now participate in live, interactive experiences with content experts, take field trips to NASA, learn a foreign language, and much more. Explore how in this module! Module 8: “AT: Vision & Hearing” Every classroom and personal computer comes complete with tools to help students who have special needs in the areas of vision and hearing. See how these tools are being used to support instruction and foster collaboration for students who might otherwise be isolated from the class. Module 9: “AT: Universal Design” Discover how technology tools already present in many classrooms, including video projectors, room audio systems, student response systems and color printers, can help teachers design instruction to reach all students more effectively plus provide critical access for many students who have special learning needs. Module 10: “Online Resources” Many students have 24/7 access to a range of information resources, but they may not understand how to evaluate those resources for instructional or personal use. Learn how some schools are using a variety of technologies such as electronic book readers, mobile computing devices and traditional classroom computers to teach critical thinking and information literacy skills. Technology Tools for Teaching & Learning – Module Descriptions © 2011 NWOET. Permission is granted for non-­profit educational use.