Sign in or 
Share this
Teaching with Videoconferencing Part 2
On the Videoconferencing Day
Wear pastel shades or muted blues because this will help the camera focus. Avoid wearing white, intense colours, patterns or reflective jewelry because they will record poorly.Arrive 20-30 minutes early, so you can find out where cameras, microphones, remote controls and computer are located and receive advice on how they operate.
Ask the technician where you should stand to avoid placing yourself in front of the data projector.
Set up a word document with size 24+ font on the desktop that can be used to answer complex questions or for brainstorming. Think of it as an electronic flip chart.
Do not use laser pointers or your hands to highlight points, they can't be seen at the remote site, so use the computer mouse.
Look at the camera as if it was a very important person. If you are a very dramatic presenter, practice being "still". Place a LOOK HERE sticker to remind yourself to look at the camera not the slides.
Speak loudly and enunciate each word; don't hold paper/pens or other noisy tools in your hand.
There will be a time delay for remote site responses, SO BE PATIENT.
Technical problems will be handled by the technicians at both sites. Ask questions if you are unsure about something.
Technology fails, so be patient if something isn't working. If you have audio, but no video, you can always use the paper handouts.
Teaching Protocol
SET
As you learned in the TIPS course, the SET is where you get the students' attention and motivate them to learn the content you are presenting. This is crucial in a distance class because it is very easy to be distracted away from your content.
Welcome everyone and check that you can be seen by the distance location. Ask for volunteers or assign one student to be the spotter who will watch for questions at each location. You will ask this person if the group has questions.
Tell the group what they can expect to happen in the session ex. "I have three objectives that I will be covering today. At the end of each objective, there will be a question period." or "We will be discussing the implications of X in pathology. I expect all of you to be involved in the discussion."
If this is one of a series of sessions, do a quick review of previous sessions to help students make connections between what they learned previously and what they will learn today. Clickers can be useful for this type of activity.
Begin with a case or story or image or question that focuses students’ attention on why they need to learn what you are teaching today. Give the students an individual or group task related to the case/story or image that they can answer either immediately or at the end of the session.
BODY
Once you have their attention, the BODY focuses on opportunities for the students to learn and practice the content. See How do medical students learn? and Active Engagement for more information. Chunk your content around your objectives so that you cover an objective every 15-20 minutes.
For larger presentation, consider using a MAP slide that focuses on each objective.
Consider using Smartboard functions to emphasis or clarify complex content.
Engage the students by asking a question even if it is rhetorical or getting them to perform a task related to either the initial case or your objective every 10 minutes. Attention spans are reduced in videoconferencing, so you have to adjust for that.
Ask the spotters at each site to organize their site's responses. Ask for questions.
Continue to the next objective (remind your students what the objective is by having it on a slide) and repeat the process.
Encourage students to ask questions.
Learn to use the B key on your keyboard to blank the screen when you want the audience to look at you.
If they had a case that required them to complete a task at the end of the session, go over the task with each site.
CLOSURE
Closure is an opportunity to clarify the key points and motivate the students to continue learning.
Summarize the key points or ask the students at each site to summarize what they thought were the key points
Or do a quick anonymous clicker quiz or PowerPoint game on the key points and display the results
Or return to the list of objectives and congratulate them on what they learned today.
Create a mindmap of how today's content relates to future learning.
Challenge the class to develop an exam question based on the material covered today and email them to you. Give a prize for the best question.
Do not ask “Are there any questions?” If you are concerned about this, ask students to contact you through email, ask their tutors, or save questions for the next session.
DeirdreB |
Latest page update: made by DeirdreB
, Jun 16 2010, 3:27 PM EDT
(about this update
About This Update
Edited by DeirdreB
9 words added view changes - complete history) |
|
Keyword tags:
None
More Info: links to this page
|
There are no threads for this page.
Be the first to start a new thread.
